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This paper discusses recent developments in policies and practices of immigrant minority language teaching in the Netherlands. It focuses on the realisation of this provision as 'language support'. Within this arrangement, an immigrant minority language is used as a medium of instruction for parts of the regular primary school curriculum. Following Goodlad et al. (1979), we identify different versions of the language support curriculum on the basis of in-depth analyses of policy documents from the national and local government (the formal curriculum), and the National Educational Innovation Centre for Primary Education and the Inspectorate of Education (the ideological curriculum). In addition, we analyse policies and practices with respect to language support at a multicultural primary school on the basis of observations, interviews, and school documents (the perceived, operational and experiential curriculum). The analyses reveal how policy makers, practitioners, and pupils differ in their understanding of the notion of language support. They also show how inaccurate assumptions with respect to the pupils' relative command in Dutch and the minority language impact on actual practices of language support.
In this article, an account is given of the planning of a trilingual dictionary Yilumbu– French–English. The focus is on the target user, the purpose, nature and typology of the planned dictionary. Attention is also paid to some macro- and microstructural issues. For example, all types of lexical items, including multiword lexical items, are given lemma status. Moreover all items are included according to the word tradition and on account of their usage frequency in the corpus. Apart from these aspects, types of dialectal forms as well as the type of special-field lexical items are also discussed. From a microstructural point of view, this article investigates different kinds of data types to be considered for inclusion in complex articles in particular. User-friendliness parameters and innovative access structure procedures also come into play.
It is no secret that Gerhard Doerfer has argued strongly against a genetic relationship between the Mongolic and Tungusic languages. Ten years ago he presented a detailed analysis of the Mongolo-Tungusic vocabulary (1985). In the following I intend to show that his material allows of a quite different conclusion.
The six articles presented in this issue of L1 – Educational Studies in Language and Literature represent both the language and literature domains of the title. More importantly, they represent the first issue as an exclusively online journal with free access to all readers and members of the International Association for the Improve-ment of Mother Tongue Education.
Focus expressions in Yom
(2006)
This paper deals with the means for expressing the pragmatic category of focus in Yom, which is an Oti-Volta language of the Yom-Nawdem group spoken by about 74,000 people (Gordon 2005, online version) in the department of Donga in Northern Benin. The study is based on results of my field research carried out in March/April 2005 in Djougou (Benin), within the framework of the project “Focus in Gur and Kwa languages”. Main aim of this fieldwork was to study the expression of focus in Yom. Regarding the basic grammatical structure of the language, I mainly rely on various publications by Beacham (1969, 1991, and 1997).
What characterises children's publishing in France at this time of a uniform worldwide culture imposed in a positive fashion by the 1989 Declaration of Children's Rights and, more dubiously, by globalization and electronic reproduction? Can we speak of the influence on it of a new multinational republic of children through the increasing number of translations from other countries or does French children's literature rest only on a few successful classics such as Jean de Brunhoff's Babar or Charles Perrault's tales, among which Little Red Riding Hood is a world's bestseller? The purpose of this paper is to point out the contemporary literary trends evincing a new awareness of our writers, artist creators and publishing houses expressing the sensibility of our reading public.
The medium of (oral) language is mostly disregarded (or overlooked) in contemporary media theories. This "ignoring of language" in media studies is often accompanied by an inadequate transport model of communication, and it converges with an "ignoring of mediality" in mentalistic theories of language. In the present article it will be argued that this misleading opposition of language and media can only be overcome if one already regards oral language, not just written language, as a medium of the human mind. In my argumentation I fall back on Wittgenstein’s conception of language games to try to show how Wittgenstein’s ideas can help us to clear up the problem of the mediality of language and also to show to what extent the mentalistic conception of Chomskyan provenance cannot be adequate to the phenomenon of language.
Literary response and attitude toward reading fiction in secondary education: Trends and predictors
(2006)
The present article synthesizes the results of four studies that concern attitudes towards reading fiction and the literary response of students in secondary education. Both cross sectional and longitudinal data sets were created with the cross sectional data used for establishing 'model fit' of both the attitude model and the literary response model. Relations between different components of both models used are charted among reading behavior and relations between model components and student characteristics. The longitudinal data is used to establish trends in attitude and response. Also relations between student characteristics and characteristics of literary education lessons on the one hand and trends in attitude and literary response scores on the other are examined. Results indicate that both the attitude and the response instrument show adequate model fit. Of all attitude components, 'affect' appears to be the best predictor of reading behavior. Response factors appear to be structured in two secondary order factors: 'trance' and 'literary interpretation'. Attitude and response scores diminish with age. Literary education lessons appear to slow down the diminishing trends. The text experience method seems especially promising for stimulating literary response and attitude toward reading fiction.
Many Bantu languages have grammaticized one or both types of motion verb - COME and GO - as future markers. However, they may differ in the semantics of future temporal reference, in some cases referring to a "near" future, in others to a "remote" future. This paper explores how the underlying image-schemas of such verbs in several languages - Bamileke-Dschang, Bamun, and Larnnso' (Grassfields Bantu), Duala, Chimwera, Chindali, Kihunde, and Zulu (Narrow Bantu) - contribute to how the verbs become grammaticized in relation to the dual construals of linguistic time: ego-moving vs. moving-event.
