Educational Linguistics

Las “Obras esenciales de M.A.K. Halliday” acercan al público hispanohablante 11 escritos clave de uno de los lingüistas más importantes de la historia reciente, el británico Michael Halliday. El gran aporte de Halliday ha sido desarrollar una teoría general funcional del lenguaje que explica cómo los hablantes y escritores construyen significados situados cuando se comunican, lo que permite vincular la lingüística teórica con la lingüística aplicada. Como plantea Halliday en el Prefacio, su teoría “puede ponerse en práctica para responder a problemas y demandas de la vida real”. Muchas de las nociones instaladas en la lingüística actual, como cohesión, contexto de situación, registro o funciones del lenguaje, han sido sistematizadas y popularizadas por la obra de Halliday. Este libro surge a partir de la colaboración internacional, durante más de cinco años, de investigadores de diferentes instituciones y países, que se encargaron de traducir los distintos capítulos, de generar consensos respecto de los términos técnicos de la teoría, y de brindar una edición crítica con explicaciones vinculadas al español. Se trata del primer libro de Halliday traducido al español en casi cuatro décadas. Este libro es un insumo fundamental para cualquier persona que quiera comprender las opciones lingüísticas de los hablantes y escritores en determinadas circunstancias, las formas en que el lenguaje categoriza e interactúa con la realidad, las estrategias de desarrollo y aprendizaje de lenguas, o las características de los textos, géneros y discursos.

Introduction English textbooks play a crucial role in education in developing countries. They are often used as the guiding teaching material in the curriculum and effectively contribute to the quality of education (Besser, Stone, & Luan, 1999). Determining suitable teaching materials for the curriculum is crucial to a language education program. However, in the textbook market, it is getting harder to choose an appropriate English textbook for a course (Minoo & Nikan, 2012). Although extensive research in light of systemic functional linguistics (SFL) has been carried out to investigate the language of government-approved English textbooks in schools in Australia and worldwide, the language of international textbooks chosen for teaching specific English skills in universities and language centers in non-English speaking countries has still been under research. With the diversity and availability of English as a foreign language (EFL) textbooks in the book market, a question raised is that what criteria do English language educators and teachers in non-English speaking nations based on to choose EFL texts and textbooks for their students and language teaching curriculum, and how appropriate they are? It is supposed that there are a number of factors that educators and teachers can rely on when choosing EFL textbooks to teach general English to second language learners (L2Ls) such as content orientation, pedagogical principles, text types, and linguistic complexity. However, with reference to the context of teaching EFL in Vietnam, it seems that there are no unified and consistent criteria for education policy makers and educators to choose EFL textbooks for the language teaching curriculum in universities or language centers. It is not uncommon to see that Vietnamese educators and teachers of English choose texts and textbooks for their students based on the book levels proposed by textbook writers. For instance, after students sit in a placement test, depending on the results, they will be placed in classes of different levels including elementary, low intermediate, intermediate, and upper intermediate (Anderson, 2003a, 2003b, 2003c, 2003d). Then, educators will choose a series of books consisting of four equivalent levels proposed by the writers as the course textbooks. As a result, students who sit in the elementary class will study the textbook written for elementary level in general. Likewise, the students who sit in intermediate class will study the textbook written for overall intermediate students.

Focusing participant roles in relation to process types: recently arrived adolescents' progress in written academic language Due to increased migration and mobility, teachers face recently arrived adolescents with limited schooling in need of support to develop academic language and literacy. SFL's meta language supports this development (Christie 2012, Schleppegrell 2013) and process types are applied in genre-based pedagogy in Sweden. Participant roles, however, are not. The intervention study aims to develop and scaffold a metalanguage awareness amongst teachers, enabling an explicit lexicogrammatical focus that could potentially enrich students' academic language and literacy. This pilot study analyses students' texts regarding participant roles in relation to process types within the system of TRANSITIVITY (Halliday & Matthiessen 2014, Thompson 2014). The data consists of 30 factual genre texts written in Swedish by twelve students, primarily with a refugee background, aged 16-18, who had lived and studied in Sweden for two to three years. Preliminary findings indicate a varied use of participant roles. Students' texts can be described more as "complex" than "correct" as if students strive to create complex, cognitively relevant meaning with the limited language resources available to them. This could indicate a starting point for an explicit lexicogrammatical focus. In this presentation, text analysis will be presented and implications for the intervention study will be discussed.

