Verfügbarkeit: Languages in a global world

Languages in a global world: learning for better cultural understanding

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Bibliographische Detailangaben
Weitere Verfasser:	Della Chiesa, Bruno (HerausgeberIn)
Format:	Buch
Sprache:	English
Veröffentlicht:	Paris OECD 2012
Schlagworte:	Soziolinguistik Sprache Fremdsprachenlernen Globalisierung Aufsatzsammlung
Online-Zugang:	Inhaltsverzeichnis
Beschreibung:	469 S. Ill., graph. Darst., Kt.
ISBN:	9789264123243

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Datensatz im Suchindex

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adam_text	TABLE OF CONTENTS - 7 Table of contents List of contributors .................................................................15 Key concepts and acronyms ..........................................................19 References .......................................................................21 Preface: Language learning and culture in a time of globalisation ..........................23 References .......................................................................24 Executive summary .................................................................25 Introduction: User s guide ............................................................29 References .......................................................................33 Part I. Globalisation, languages and motivations .........................................35 Chapter 1. Learning languages in a globalising world .....................................37 Which languages are we talking about? ...............................................39 Formal and traditional educational contexts: Some issues ..................................40 Contextual factors of motivation and success ............................................41 Are theories useful? ................................................................45 Can plurilinguality help move towards a more global awareness ? ..........................46 References .......................................................................50 Chapter 2. Motivation and second language acquisition ...................................53 Introduction ......................................................................54 Motivation and second language acquisition .............................................57 Group differences in L2 motivation ....................................................67 References .......................................................................71 Chapter 3. Motivational theories on language learning ....................................79 Introduction ......................................................................80 Stimulus-appraisal theory ...........................................................82 Self-determination theory ...........................................................85 Mindset theory ....................................................................86 Summary of findings and implications .................................................86 References .......................................................................88 LANGUAGES IN A GLOBAL WORLD - LEARNING FOR BETTER CULTURAL UNDERSTANDING - C OECD 2012 8 - TABLE OF CONTENTS Chapter 4. Economic incentives for language acquisition ..................................89 Introduction ......................................................................90 Background: Globalisation and the role of languages ......................................91 Policy relevance ...................................................................92 Focus on economic dimensions .......................................................93 References ......................................................................103 Annex 4.A1. Summary of the evidence ................................................107 Chapter 5. Bilingual education policy and language learning in Estonia and Singapore ........109 Introduction .....................................................................110 Why multilingualism? .............................................................110 Estonia ......................................................................... Ill Singapore .......................................................................113 Discussion ......................................................................114 References ......................................................................117 Part II. Cultures, languages and identities .............................................119 Chapter 6. Seeing the world through our hands: A cross-cultural gesture review .............121 Introduction to the gesture ..........................................................122 Cross-cultural gesture differences ....................................................123 Gesture in teaching and learning a non-native language (NNL) .............................127 Conclusions .....................................................................129 References ......................................................................130 Chapter 7. Ideologies and alphabet reforms in Central Asia ...............................133 Introduction .....................................................................134 Linguistic materialism .............................................................135 The Latinisation: Great revolution in the east .........................................136 Cyrillisation: To unite and isolate ....................................................137 The Latinisation: New era ..........................................................139 Disputes over Latinisation of Kazakh language .........................................144 Conclusions .....................................................................148 Glossary ........................................................................148 References ......................................................................149 Chapter 8. Verlan, l envers: Reversing language and reflecting culture ......................151 Introduction .....................................................................152 What is verlan? .......................................... .. . . . . . . . . . . . . . . .........152 A (brief) history of argot and verlan ..................................................157 A contemporary context ............................................................158 The in-crowd: Inclusion through the use of verlan .......................................158 The outside looking in: Exclusion through the use oí verlan............................... 