To ensure smooth communication and collaboration, here are some troubleshooting tips to address common issues:
Check Internet Connection: Verify that you have a stable and reliable internet connection. Use a wired connection when possible, as it tends to be more stable than Wi-Fi. If using Wi-Fi, make sure you have a strong signal.
Update the Browser or App: Ensure that you are using the latest version of the web browser. Developers frequently release updates to address bugs and improve performance.
Clear Browser Cache: Sometimes, cached data can cause conflicts or issues. Clear the browser cache and cookies before joining the meeting.
Test Audio and Video: Before the meeting, check your microphone and camera to ensure they are working correctly. If you are a speaker, you can click on "Start Practice Session" button test to ensure audio and video devices are functioning.
Close Other Applications: Running multiple applications in the background can consume system resources and lead to performance issues. Close unnecessary apps to free up resources for the Dryfta meeting platform.
Restart Your Device: If you encounter persistent issues, try restarting your computer or mobile device. This can help resolve various software-related problems.
Use Supported Browsers: Ensure you are using a browser supported by the meeting platform. Recommended browsers: Chrome, Firefox, Edge, and Brave.
Allow Necessary Permissions: Make sure the Dryfta meeting platform has the required permissions to access your microphone, camera, and other necessary features.
Disable VPN or Firewall: Sometimes, VPNs or firewalls can interfere with the connection to the meeting platform. Temporarily disable them and see if the issue persists.
Switch Devices: If possible, try joining the meeting from a different device to see if the problem is specific to one device.
Reduce Bandwidth Usage: In cases of slow or unstable internet connections, ask participants to disable video or share video selectively to reduce bandwidth consumption.
Update Drivers and Software: Ensure your operating system, audio drivers, and video drivers are up to date. Outdated drivers can cause compatibility issues with the Dryfta meeting platform.
Contact Support: If none of the above steps resolve the issue, reach out to the platform's support team. They can provide personalized assistance and troubleshoot specific problems.
By following these troubleshooting tips, you can tackle many common problems encountered on Dryfta meeting platform and have a more productive and seamless meeting experience.
Oral Presentation[SYMP56] OPEN CALL - Minority languages10:15 AM - 10:45 AM (Europe/Amsterdam) 2023/07/21 08:15:00 UTC - 2024/07/21 08:45:00 UTC
Active Guarani Learning Resource: Development of multimedia resources to learn and teach the Guarani language online develops an open virtual platform with resources and web tools to teach and learn the Guarani language. This resource contributes to the application of Law 4251 of Paraguayan Languages, it supports the management of the Language Policy Secretariat, the work of the Ministry of Education and Sciences and collaborates with the Sustainable Development Goals (SDG) and is part of the Decade of Indigenous Languages, declared by UNESCO. The Guarani language remains as the mother tongue of a vast part of the population in the region and it is among the most studied indigenous languages.
Active Guarani Learning Resource: Development of multimedia resources to learn and teach the Guarani language online develops an open virtual platform with resources and web tools to teach and learn the Guarani language. This resource contributes to the application of Law 4251 of Paraguayan Languages, it supports the management of the Language Policy Secretariat, the work of the Ministry of Education and Sciences and collaborates with the Sustainable Development Goals (SDG) and is part of the Decade of Indigenous Languages, declared by UNESCO. The Guarani language remains as the mother tongue of a vast part of the population in the region and it is among the most studied indigenous languages. The main objective is developing an open virtual platform with applications, resources, and web tools to teach and learn the Guarani language online. Paraguayan Guaraní is spoken and it has the first grammar and dictionary which were published in 2018 and 2021 respectively, by the Academy of the Guaraní Language. Information was collected on the subject of the processes of teaching the Guaraní language online in Paraguay through digital survey within informants in the country. The theoretical knowledge and concepts related to the pedagogical teaching and learning processes applied by Guarani language teachers in the eastern region are investigated through digital questionnaires. This diagnosis on the management of the different available tools and the use in the process of acquisition and teaching of the Guarani language allows the planning and elaboration of thematic units for Levels A1 and A2 according to the European framework of reference for languages, applied to the Guarani language. The design of the materials is carried out with the theoretical support of the updated grammar and dictionary of the Academy of Guarani Language, consultation of textbooks and elaboration of the didactic sequences by language thematic unit. The activities proposed were selected and designed according to the technical suggestion of the web designer and programmer, with the incorporation of visual resources available on the web for free or creatively designed by those responsible for each unit. The contents for the applications by levels and didactic units are available on the site: http://maitei.uni.edu.py/ Jiménez Miño, P. K. (2014). Exploring students' reactions when working teachingmaterials designed on their own interests. Gramática de la Lengua Guaraní. (2018) Asunción, Paraguay: Colección Ñemity. López Almada, E. L. (2011). La Medición de la Competencia Lingüística en Lengua Guaraní. Senior Thesis. Encarnación, Itapúa: National University of Itapúa. León Granada, J. S. (2015). Herramientas interactivas gratuitas en la enseñanza-aprendizaje de la lengua extranjera: Inglés en los/as adolescentes de octavos años de Educación General Básica de la Institución Educativa Fiscal Andrés F. Córdova, DM Quito, periodo 2014-2015 (Bachelor's thesis, Quito: UCE) Lippenholtz, B. (2015). El uso de las Nuevas Tecnologías de la Información y de la Comunicación (Tic) en la enseñanza de las lenguas originarias.
