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Language Policies in Norway and the Development of the Multilingual Competence
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Language policies in Norway and the development of the multilingual competence. Norway, an increasingly multicultural society, has acknowledged through its language policies the importance of communicating effectively across diverse cultural and linguistic contexts. This paper intends to provide a broader picture of the Norwegian education system and the changes it has undergone in order to accommodate to technological advancements and the internationalization of education. In addition, the development of the intercultural communicative competence has become a prerequisite in Norway’s multicultural and multilingual society characterized by increased mobility. Therefore, Norway’s educational landscape and educational policies needed to accommodate these changes and transfer the acquired knowledge into clear pedagogical aims. REZUMAT. Politicile lingvistice în Norvegia și dezvoltarea competenței multiculturale. Norvegia, care a devenit treptat o societate multiculturală, recunoaște, prin intermediul politicilor lingvistice elaborate, importanța comunicării eficiente în diverse contexte culturale și lingvistice. Lucrarea de față își propune să ofere o imagine amplă asupra sistemului educațional norvegian și să indice schimbările parcurse de acesta în vederea adaptării la progresele tehnologice și la internaționalizarea educației. În plus, dezvoltarea competenței comunicative interculturale a devenit o prerechizită în societatea Norvegiană multiculturală și multilingvă unde mobilitatea a fost intensificată. Datorită acestor aspecte, contextul educațional norvegian precum și politicile educaționale norvegiene au fost nevoite să se adapteze acestor schimbări și să utilizeze aceste cunoștințe obținute în finalități pedagogice bine definite. Cuvinte-cheie: predarea limbilor străine, cultură, competența comunicativă interculturală, politică lingvistică, predarea centrată pe elev, predarea diferențiată, competența multilingvă.
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Language has both a social and a cultural significance for a community of speakers. It inevitably undergoes constant changes in order to adapt to the requirements of a particular discursive practice (spoken or written communication, face-to-face or online communication, specialized language, etc.). In addition to this, language is externally influenced by the borrowing of loanwords. Focusing on anglicisms in Norwegian, this paper analyses the use of borrowings and of code-switching in the informal speech of teenagers as it is depicted in the Norwegian teen drama web series ‘Skam’. The gradual acknowledgment of English as an international language paved the way in Norway for the acceptance of this foreign language in various domains, especially in the academia, as a tool for increasing exposure and for internationalization practices. Due to the constant exposure to English both in the academic environment and in informal settings, younger generations in Norway tend to engage more often in language mixing and regard this international language as an essential part of their daily lives. The findings of this paper concluded that in addition to the use of anglicisms, two types of code-switching – inter-sentential and intra-sentential code-switching) – were identified in episodes 9 and 10, season 4, of ‘Skam’. In this line of thought, the use of anglicisms in ‘Skam’ and the code-switching performed are iconic for today’s teenagers, as it testifies for the dominance of the western culture in their daily lives, and explains, at least partly, the wide success of this drama series.
Teachers use several methods to teach children in Early childhood Education classes. Storytelling and play-way methods are employed to teach initial concepts in a conducive and stimulating learning environment. The purpose of this study was to identify the mindfulness, utilization, and challenges faced by ECE teachers while teaching through these methods. The phenomenological design was employed by using a qualitative research approach. The ten ECE schoolteachers were selected as participants, who were teaching to grade one student through the purposive sampling technique. Self-developed semi-structured interviews were carried out, and the data were transcribed into codes and themes. The research revealed that teachers were more aware of the storytelling method than the play way method. They were facing different challenges while using the storytelling and play-way method at the ECE level. It is recommended that resource rooms should be established for the provision of the best opportunities for training to ECE teachers.
This study proposes a rereading of the documents kept in a folklore archive from Romania (The Folklore Archive of the Faculty of Letters, Babeș-Bolyai University in Cluj) with a focus on the methods used by those who drafted and archived these documents, between 1960 and 1990. The research demonstrates that in the absence of testimonies regarding the manner in which fieldwork was conducted in that period, the documents of the archive can provide valuable information on the field research and the vision on folklore of several generations of researchers. Thus, archives of folklore are seen as witnesses of the history of Romanian ethnology.