159 Influence: Verlan s role in language socialisation ........................................160 Implications for the present and the future ......................... ...................161 Annex 8.A1. Examples of words in verlan, the transformative process, and their morphologies .... 164 Annex 8.A2. Thé à la menthe - La Caution ...........................................165 References ........................................ 167 LANGUAGES IN A GLOBAL WORLD - LEARNING FOR BETTER CULTURAL UNDERSTANDING - C OECD 2012 TABLE OF CONTENTS - 9 Chapter 9. Cochlear implants, deaf culture and narrowly defined cultural characteristics .....169 Introduction .....................................................................170 Background .....................................................................170 Cochlear implants and Deaf culture ...................................................173 Implications .....................................................................175 Conclusions .....................................................................176 References ......................................................................179 Chapter 10. Neuroscientific research and the study of sign language ........................181 Introduction .....................................................................182 Language and neuroscience .........................................................183 Signed languages and neuroscience ...................................................183 Discussion ......................................................................190 Recommendations for future research .................................................191 Annex 10.A1. The world s signed languages ............................................193 References ......................................................................196 Part III. Landscapes, languages and policies ...........................................199 Chapter 11. Competencies in Canada in a globalisation context ............................201 Two-way relationships between language competencies and globalisation ....................202 Language wealth in Canada: A case study .............................................202 Factors affecting the growth and decline of language wealth ...............................208 Fostering linguistic competencies in Canada ...........................................214 Individual and societal returns to linguistic competencies in a globalising world ...............218 Conclusions .....................................................................225 References ......................................................................226 Chapter 12. Catalan language policy and the challenge of new immigration: Nosaltres parlem Cátala............................................................ 229 Introduction .....................................................................230 A history of Catalan language survival ................................................230 Liei de Normalització Linguistica: A political and legal framework for re-establishing Catalan. ... 232 The challenge of foreign immigration .................................................233 Policy adaptations in response to the new challenges .....................................234 Conclusions .....................................................................235 References ......................................................................237 Chapter 13. Education and creativity in Tanzania .......................................239 Aid organisations and education in Tanzania ...........................................240 The Umoja Arts Centre: A different approach ...........................................240 Segregation and education ..........................................................242 Arts, education, and participation at Umoja Arts Centre ..................................242 Creativity and education ...........................................................243 Conclusions .....................................................................244 References ......................................................................246 Chapter 14. English as a multicultural language for international communication in Asia .....247 Introduction: English as a multicultural language ........................................248 Diffusion and adaptation ...........................................................248 World Englishes ..................................................................249 LANGUAGES IN A GLOBAL WORLD - LEARNING FOR BETTER CULTURAL UNDERSTANDING - © OECD 20I2 10 - TABLE OF CONTENTS English as an Asian language ........................................................250 The multiculturalism of English as an Asian language ....................................250 Expanding the capacity of English as a multicultural language .............................251 English across cultures and diversity management: The need for a pedagogical response .........252 Conclusions .....................................................................255 References ......................................................................256 Chapter 15. Language education in Japan and Korea: Policies, practices and challenges .......257 Introduction .....................................................................258 Framework for analysis ............................................................260 English language education in the history ..............................................263 Responding to globalisation: Reforms in NNL education for the 21st century ..................275 Challenges ahead .................................................................281 Annex 15. Al. Chronology of English education in Korea and Japan ..........................285 References ......................................................................288 Chapter 16. Language learning and Chamorro culture in Guam ...........................291 Introduction .....................................................................292 Behaviourism: Why it failed and what it has taught us ....................................292 Breakthroughs in non-native language learning theories: Error analysis and interlanguage .......294 Language socialisation .............................................................295 Teaching a second language through culture ............................................296 Thought experiment: A