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Διγλωσσία και Διδασκαλία της Ελληνικής ως Δεύτερης Γλώσσας
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Against the backdrop of ongoing crisis-led migration from Southern to Northern Europe the present chapter explores the language ideologies, practices and management of migrant Greek families in Luxembourg by reporting on a comparative case study between an ‘established’ Greek family and a ‘new’ crisis-led migrant family. While the two families differ in terms of migration trajectory and settlement patterns in Luxembourg, there is a convergence with regard to their language ideologies, which inform their family language policies. These are shaped primarily by parental aspirations and expectations for their children’s future and parents hold market-oriented, utilitarian attitudes to language learning. Big, hegemonic languages such as French, German and English seem to be at the forefront of family language planning while maintenance of Greek is not seen as a priority.
This paper presents the main features and challenges for a new learner corpus of Greek, the Greek Learner Corpus (GLC).). The aim of this paper is threefold; a) to present the objectives, the current status and development of GLC and the complexities our research team has encountered so far, b) to give an overview of the error annotation scheme compiled within the platform UAM Corpus Tool as a result of applying prior experience on error annotation for Greek and other languages and c) to stress the benefits for learner corpora from the adoption of stand-off annotation strategies compliant to the Graph Annotation Framework (GrAF) format of Linguistic Annotation Framework (LAF). GLC's annotation scheme attempts to approach the learners' interlanguage in a theory neutral manner on one hand and in a fine-grained linguistic description on the other. One of the main architectural choices of GLC was to balance the interplay between error interpretation and error description. The motivation for this choice is to allow SLA researchers to test hypotheses from various theoretical angles and to explore linguistic features in depth. We will first provide a short presentation of the current state of the art in the field as well as of the GLC. Then, we will proceed to providing the details of compiling, annotating and developing the GLC. An important part of the paper is devoted to presenting challenging cases of learners' errors for annotation and analysis. These challenges promote the need for even richer annotation techniques that will offer richer and more complex ways of searching and researching the data and the error dependencies. In the last part, we will present our future plans related to the usage and improvement of the GLC and will sum up the benefits of our methodology for any learner corpus.
Abstract
Research in bilingualism developed in immigrant contexts (Clyne, 1991; Clyne & Kipp, 1997; Li Wei, 1994;
Pauwels, 2004, etc.) has demonstrated that the use of the ethnic language usually diminishes as a function of
the generation the speaker and his/her interlocutor belongs to: while parents use the second language to a
smaller or larger extent, their children soon develop a preference for the majority language and use it
especially with same-age interlocutors.
This paper reports findings related to a questionnaire study conducted in Crete in 2009 (Xenikaki, 2010) with
the aim to investigate patterns of Greek and ethnic language use among the immigrant-origin secondaryschool
students of Ierapetra. In particular we discuss the Albanian students’ (N=79) patterns of language use
with family and friends and the potential influence of the interlocutors’ generation on language choice. Our
findings suggest that our subjects still use frequently the ethnic language with family members but its use
diminishes along age lines, something which concurs with previous research. The tendency to use the
majority language with siblings and peers is also clear. However, for the time being the ethnic language can
be said to hold its ground in this particular community.
Keywords: immigrant adolescents, Albanian-Greek bilinguals, language choice, language maintenance
Lukas D. Tsitsipis explores a case of linguistic shift in the Balkans. He focuses on Arvanitika, an Albanian variety spoken in Greece which is under threat through a process of attrition. Various factors relating the linguistic to the non-linguistic aspects of the shift are examined in detail. The emphasis is on both the macro-processes responsible for the shift as they emerge from the broader sociopolitical conditions of the Greek nation-state, and on the local communities' discourse as a complex response to these forces. Pragmatic aspects of discourse, power relations, the surfacing of linguistic ideology, and aspects of performance all figure prominently in a synthesis which shows that speakers are active respondents to social and political pressures. The author derives his inspiration from theoretical and methodological traditions in linguistic anthropology, but with political theory becomes as a central concern. In a period when linguistic anthropology is becoming reflexive and facing its social responsibilities, language shift is a locus for critical reflection: discourse about languages is ultimately discourse about human beings and the political process. Series Information Series Editor: Professor Suzanne Romaine, Merton College, University of Oxford Series ISBN: 0-19-961466-0 Series Description: Most of the world's speech communities are multilingual, and contact between languages is thus an important force in the everyday lives of most people. Studies of language contact should therefore form an integral part of work in theoretical, social, and historical linguistics. This series makes available a collection of research monographs which present case studies of language contact around the world. As well as providing an indispensable source of data for the serious researcher, it contributes significantly to theoretical developments in the field.
This collection provides an overview of current approaches, issues, and practices in the teaching of English to speakers of other languages. This book provides an overview of current approaches, issues, and practices in the teaching of English to speakers of other languages. The anthology offers a comprehensive overview to the teaching of English and illustrates the complexity underlying many of the practical planning and instructional activities it involves. Organized into 16 sections, the book contains 41 seminal articles by well-known teacher trainers and researchers. Also included are two sets of discussion questions - a pre-reading background set and a post-reading reflection set. This anthology serves as an important resource for teachers wishing to design a basic course in methodology.
Overturning the 20th century’s prevalent view of the Macedonians, Damianopoulos uses three domains of evidence - historical documentation, cognitive self-descriptor reports, and sociocultural features - to demonstrate that the Macedonians are a unique, non-Slav, non-Greek, ethnic identity.