This article presents a case study of academic language instruction in a high school “English Learner Science” course. It illustrates how a teacher's understanding of academic language affects her instruction and students’ opportunities for learning. We examine a transcript of classroom discourse for the “didactic tension” that exists between this educator's teaching of science vocabulary and students’ development of conceptual understanding in science. We assert that the teacher's emphasis on vocabulary serves to obscure important semantic relationships among the phenomena she is teaching about in her lesson, as well as ignores the linguistic resources needed to express those relationships. We propose that the social action accomplished by this didactic tension may be to produce an economy of discourse for English Learners which, contrary to the goals of academic language instruction, serves to withhold from them opportunities to not only to talk, but think, like scientists. We use our findings to call for further research into teachers’ beliefs, practices, and discourse related to academic language instruction and the impact of these on students’ language as well as content learning.

Educational terms, labels, and categories can create binary thinking and societal polarizations that reify normative assumptions, status quo educational procedures, and inequitable educational experiences for culturally and linguistically diverse (CLD) youth in the United States (U.S.). We address the inequitable power relations that are created by deficit-based labels for CLD students, which lead to the misperceptions and misrepresentations of their active bilingualism, and propose a new term, active bilingual learners/users of English (ABLE), that centralizes students’ hybrid and holistic voices in their schooling contexts. We utilize a transdisciplinary approach to 1) distinguish ABLE students’ active bilingualism from the emergent bilingualism of L1 English-speaking students who study a foreign language, 2) defend the term bilingual as a metonym for bi/multilingual learners, 3) demonstrate through cognitive linguistics the implicit impact of placing “learners/users” before what it is they are learning/using in a label, and 4) analyze the potential positive influence of the acronym ABLE on the educational experiences of these students. Deficit-based terms are concrete examples of dichotomy-based conceptualization strategies that uphold normative ideologies and practices of viewing students in the United States as English-speakers vs. non-English-speakers, successful vs. unsuccessful, real Americans vs. non-citizens, and normal vs. other. In its essence, ABLE is a hybrid term that acknowledges both CLD students’ active bilingualism and their real need to develop English. Hybrid dialogues are needed to address the above conceptual dichotomies in education and transcend binary thinking that determines who is ABLE to be bilingual and successful in the U.S.

This paper examines orthographic errors produced by 288 tertiary intermediate learners of Korean as a Heritage Language (KHL) from English-L1 countries by identifying high frequency and high occurrence rate error items through a corpus-based error analysis of their written compositions, and discusses some pedagogical implications based on their cause. From the 2,815 orthographic errors identified, errors in vowels due to sound similarity, and consonants due to sound alteration and sound similarity were identified as the main patterns of KHL learner errors. The results of the study suggest that KHL learners resemble KFL learners in interlingual aspects such as difficulty due to one-to-one incorrespondence in Korean and English sounds, but also resemble young native Korean speakers’ errors which mainly occur due to phonemic transcription attributable to learners’ lack of morphophonemic knowledge and colloquial transfer. The study suggests a need for differentiated teaching methods for KHL learners that focus on orthographic conventions and homonyms rather than individual syllables or words of high frequency errors.

Educational linguistics is a dyadic science. The noun, linguistics, is a broad term which includes neuro-, psycho-, socio-, pragma-, ethno-linguistics and communication studies: areas where national 'schools' non longer exist. Educational, on the contrary, is a culture-bound term: language teaching is carried out according to laws which concern syllabi, exams and certifications, the language(s) of instruction, the teaching of the host language to migrant students, teacher training programmes etc. These juridical and administrative acts are meant for the local educational systems. We propose that it is possible to find a number of principles and models (we call them "hypotheses") which can be accepted by culture-bound educational decision-makers, thus increasing consistency within language teaching and research throughout the world.

Questo libro è dedicato all’educazione linguistica del parlato e dell’ascolto ed è un libro da ascoltare oltre che da leggere. Per la prima volta le spiegazioni e le analisi sono illustrate concretamente attraverso un’analisi dettagliata di testi parlati autentici di allievi e insegnanti, che si possono ascoltare presso il sito dell’editore all’indirizzo ??.
Si rivolge ad insegnanti, ad operatori del mondo educativo, con numerose proposte di attività didattiche concrete, e a tutti coloro che si occupano di comunicazione parlata. È una guida alla conoscenza delle caratteristiche delle abilità linguistiche di ascolto e di parlato nella comunicazione quotidiana, al loro sviluppo nel corso della vita di ciascun individuo e al ruolo che esse hanno nella vita sociale.