In order to understand the specific structures and features of the German surnames the most important facts about their emergence and history should be outlined and, at the same time, be compared with the Swedish surnames because there are considerable differences (for further details cf. Nubling 1997 a, b). First of all, surnames in Germany emerged rather early, with the first instances occurring in the 11th century in southern Germany; by the 16th century surnames were common all over Germany. Differences are related to geography (from south to north), social class (from the upper to the lower classes) und urban versus rural areas.
On describing word order
(2006)
One aspect that is always discussed in language descriptions, no matter how short they may be, is word order. Beginning with Greenberg 1963, it has been common to talk about word order using expressions such as "X is an SOV language", where "S" represents "subject", "0" represents "object", and "V" represents "verb". Statements such as this are based on an assumption of comparability, an assumption that all languages manifest the categories represented by "S", "0", and "V" (among others), and that word order in all languages can be described (and compared) using these categories.
The phenomenon discussed in this paper is the so-called expletive negation in negated yes/no questions in Serbo-Croatian. The term expletive negation seems, at this point to be a useful descriptive term for the phenomenon in question. One of the goals of this paper, however, is to show that it is not the correct one. Proposing the existence of semantically vacuous negation is the consequence of the assumption that sentential negation has a fixed position in the clausal hierarchy (Brown and Franks 1995). This approach cannot account for the relevant data in Serbo-Croatian. My claim is that the cases under consideration involve an alternative position of NegP in Serbo-Croatian, above TP. It is confined to the derivation of one semantic type of negated yes/no interrogatives, and it cannot trigger negative concord.
Storytelling and read-alouds have long been integral components of the preschool and kindergarten programs. Indeed, these practices are supposed 1) to demonstrate to children the value of literature and reading through enjoyable experiences; 2) to prepare children to learn to read through the development of linguistic and cognitive skills. These practices, however, have recently been the subject of controversies highlighting their limits. It has been argued, for instance, that storytime is not a « magical silver bullet »: simply immersing children in good literature will not turn them into readers. On the other hand, the use of literature as a teaching tool is often confined to the simplest aspects of narrative comprehension and seldom gives its due to its symbolic and aesthetic dimensions. It will be shown how these limits can be overcome within a literature-based framework where high-quality, demanding literary works provide the basis for an interactive storyreading program including different kinds of activities.
Reading at home in France: A psycho-sociological look at youth literature, youth and their families
(2006)
The reading and the readings of young people are at the crossroads of social and cultural mediations in which the school institution and the family share the first role. During decades, work on the reading of the young people distinguished the readings for leisure and the readings for school. Since about fifteen years, this cleavage does not correspond any more to reality. Well before the learning of the reading, the desire of reading takes its source in the exercise of the mother tongue and in the family uses of print. Reading skills come to reinforce it. The acquisition of a reading practice and the construction of a reader behaviour take place at home according to the choices of youth literature generally presented by the primary school and the beginning of secondary school. With the age of the secondary school, the reader builds two different universes of reading. One is composed of texts prescribed by the teachers and the other of readings called "for oneself". Whatever the age and skills, the dynamics of the activity of reading remains fragile. It rests on emotional investments.
The present report is an overview of six studies that share a common theme: What is the contribution of shared reading to child outcomes. The first three studies are experimental in nature and show that the number of times as well as the manner in which the adult reads to the child will affect children's acquisition of comprehension and spoken vocabulary. The fourth study is an intervention with children who have poor vocabulary skills. The findings revealed that care givers can enhance children's spoken vocabulary by reading books to them in an interactive manner, but that simply reading in their customary fashion may not promote vocabulary acquisition. Finally, the last two studies are correlational in nature. They provide converging evidence that shared reading predicts children's vocabulary, and that, children's vocabulary is a robust predictor of reading comprehension. These latter studies also show the limits of shared reading because parent reports of shared reading did not predict children's early literacy skills or word reading at the end of grade 1.
This review of research in college composition divides the field into research focused on the student writer, the teacher of college composition, and the contexts of writing. The period under review is characterized by the "social turn," an effort to situate the writer within social, political, and other contexts in which teaching and writing take place. The author finds that, early in the 21st century, the field of college composition lacks the sort of monolith—such as the "current rhetorical" tradition that has now been largely abandoned—that galvanized teachers and researchers of college composition in the past. As a consequence, the field presently lacks a clear focus or direction.
The focus of this article is the research literature in written composition from early childhood through the elementary years, typically the end of sixth grade. Some research prior to 1984 is discussed, particularly in topics that were not included in Hillocks (1986), such as emergent writing. The definition of "composition" has expanded over the last decade; thus, while focusing primarily on writing, this article pays attention to other modalities (e.g., relations between drawing and writing) and includes not only writing but also other mediating tools (e.g., drawing, talking, computers) that are used in or for composition.
Firstly, literacy practices are situated among the other cultural practices of teenagers, on a basis of research data in sociological, psychological and didactical fields. This enables an illustration of specific features of the relations this group have with literacy. Then research results are related concerning reading practices in general and reading literature in particular. Who proposes reading to which teenagers? Which texts are proposed? Through what medium? What kind of reading strategy is implemented? Moreover, who reads? What sort of literature? With what benefits? Finally, writing is treated. In this area little research data is available, therefore an attempt is made to summarise what is known about young peoples writing practices, using the few available surveys. It should be noted that a researcher who is interested in the literacy practices of today's young people has to take into account the fact that the internet and computers are new tools which aid and encourage reading and writing, and that they create new conditions of literacy practice.