Chamorro classroom ...........................................297 Conclusions .....................................................................299 References ......................................................................301 Chapter 17. Language learning in Peru: De mi cerebro, su neurona ......................303 Introduction .....................................................................304 Bilingualism and cultural preservation in Peru: Educational goals? ..........................305 From Quechua to Spanish: A concern with functional convergence ..........................307 A neuroscientific approach to understanding second language (L2) learning ..................308 Perspectives for improvement and the relevance of cognitive stimulation .....................309 Conclusions .....................................................................311 References ......................................................................313 Part IV. Movements, languages and migrations .........................................317 Chapter 18. Why study abroad? Why not! .............................................319 Introduction .....................................................................320 Why study abroad? ................................................................32ß Overview of study abroad trends and statistics ..........................................322 Government support for study abroad .................................................323 Language and study abroad survey ...................................................324 Conclusions ............................ 327 Annex 18.A1. Sample survey ........................ . . . . . . . . . . . . . . . . . . .........329 References ............................. ................................... 332 Chapter 19. Migrants, language and education: An international perspective ................333 Introduction ............................. 334 Rationale: Canada and the United States ....... ...................................___334 Overview of national contexts: Post-1945 immigration .................................! ! ! 335 Overview of national contexts: Citizenship and incorporation . . . . . . . . . . . . . . . . . . . ...........335 LANGUAGES IN A GLOBAL WORLD - LEARNING FOR BETTER CULTURAL UNDERSTANDING - O OECD 2012 TABLE OF CONTENTS - 11 Policy and non-policy on cultural and linguistic diversity .................................336 Immigrant integration via language ...................................................337 Integration of immigrant youth in schools ..............................................338 Immigrant education in the United States ..............................................338 Immigrant education in Canada ......................................................340 Conclusions on Canada and the United States ...........................................341 Conclusions .....................................................................348 References ......................................................................350 Chapter 20. Migrants, early tracking and social mobility .................................353 Introduction .....................................................................354 Ethnic, cultural, geographic background and Bourdieu s habitus ............................355 Socio-economic background and the role of Bourdieu s capital .............................356 Language competencies ............................................................356 Programme for International Student Assessment (PISA) .................................363 School leaving certificates ..........................................................365 Professional training ..............................................................365 Bourdieu s social reproduction .....................................................366 Conclusions .....................................................................368 References ......................................................................373 Chapter 21. How the Mexican education system contributes to emigration ...................377 Introduction .....................................................................378 Mexican migration trends ..........................................................379 Education in Mexico: Helping or hindering emigration? ...................................381 What can be done to prepare students for jobs today? .....................................383 Conclusions .....................................................................385 References ......................................................................389 Chapter 22. Intercultural or multicultural education in Europe and the United States ........393 Introduction .....................................................................394 Data and figures ..................................................................395 Intercultural education as official policy at EU level ......................................395 Mutual contributions among the United States and EU ...................................400 References ......................................................................405 Part V. Learning languages, means and ends ...........................................407 Chapter 23. Cosmopolitan education: Building on a biological inclination for care in a globalised world .....................................................409 Introduction .....................................................................410 Biological and cultural evolution .....................................................411 A biological inclination for care ......................................................412 A cosmopolitan ethic of care ........................................................414 The role of schools ................................................................416 Conclusions .....................................................................417 References ......................................................................420 Chapter 24. Music as an underutilised and underappreciated tool for language learning .......427 Music as a tool for teaching languages and enhancing learning .............................428 Conclusions .....................................................................433 References ......................................................................435 LANGUAGES IN A GLOBAL WORLD - LEARNING FOR BETTER CULTURAL UNDERSTANDING - © OECD 2012 12 - TABLE OF CONTENTS Chapter 25. Expansion of our own