For this final chapter of the hard copy text, we review the different research that has been presented in each chapter, and we draw common threads between themes that have arisen. We then reflect on how this volume builds upon our understandings of translanguaging to date, and we particularly focus on the value of including Indigenous language education in this. We end by recommending future directions for the field.

The experiences of a community of people learning and teaching Lenape in Pennsylvania provide insights into the complexities of current ways of talking and acting about language reclamation. We illustrate how Native and non-Native participants in a university-based Indigenous language class constructed language, identity and place in nuanced ways that, although influenced by essentializing discourses of language endangerment, are largely pluralist and reflexive. Rather than counting and conserving fixed languages, the actors in this study focus on locally appropriate language education, undertaken with participatory classroom discourses and practices. We argue that locally responsible, participatory educational responses to language endangerment such as this, although still rare in formal higher education, offer a promising direction in which to invest resources.

The object of this thesis is studying the way in which the (Greek) language course is carried out at the level of High School (pupils aged 12-15) (Gymnasium). For carrying out this study we consider that (each) class teaching is formed by particular discourses, that is different ways of representation in regard with its varied aspects. These discourses, in turn, determine the curriculum macrogenre and the genre network associated with that, namely the succession and the character of interactions, practices and genre fulfilment constituting the course. The specific character of these elements plays a very important role in forming the discourse community developed in the context of the language course, as it specifies the way and the width of the pupils’ participation in literacy practices, thus contributing in the creation of concrete literate identities.
For the accomplishment of the research, interviews with teachers and pupils were utilized, and moreover the pupils’ exercise books (with their homeworks) were analyzed. The general conclusion brought out by the analysis is that the language-instructive discourses for the most part reflect elements from the traditional and structuralist language-instructive approaches, while some interspersed expressions of communicative and text-centered views are present as well. Consequently, these discourses flow into a specific instructive macrogenre which in turn forms a traditional-style language course, during which there develop discourse communities restricted to school-type practices, such as grammar exercises, composition writing and exams. These elements result in forming identity with limited literacy, that is literacy containing specific knowledge about the world, texts and language, as long as the focus is brought into acquiring the school literacy, which mainly aims at familiarizing the pupils with practices necessary for assessment procedures at school.

This PhD research study looks at meaning-making practices in interactions of English as a Lingua Franca (ELF). In particular, two research questions are investigated: Which wordings and features of discourse are characteristic of interactions in contexts where English is used as a lingua franca, and how do they contribute to meaning-making? To what extent do successful ELF interactions require competencies, skills and practices which are additional to those already described in the literature, and how can they best be described and accounted for? The data comprised naturally occurring spoken discourse from international students who were holding meetings in order to establish an international student society at the University London, and were analysed qualitatively drawing eclectically on the analytic traditions of ethnography and conversation analysis. In the first analytical chapter, it was found that the students were making specific meaning through translanguaging, and this contributed to the achievement of the pragmatic functions ‘filling in a lexical gap’ and ‘using some more precise lexis’. In the second chapter, it was shown that the students were again translanguaging setting out to be polite by achieving the pragmatic functions ‘displaying discursive sensitivity through avoiding profanity in English’ and ‘increasing politeness through showing awareness of the interlocutor’s linguistic background’. In the third analytical chapter, it was yielded that the students negotiated the meaning of culturally contested expressions, and thus the functions ‘refining the culturally contested elements of an expression’ and ‘replacing a culturally contested expression altogether’ were achieved. Finally, in the fourth analytical chapter, what was argued was that there were instances in which the students were attempting to manage the relational and build rapport with their interlocutors with word play through the functions ‘making an idiomatic expression more relevant to the rest of the in-group’ and ‘making an idiomatic expression more relevant to a wider audience’. Subsequently, the implications of the findings were discussed from the perspective of their significance regarding revising communicative competence and related models of competence, reconceptualising language functions and social semiotics, and reappraising the practice of translanguaging in superdiverse contexts. Finally, it was shown that these findings could be pedagogically useful for English language planning and policy from the particular perspective of curriculum and syllabus design, coursebooks and materials development, teaching approaches and methods, and testing and assessment.