« Le progrès ne constitue plus seulement un espoir, mais un danger, plus seulement une solution, mais un problème à poser et analyser en tant que tel. » Quatre propositions sont faites correspondant à cette observation: 1. La perception du progrès dépend étroitement des valeurs dominantes du moment. 2. Le progrès dans la connaissance peut être progrès dans l'incerti-tude. 3. Le progrès dans un domaine peut provoquer des régressions dans un autre. 4. Le progrès des uns peut constituer une régression pour les autres. Chacune de ces propositions sont illustrées par plusieurs courts exemples tirés de l’évolution de la didactique scolaire des langues étrangères en France depuis sa constitution il y a un siècle. Deux postfaces sont publiées à la suite de ce texte, l'une datée de 2008 (« Dix ans après »), l'autre daté de 2018 (« Vingt ans plus tard »), qui reprennent ces propositions pour en signaler la permanence ou les modifications au moyen de nouveaux exemples d'actualité. English version available: https://www.researchgate.net/publication/365354383.
Contemplating Japanese Language – Idiomatic Expressions as a Cultural Experience of Linguistic Creativity. Taking into account the semiotic nature of the language seen as a datum, and approaching linguistic creation as a fact determined by the needs of verbal communication, the present study analyzes Japanese idiomatic expressions which enable the circulation of cultural meanings. An idiomatic expression resembles the folk saying, as they both experience and highlight the conative function of language, and is a complex syntactic-semantic unit, often replaceable by one single word, which can be interpreted as a semiotic sign within a significant system of an ethnic group’s mentality. The Japanese idiomatic structure is a fixed form that belongs to the lexicalized repertory of language, resulting from syntactic linguistic phenomena which capitalize upon the possibilities of the system. The purpose of this process is to achieve expressivity, which works not just through emotional response or perceptual information, but also as encyclopedic knowledge. Both these linguistic and extralinguistic contexts call for a hermeneutic approach, in inter- and multidisciplinary terms. REZUMAT. Contemplarea limbii japoneze – expresiile idiomatice ca experienţa culturală a creativităţii lingvistice. Acceptând natura semiotică a limbajului ca un datum şi abordând creaţia lingvistică ca un fapt determinat de necesităţile comunicării verbale, studiul de faţă îşi focalizează atenţia asupra expresiilor idiomatice ca vehiculi ai sensului cultural în limba japoneză. Nu foarte îndepărtată de proverb prin funcţia conativă pe care o experimentează şi evidenţiază, expresia idiomatică, unitate complexă sintactico-semantică, substituibilă adesea cu un cuvânt, poate fi interpretată ca semn cu un caracter semiotic dintr-un sistem semnificativ al mentalităţii unui grup etnic. Formă fixă aparţinând tezaurului lexicalizat al unei limbi, structura idiomatică japoneză, rezultat al unor fenomene lingvistice de tip sintactic ce exploatează posibilităţile sistemului în scopul expresivităţii, interpretată nu doar ca o reacţie emoţională sau informaţie perceptuală, ci şi ca o cunoaştere enciclopedică, impune, prin contextul lingvistic şi cel extra-lingvistic cu care operează, o abordare hermeneutică, pe un fundal inter- şi multidisciplinar. Cuvinte-cheie: expresie idiomatică, limba japoneză, creativitate lingvistică, semiosferă culturală, individualitatea limbii.
Despite a disciplinary history filled with embarrassing determinisms, the sociology of literature still tries to overcome al methodological obstacles, by proposing a mediate reading between the literary work and its socio-historical conditions. The present paper examines two recent examples of this mediate reading: Pierre Bourdieu’s homological model between the author’s position in the literary field and its literary production, respectively Jacques Rancière’s argument for an internal literary structure capable of self-explaining. Irreconcilably different, these two readings present nonetheless a common effort: both of them look for the categories of denegation – unintentional textual structures and silent style choices caused by the author’s habitus and by the social practices and constraints.
Keywords: literary sociology, literary field, denegation, homology, internal literary structure, P. Bourdieu, J. Rancière, Éducation sentimentale.
How to provide appropriate feedback to students on their writing has long been an area of central significance to teachers and educators. Feedback in Second Language Writing: Context and Issues provides scholarly articles on the topic by leading researchers, who explore topics such as the socio-cultural assumptions that participants bring to the writing class; feedback delivery and negotiation systems; and the role of student and teacher identity in negotiating feedback and expectations. This text provides empirical data and an up-to-date analysis of the complex issues involved in offering appropriate feedback during the writing process.
This paper intends to focus on the role of socio-cultural accommodation and cultural awareness in relation to both learning and teaching the Norwegian language. A research has been conducted in order to investigate the would-be teachers’ points of view regarding the appropriateness of teaching Norwegian by focusing on enhancing both cultural and linguistic elements. The would-be teachers enrolled in an initial teacher training program have proven to be aware of the intricate links that exist between language and culture. They have understood that Norwegian cannot be taught without taking into consideration its cultural elements.
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.