being : Language learning, cultural belonging and global awareness .....................................................437 Introduction .....................................................................438 Is teaching/learning non-native languages really that important? ............................438 Those who do not know other languages know nothing of their own (Goethe) ...............440 Languages shape worldviews .........................................................442 A tesseraci against the tyranny of doxa and intolerance: Toward global awareness ? ...........447 Fostering a positive, local-global dialectic through language education: necessary ...............449 .. .but not sufficient ................................................................453 References ......................................................................458 Epilogue. Prospects for language policies in an age of globalisation ........................463 Historical legacies ................................................................464 New realities .....................................................................465 Changing language policies in education ..............................................466 To finish ........................................................................469 Figures Figure 1.1 Motivation circle hypothesis ...............................................44 Figure 1.2 Motivation vortex hypothesis, positive .......................................44 Figure 2.1 Schematic representation of socio-educational model ............................58 Figure 3.1 Spolsky s general model of second language learning ...........................80 Figure 9.1 Ear with cochlear implant ................................................171 Figure 10.1 Initial and final handshape and position for the sign French ....................188 Figure 10.2 Handshape for the sign Furniture .........................................188 Figure 10.3 The ASL classifier meaning vehicle, considered an iconic sign ...................190 Figure 11.1 Growth in top non-official language groups, Canada 1941-2006..................205 Figure 11.2 Percentage of allophones by 2006 Census Divisions, Canada .....................205 Figure 11.3 Percentage of population having knowledge of English and French by 2006 Census Divisions, Canada ......................................................207 Figure 11.4 Reading proficiency (PISA 2000), Canadian 15-year-olds .......................208 Figure 11.5 Non-official mother tongues by immigrant status and period of immigration, Canada, 2006..........................................................209 Figure 11.6 Rate of bilingualism (English and French) among Anglophones by age groups, Canada excluding Quebec, 1996-2006.......................................209 Figure 11.7 Percentage of children learning the parents mother tongue and its use at home ......213 Figure 11.8 Age structure of English and French mother tongues, Canada less Quebec, 2006.....214 Figure 11.9 French-English bilingualism rates among Anglophones and Francophones ..........215 Figure 11.10 Scores on French language tests for early French immersion, core French, and native French fifth graders .....................................................217 Figure 11.11 Framework for returns to linguistic competencies in a globalising world ............218 Figure 14.1 Communication between speakers of English .................................250 Figure 14.2 The capacity of English ..................................................252 Figure 15.1 The axis of NNL context analysis ......................................261 Figure 15.2 The typology of NNL education ...........................................262 Figure 15.3 The number of Korean students going abroad for education ......................279 Figure 22.1 Difference between language and culture equations ............................404 Figure 22.2 Relationship between language and culture ...................................404 Figure 25.1 An equal combination of the three cultures ...................................441 Figure 25.2 An unequal combination of three cultures ....................................441 Figure 25.3 In search of tesseracts in the brain .........................................450 LANGUAGES IN A GLOBAL WORLD - LEARNING FOR BETTER CULTURAL UNDERSTANDING - © OECD 2012 TABLE OF CONTENTS - 13 Tables Table 8.1 Examples of words in French and verlan .....................................154 Table 8.2 Examples of words in verlan and their reverlanised forms .......................154 Table 8.3 Examples of words in verlan and their morphologies ...........................156 Table 11.1 Top ten heritage languages in Canada: 1941, 1996 and 2006.....................203 Table 11.2 Population growth of non-official mother tongues .............................205 Table 11.3 Percentage and number of Canadians reporting knowledge of French and English .... 206 Table 11.4 The number of Canadians speaking one or more languages ......................207 Table 11.5 Use of an official language at home among allophones by period of immigration, Canada, 1971, 1991 and 2006..............................................211 Table 11.6 Populations of English mother tongue and of English as the language spoken at home . 212 Table 11.7 Number of students learning an official language as a second language at school, Canada ...............................................................217 Table 11.8 Mother tongue, immersion education and participation in post secondary education .. 