In this article, I argue that academic language is a raciolinguistic
ideology that frames racialized students as linguistically deficient
and in need of remediation. I propose language architecture as an
alternative framing of language that can serve as a point of entry for
resisting these raciolinguistic ideologies in both research and practice.
I use this framework as a lens for analyzing the literacy demands
of the Common Core State Standard (CCSS). Using data collected as
part of a larger ethnographic study, I illustrate how Latinx children
from bilingual communities have unique opportunities for engaging
in the language architecture called for in the standards. I then
describe a unit plan that I developed from this perspective. I end
with a call for situating language architecture within broader political
struggles seeking to dismantle the political and economic inequities
that are the root causes of deficit perspectives of Latinxs and other
racialized students.

The contributors to this volume provide a critical examination of the notion of bilingualism as it has developed in linguistics and of its use in discourses of social regulation in state and civil society in the twentieth and twenty-first centuries. They attempt to move the field away from a "common sense," but in fact highly ideologized, view of bilingualism as the co-existence of two linguistic systems, and to develop a critical perspective which approaches "bilingualism" as a wide variety of sets of sociolinguistic practices connected to the construction of social difference and of social inequality under specific historical conditions.

Cet article propose une réflexion sur le rôle du théoricien du langage en tant qu’acteur socio-politique à travers la figure de Tullio De Mauro, philosophe du langage et ancien ministre de l’Instruction publique. En nous situant dans une perspective d’histoire du présent, nous démontrons en quoi son approche peut être appréhendée comme une « linguistique d’intervention », c’est-à-dire une linguistique qui vise à intervenir dans la vie sociale et institutionnelle d’un pays.
Dans le sillage de Gramsci, de Lombardo Radice et Ascoli, De Mauro fait valoir l’idée que l’amélioration des capacités linguistiques des locuteurs a partie liée avec la réforme morale et intellectuelle de la société toute entière, ce qu’il est convenu d’appeler Linguistique éducative (Educational Linguistics). Tributaire de la leçon saussurienne dans l’effort d’associer la créativité, la socialité et l’historicité du fait linguistique, son action s’inscrit dans une perspective de diffusion et de l’alphabétisation. Un exemple de cet engagement est la mise en place du Vocabulaire de base de la langue italienne (1980). Au-delà des aspects lexicologiques stricto sensu, cette initiative s’inscrit dans le cadre d’un projet éditorial novateur (les « livres de base ») qui vise la démocratisation de l’accès à la culture. Dans cette perspective, la divulgation du savoir passe avant tout par un choix attentif et responsable des mots, mais également par une éducation à la liberté expressive. L’engagement de De Mauro s’affirme aussi avec les Dix Thèses pour l’éducation linguistique démocratique (1975) mises en place à l’initiative du GISCEL (Groupe d’intervention et d’étude dans le domaine de l’éducation linguistique) et qui marque un tournant dans le débat linguistico-éducatif des cinquante dernières années en Italie, l’objectif étant la réforme de la pédagogie traditionnelle, imitative et normative. Dès lors, l’effort du linguiste italien peut être lu comme une tentative de désenclaver la linguistique du milieu académique pour la mettre au service de la société. Il s’ensuit une remise en question de la tradition philologique et archéologisante des études linguistiques en Italie qui, d’un côté, rendent le monde académique imperméable aux instances les plus novatrices de la réflexion linguistique internationale et, de l’autre, créent des savoirs non adéquats à la société italienne, qui connaît in fine le phénomène de l’école de masse.

OPEN ACCESS: http://doi.org/10.30687/978-88-6969-607-7

ABSTRACT: È possibile conservare una traccia organica e ordinata di una carriera di oltre quarant’anni di ricerca e insegnamento? È da questa domanda che è partito Paolo Balboni, al termine della sua lunga attività di studioso e docente di linguistica presso l’Università Ca’ Foscari. Ma non basta. Balboni ha voluto fare anche in modo che il suo ricchissimo archivio fosse immediatamente disponibile per tutti, in forma completa e gratuita. Questo è stato possibile da un lato grazie agli archivi digitali e dall’altro alle forme di distribuzione open access. Questo libro, significativamente intitolato Thesaurus, descrive l’esperienza di creazione di un simile archivio digitale, la sua struttura e i metodi con cui sono stati organizzati i suoi contenuti.

PASCH-Schülerinnen und -Schüler aus der ganzen Welt erstellten gemeinsam einen Comic, der den Abenteuerroman „In 80 Tagen um die Welt“ von Jules Verne adaptiert. Dass es sich lohnt, im fremdsprachlichen Deutschunterricht diesen Webcomic durch ein eigenes Kapitel zu erweitern, zeigt der folgende Beitrag.

Even though the learning and use of formulaic language is an important aspect of language learning, the study of lexical bundles, which are within the scope of formulaic language, appears to be an under-researched area in the domain of language learning and teaching. In this respect, the present study aimed to contribute to the literature by providing an account of the use of lexical bundles which included the definite article 'the' in a corpus of 160 literary analysis essays written by 2 nd year English Language Teaching students throughout a compulsorily taken English Literature course at a Turkish university. The secondary aim of the study was to test the functionality of the Core Expression Analysis method proposed by Shin et al. (2018) for the detection of attempted but erroneous lexical bundles which were typically left undetected by concordance analysis software since they deviated from standard forms. Lastly, the study aimed to perform error analysis on the lexical bundles which involved inaccurate uses of the definite article 'the'. The results showed that the use of the definite article 'the' within the corpus were generally accurate and all of the inaccurate uses were due to omission errors. The findings also confirmed the functionality of Shin et al.'s (2018) Core Expression Analysis method to analyse attempted lexical bundles through the analysis of core expressions.

rechten voorbehouden. Niets uit deze uitgave mag worden verveelvoudigd, opgeslagen in een geautomatiseerd gegevensbestand, of openbaar gemaakt, in enige vorm of op enige wijze, hetzij elektronisch, mechanisch, door fotokopieën, opnamen, of op enig andere manier, zonder voorafgaande schriftelijke toestemming van de rechthebbende. Copyright bij de auteurs voor de afzonderlijke artikelen en bij Anéla en Eburon voor de hele bundel.

The communicative approach in foreign language teaching claims that the socio-cultural context of the communicative event must be considered in order to make communication possible and efficient. Yet, very few scholars in the field of language teaching research have actually studied the nature and procedures of intercultural communication, and only recently a language teaching oriented model of intercultural communicative competence has been defined. The first part of the essay presents the nature of communicative competence and of its implementation in intercultural contexts, i.e. in all the communicative exchanges between people who do not share the same mother tongue/culture. The second part describes an online open access world map of the critical points of intercultural communication, meant to help people who use English as a Lingua Franca, or who study a language, focus the issue of culture as a communicative factor. The map is a work in progress and relies on the contribution of people all over the world in order to become more and more accurate. Sommario 1. Un modello di Competenza Comunicativa.-2. Un modello descrittivo di Comu-nicazione Interculturale.-3. Un modello di Competenza Comunicativa Interculturale.-4. Una mappa in open access della comunicazione interculturale nel mondo. L'approccio comunicativo è una realtà ben più antica di quella che perce-piamo oggi: nella classicità questo era l'approccio seguito nelle cancellerie dei faraoni o nelle domus romane, e comunicativo era l'insegnamento del latino nei conventi medievali e dell'italiano nelle corti rinascimentali in tutt'Europa: si insegnavano le lingue per comunicare, dove comunicare significa sia interagire con altre persone, sia ricevere la comunicazione di filosofi, letterati e perfino le parole Dio! (cfr. Titone 1980; Kelly 1971; Borello 2014; sul mondo antico: Ricucci 2014). La prospettiva comunicativa non si spegne mai del tutto, e già nell'Ottocento sono chiaramente orientati alla comunicazione Berlitz e Parmer, e poi Sweet, Jespersen nel nostro se-colo, poi ancora l'American Specialised Training Programme dell'esercito americano durante la guerra (cfr. Balboni 2009). Certo, sono il Modern Language Project del Consiglio d'Europa, di marca pragmalinguistica, insieme all'etnografia della comunicazione e la socio-linguistica di Hymes e dei suoi Models of Interaction e On Communicative Competence (1972a, 1972b) a fornire gli strumenti per una fondazione scientifica dell'approccio comunicativo che per secoli era stato basato su logiche intuitive: ma non erano una novità, erano il punto di arrivo di un 1

This book is a collection of real-life, personal narratives, or stories, on the theme of language and globalization. These stories are written by scholars from a range of different sub-disciplines of linguistics, time periods, and geographical spaces throughout the world. Drawing on their lived experiences of life, work and scholarship and through a personal narrative, the chapter authors invite the reader into their own personal, professional or scholarly lives in which they tell their stories of language and its issues and challenges against the backdrop of the global world of the 21st century.