221 Table 11.9 Mother tongue and the language used most often at work, working population .......221 Table 11.10 Language used at work by immigrants whose mother tongue is neither English nor French .............................................................222 Table 11.11 Literacy proficiency levels of the working age population based on first language learnt .............................................222 Table 11.12 Income distribution based on the knowledge of languages .......................223 Table 11.13 Population distribution by literacy levels, home language and income ..............223 Table 11.14a Childhood language, language at work and their impact on earnings, Tertiary В .....224 Table 11.14b Childhood language, language at work and their impact on earnings, Tertiary A .....224 Table 11.14c Childhood language, language at work and their impact on earnings, Master s Degree 225 Table U.14d Childhood language, language at work and their impact on earnings, Ph.D ..........225 Table 14.1 Automobile terms .......................................................254 Table 15.1 The number of teacher trainees and budget for six-month intensive training (2006-09) 280 Table 18.A1.1 Top 10 and bottom 10 US states in number of students studying abroad (2007-08)___330 Table 18.A1.2 Top five and bottom five US states in percentage of students studying abroad (2007-08).............................................................330 Table 24.1 Phoneme comparisons: English-Japanese and English-Mandarin ..................430 Boxes Box 1.1 A stance on bilingualism and languages ......................................39 Box 1.2 Motivation vortex ........................................................43 Box 1.3 About the motivation vortex ................................................45 Box 1.4 Doxa to explain success rates in language teaching? ...........................47 Box 2.1 Motivation in NNL learning and doxa in NNL teaching ......................70 Box 3.1 Life in colours ..........................................................81 Box 4.1 Wanting to learn for the joy of learning .......................................90 Box 5.1 Case study of zainichi Koreans in Japan ...................................115 Box 8.1 Another border-creating function of language? ................................155 Box 8.A2.1 Cultural identity of Chinese immigrants in the United States .....................166 Box 9.1 Controversial ..........................................................173 Box 9.2 Culturally Deaf? ......................................................177 Box 9.3 About Babel ...........................................................178 Box 10.1 Sign language is a language! ..............................................186 Box 10.A1.1 Dance as a language .....................................................194 Box 11.1 Language-related terms ..................................................204 Box 11.2 Legislative framework for support of linguistic competencies in Canada: Relevant acts with brief descriptions ...................................................215 Box 12.1 English for indigenous children in Australia ..................................231 Box 12.2 Nsyilxcen .............................................................236 LANGUAGES IN A GLOBAL WORLD - LEARNING FOR BETTER CULTURAL UNDERSTANDING - O OECD 2012 14 - TABLE OF CONTENTS Box 13.1 Racism? ..............................................................241 Box 13.2 Bridging knowledge systems: Linking traditional science knowledge with western science knowledge in Malawi .............................................245 Box 15.1 The outline of the 2003 Action Plan ........................................276 Box 16.1 What kind of cultural competence should students aim to achieve? ................300 Box 17.1 Linguistic heritage: Roots to a forgotten language .............................312 Box 18.A1.1 My sister, off to Columbia ................................................331 Box 19.1 No hot cheetos: On loss and longing ........................................340 Box 19.2 Case study - France .....................................................342 Box 19.3 Case study - Finland ....................................................344 Box 19.4 Case study - Japan ......................................................346 Box 19.5 Immigrants vs. immigrants ...............................................349 Box 20.1 Losing linguistic roots ...................................................357 Box 20.2 Immigrant students in the United States and English thesaurus ...................357 Box 20.3 On tracking ............................................................358 Box 20.4 On equity and PISA results ...............................................361 Box 20.5 An unfortunate conversation: Why can t they just learn English? ................364 Box 20.6 A monolingual country of immigrants? ......................................369 Box 20.7 Between extinction and hope ..............................................371 Box 21.1 Jorge, part 1 ............................................................380 Box 21.2 Jorge, part II ...........................................................381 Box 21.3 Ana ..................................................................383 Box 21.4 Marta ................................................................384 Box 21.5 We rock ...............................................................386 Box 21.6 (Illegal?) immigrants on the Internet ........................................388 Box 22.1 Linguistic equation vs. cultural equation .....................................403 Box 23.1 The ripple effect ......................................................414 Box 23.2 The Ross School ........................................................417 Box 23.3 What about students who are not motivated to explore other cultures? .............418 Box 23.4 On cosmopolitanism, culture and peace .....................................419 Box 24.1 Music and languages as early as possible? ....................................429 Box 24.2 Music, language, and silent connections in the brain ..........................433 Box 24.3 Non-native language learning with songs ....................................434 Box 24.4 Maths, English and Chinese ............................................434 Box 25.1 Soy Brenera ..........................................................441 Box 25.2 A fish out of water ............................................442 Box 25.3 Untranslatable? ............................. .............. [[........... 443 Box 25.4 Ethnocentric universalism ................................................444 Box 25.5 Is achieving a tesseract-ive state of lingual/cultural savoir être something for the privileged? ............................................................451 Box 25.6 On The Clash of Civilizations by Samuel Huntington (1993)...................453 LANGUAGES IN A GLOBAL WORLD- LEARNING FOR BETTER CULTURAL UNDERSTANDING - C OECD 2012
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genre	(DE-588)4143413-4 Aufsatzsammlung gnd-content
genre_facet	Aufsatzsammlung
id	DE-604.BV040259386
illustrated	Illustrated
indexdate	2024-07-10T00:20:12Z
institution	BVB
isbn	9789264123243
language	English
oai_aleph_id	oai:aleph.bib-bvb.de:BVB01-025115183
oclc_num	802372284
open_access_boolean
owner	DE-355 DE-BY-UBR DE-M382 DE-703 DE-824 DE-634
owner_facet	DE-355 DE-BY-UBR DE-M382 DE-703 DE-824 DE-634
physical	469 S. Ill., graph. Darst., Kt.