https://www.amazon.com/Language-Globalization-Autoethnographic-Maryam-Borjian/dp/1138227811/ref=mt_paperback?_encoding=UTF8&me=

'Humanistic Language Teaching' is still used today in essays and books, mostly referring to a methodology which focuses on the learner and above all on his emotions as relevant factors in acquisition. As a matter of fact, HLT is something more and it concerns the very idea of learning, of interpersonal relations, of verbal and non-verbal languages, and so on. In this essay the author describes the scientific context of the '60s, the decade when an impressive number of books were published that changed the history of teaching and in particular of language teaching. Then, the main 6 elements of HLT are described, with reference to their definition in the '70s and '80s. The rationale of the essay is not just historical survey, but rather the need to focus attention on the whole paradigm of HLT, not only on the affective dimension. Sommario 1 Il contesto scientifico degli anni Sessanta.-2 La rivoluzione glottodidattica degli anni Sessanta.-3 Il definirsi dell'educazione linguistica umanistica negli anni Settanta-Ottanta. Keywords Humanistic psychology. Humanistic language teaching. Nella memoria collettiva gli anni Sessanta del Novecento sono legati alla ribellione del 1968 e al filosofo che ne era simbolo, Herbert Marcuse, autore di One-Dimensional Man del 1964: in realtà Marcuse denunciava come 'vecchie' le analisi di Marx e Freud (e seguaci ed epitomi), ma non apriva la via al futuro-e l'autoreferenzialità del Sessantotto e la sua scar-sa ricaduta nella vita reale a distanza anche di pochi decenni è forse rife-ribile proprio a questo 'sguardo nello specchietto retrovisore' di Marcuse. Negli stessi anni, tuttavia, Chomsky, Arnold, Rogers e Neisser e molti altri studiosi americani guardavano avanti e stavano costruendo gli strumenti per rinnovare lo sguardo.

In 1984, Richard Ruiz set forth three orientations to language planning: language as problem, language as right, and language as resource. Since that time, the orientations have only become more powerful, rising to the level of paradigm in the field of language policy and planning (LPP). In this paper, we revisit Ruiz's orientations. By drawing upon Ruiz's own work as well as the work of other scholars who have been inspired by him, we unpack the ideas aligned with each orientation in order to reflect upon the application of the three orientations as a heuristic for LPP. In contrast to critiques that the three orientations do not map onto the political reality of policy situations, we argue that they are analytically useful as both etic concepts that can be used by researchers to guide deductive analysis about the values that emerge from messy policy debate and negotiation and as (latent) emic concepts in situations when people express their beliefs about language.

Il presente contributo vuol fare luce su alcune pratiche che permettano all’insegnante di far esprimere al meglio le potenzialità di ogni singolo studente. Dopo la presentazione di alcune possibili cause che spingono certi studenti a comportasi in modo poco edificante, seguono un’esposizione delle ragioni che dovrebbero spin-gere i docenti a preferire uno stile educativo autorevole a uno autoritario, permissivo e perfino democratico, e una definizione di insegnante  amorevole. Lo scritto raccoglie, inoltre, considerazioni sulla tecnica del convincimento razionale, l’ambiente di apprendimento, la figura dello studente ricercatore e il sistema dei premi e dei castighi, da sostituire auspicabilmente con il sistema delle conseguenze. Nel lavoro più volte sono stati inseriti suggerimenti che provengono dalle neuroscienze. In particolare, si ragiona sull’attenzione che il docente dovrebbe riservare all’amigdala degli allievi, dal momento che riveste un ruolo importante nelle emozioni: un’inadeguata considerazione potrebbe perfino indurre lo studente a rifiutarsi di imparare con un determinato insegnante. È stato affrontato anche il discorso della peculiarità del cervello dell’adolescente, valido anche, come nel caso dello scrivente, se si ha a che fare con studenti universitari perché biologicamente il cervello, anche alla loro età, non è ancora maturo.

This paper presents a case study of the usefulness and challenges of a portfolio assessment utilised in a KSP (Korean for Specific Purposes) course offered as part of a university degree program. The study demonstrates how to design a portfolio project, discusses portfolio tools and presents examples of students' portfolio work. Additionally, it presents an analysis of self-critic essays completed by the participating students, discusses students' performances in comparison with other components and demonstrates assessment tools. The results of the analysis indicate that, overall, portfolios have merits as a useful alternative assessment method in KSP and general Korean language courses as well in terms of the development of independent and self-directed learning, enhanced student-teacher communication and more information about students' learning process. However, the results also indicate that there are several factors that need to be considered and that might work as not so advantageous compared with conventional assessments, including types of assessment tasks, reliability of assessment tools and the teacher's workload. The study then discusses some challenges and weaknesses of portfolios and argues that new assessment strategies such as portfolios should be explored more but with caution to stimulate and accommodate active Korean language learning.

The ecology of language has its foundation in the work of sociolinguists and linguistic anthropologists in the 1950s and early 1960s.  Since the late 20th century, the ecology of language, sometimes known as “ecolinguistics” or “language ecology,” has become an umbrella term for a wide range of perspectives that seek to make connections between language and environment: using concepts related to ecology to understand social environments for multilingualism, analyzing discourses of environment and environmentalism, and describing relationships between biological and cultural diversity. While each of these perspectives is useful in its own way for understanding aspects of language in society, and all of them overlap in meaningful ways, the focus here is on the first perspective since it is arguably the most widely used with respect to the study of language (in) education. In this regard, the ecology of language is a conceptual orientation to critical thinking about multilingualism in and around teaching and learning.  From this point of view, the ecology of language highlights the importance of being aware of the social and political environment in which language learning and teaching takes place. This includes paying attention to how language education relates to large-scale linguistic ecosystems like regions, countries, and cities as well as to small scales like communities, schools, classrooms, and interpersonal interactions.  This text examines foundations, controversies, major contributions, and future directions in ecological perspectives on multilingual education.

This paper examines the developments of Korean language education in Australia from the governmental efforts to introduce Korean at policy levels to recent development in Korean language programs, and explores the current issues and considers challenges ahead. The paper discusses not only how learning and teaching of Korean has been practised in the Australian context, but also the critical conditions needed to further advance Korean language education. Specifically the study provides an evidence base pertaining to Korean language study in schools and universities, and in the community, by undertaking the following objectives: (1) review of the relevant policies; (2) presentation of updated data on provision and participation (2010-2016); (3) up-to-date analysis and discussion of current issues and challenges specific to the Korean language; and (4) what needs to be done, including curriculum and delivery of programs. It is revealed that there are some encouraging signs of developments such as the significant increase of overall enrolments but at the same time there are a number of areas where further improvements should be made, including low enrolments in matriculation courses. Some key issues and challenges are highlighted and further discussed, hoping to help the policy makers and/or program authorities as they work towards practices and programs.

This book gathers together 11 empirical-based studies of classroom interaction carried out in different countries, including the USA, England, Kenya, Sweden, and China. Along with a state-of-the-art literature review, the chapters provide key insights and engagement priorities that will prove relevant to a variety of learning and teaching contexts.

My Chapter in this book analyzes actual classroom interactions to assess whether language policing (Amir, 2013) (the mechanism to re(-establish) L2 as the langauge policy) aligns/disaligns in particular classroom contexts.

There are now over 1 million pupils in UK schools who speak English as an additional language (EAL). In intensely diverse contexts such as London this has thrown up new hybrid ways of using language. Rather than languages living neatly side by side, they mix and mingle, with individuals drawing on two or more languages at once as they communicate and express themselves. This phenomenon is referred to as “plurilingualism” in the Common European Framework of Reference for Languages (Council of Europe, 2001). The educational and creative potential of plurilingualism goes largely untapped within mainstream schools and cultural initiatives which tend to channel young people into using one language at a time. The goal may be multilingualism, but this is pursued through monolingual learning experiences.

Multilingual Creativity is about engaging positively with the reality of plurilingualism and is an umbrella term for the current range of projects and research across schools, arts/cultural organisations and universities, which grapple with celebrating, drawing a dividend from and further developing such linguistic skills. This report presents findings from a review  of current practice, identifying five key principles associated with successful projects in Multilingual Creativity. Each of the main sections in the report is divided into a practical explanation based around an example project, and a theoretical perspective which highlights a related concept drawn from sociolinguistic and educational research and explains its potential use for practitioners on the ground. This report contributes to a wider endeavour of sharing insights, models and theoretical approaches amongst the different partners involved in Multilingual Creativity

Though the pedagogical concerns appear at the surface, the underlying goal of educational language policies is to maintain (or challenge) the power relation in the society through ideologies. Nepal's educational language policies can be categorized as promoting assimilation or pluralism on the basis of underlying ideologies.