publishDate	2012
publishDateSearch	2012
publishDateSort	2012
publisher	OECD
record_format	marc
spelling	Languages in a global world learning for better cultural understanding ed. by Bruno Della Chiesa, ... [Launched by the OECD's Centre for Educational Research and Innovation (CERI)] Paris OECD 2012 469 S. Ill., graph. Darst., Kt. txt rdacontent n rdamedia nc rdacarrier Soziolinguistik (DE-588)4077623-2 gnd rswk-swf Sprache (DE-588)4056449-6 gnd rswk-swf Fremdsprachenlernen (DE-588)4071461-5 gnd rswk-swf Globalisierung (DE-588)4557997-0 gnd rswk-swf (DE-588)4143413-4 Aufsatzsammlung gnd-content Sprache (DE-588)4056449-6 s Globalisierung (DE-588)4557997-0 s DE-604 Fremdsprachenlernen (DE-588)4071461-5 s Soziolinguistik (DE-588)4077623-2 s b DE-604 Della Chiesa, Bruno edt Erscheint auch als Online-Ausgabe, PDF 978-92-64-12355-7 Digitalisierung UB Bayreuth application/pdf http://bvbr.bib-bvb.de:8991/F?func=service&doc_library=BVB01&local_base=BVB01&doc_number=025115183&sequence=000002&line_number=0001&func_code=DB_RECORDS&service_type=MEDIA Inhaltsverzeichnis
spellingShingle	Languages in a global world learning for better cultural understanding Soziolinguistik (DE-588)4077623-2 gnd Sprache (DE-588)4056449-6 gnd Fremdsprachenlernen (DE-588)4071461-5 gnd Globalisierung (DE-588)4557997-0 gnd
subject_GND	(DE-588)4077623-2 (DE-588)4056449-6 (DE-588)4071461-5 (DE-588)4557997-0 (DE-588)4143413-4
title	Languages in a global world learning for better cultural understanding
title_auth	Languages in a global world learning for better cultural understanding
title_exact_search	Languages in a global world learning for better cultural understanding
title_full	Languages in a global world learning for better cultural understanding ed. by Bruno Della Chiesa, ... [Launched by the OECD's Centre for Educational Research and Innovation (CERI)]
title_fullStr	Languages in a global world learning for better cultural understanding ed. by Bruno Della Chiesa, ... [Launched by the OECD's Centre for Educational Research and Innovation (CERI)]
title_full_unstemmed	Languages in a global world learning for better cultural understanding ed. by Bruno Della Chiesa, ... [Launched by the OECD's Centre for Educational Research and Innovation (CERI)]
title_short	Languages in a global world
title_sort	languages in a global world learning for better cultural understanding
title_sub	learning for better cultural understanding
topic	Soziolinguistik (DE-588)4077623-2 gnd Sprache (DE-588)4056449-6 gnd Fremdsprachenlernen (DE-588)4071461-5 gnd Globalisierung (DE-588)4557997-0 gnd
topic_facet	Soziolinguistik Sprache Fremdsprachenlernen Globalisierung Aufsatzsammlung
url	http://bvbr.bib-bvb.de:8991/F?func=service&doc_library=BVB01&local_base=BVB01&doc_number=025115183&sequence=000002&line_number=0001&func_code=DB_RECORDS&service_type=MEDIA
work_keys_str_mv	AT dellachiesabruno languagesinaglobalworldlearningforbetterculturalunderstanding

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MARC

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