Upward Mobility in Tourism and on TikTok: Problematizing the Revitalization of Ethnic Bai Language and Culture in China
[SYMP56] OPEN CALL - Minority languages10:45 AM - 11:15 AM (Europe/Amsterdam) 2023/07/21 08:45:00 UTC - 2024/07/21 09:15:00 UTC
Language and culture are discursively constructed as technical skills in exchange for marketable values. This is particularly true with ethnic minority languages and cultures which are gaining increasing importance and emerging as commodities for promoting tourism and the local economy. Adopting the concepts of "cultural capital" (Bourdieu, 1986) and "commodification of language and authenticity" (Heller, 2003, 2010), this study examines how ethnic Bai-related language and cultural practices are capitalized as commodities to enhance the local economy and empower Bai people's identification with their heritage maintenance. The data were collected through semi-structured interviews and online observations via WeChat and TikTok. Findings demonstrate that the convertibility of Bai language and cultural capital into economic capital is primarily mediated by the promotion of heritage tourism, marketing strategies, and the use of social media. Despite the increasing status of Bai language and culture, this study also demonstrates the tensions between authentication and commodification of Bai heritage language and cultural practices. The study argues that in the socio-economic process of discursive shift, Bai language and culture as "semiotic resources" (Kress, 2010) are not merely seen as symbols of ethnic identity but also regarded as marketable products to cater to market demand.
1. Bai Language Became a Threshold of Employment Throughout the data, the recruitment criteria denote that the tourism marketing strategy is not only pointed at landscapes and culture but also directed against linguistic competence, especially emphasizing the significance of Bai language competence for a certain percentage of tourists' interactions. The recruiters valued candidates' Bai linguistic backgrounds as a barrier to employment, this language policy legitimized candidates' Bai linguistic competence and bestows a space to use it together with Putonghua and Han Hua in Bai Village interchangeably. Under these conditions, the Bai identity appeared as potential 'assets or forms of 'added value' (Heller, Pujolar et. al, 2014) in this market. 2. Bai Semiotic Resources Turn into A Source of Income Kress (2010) groups under the term "semiotic resources" a wide range of categories, such as images, gestures, music, etc. as opposite to linguistic resources. These semiotic resources signify specific meaning which was closely linked with the current globalization era culturally, economically, and socially. Additionally, specific semiotic forms are valued as the 'best possible' resources in any social interaction and cultural resources are meaningful semiotic resources. (Blommaert, 2010). Focusing on an untapped niche market, Zhang Yingying employs a set of specialized, localized cultural resources that helps her wining 17,000 followers on TikTok among which a part of became her clients and bring instantaneous material rewards, more than that, building a social reputation which in turn brings advertisement chances. Seen in this light, she makes perfect use of the 'best possible' semiotic resources, which refer to her cultural resources. 3. Tensions over Commodification of Authenticity on TikTok TikTok is a site of modern life, features by its young user base. According to the statistics, 63% of active TikTok users are under the age of 30 (IQBAL, 2022). It conveys an idea that the pure local music in the Bai language is somehow not fit for modern practices on TikTok, leading to a mixture of the pure and the hybrid. This mixed form involves the contradictory discourse in putting into practice forms of symbolic resources formerly associated with Bai identities that have been traditionally constructed as authentic and are now mobilized as commodities on TikTok. The eagerness to participate in this site of modern life to seek potential profit captures her motivation for incorporating popular music into Bai culture resources. Switching between these hybrid elements is an expression of dual identity, a Bai identity to prove her authenticity on the one hand, and a fashionable vlogger to draw more potential customers on the other hand.
Monica Heller, Joan Pujolar and Alexandre Duchêne. 2014. Linguistic commodification in tourism. Journal of Sociolinguistic 18/4, 2014: 539-566. Kress, Gunther. 2010. Multimodality: A social semiotic approach to contemporary communication. Oxon: Routledge. Blommaert, J. (2010). The sociolinguistics of globalization. Cambridge, UK; New York: Cambridge University Press. MANSOOR, IQBAL. (2022, January 18). TikTok Revenue and Usage Statistics. Retrieved from https://www.businessofapps.com/data/Tik-Tok-statistics/.
“Why, as Mongol, am I unable to use my mother language to master another foreign language but need to rely on Mandarin (L2)?”: A case study of translanguaging in ethnic multilingualism
Oral Presentation[SYMP56] OPEN CALL - Minority languages11:45 AM - 12:15 PM (Europe/Amsterdam) 2023/07/21 09:45:00 UTC - 2024/07/21 10:15:00 UTC
This study aims to explore multilingual lived experience regarding translanguaging in foreign language learning and everyday life. The personal experience of an ethnic minority, who is a Mongol living in the Inner Mongolia Autonomous Region of China (also known as Mongol-Chinese) and a speaker of Mongolian as L1, Mandarin (L2), English (L3) and Japanese (L4), was selected as a case study to present how his ethnic awareness and self-conflict was awoken in the practice of translanguaging by using Interpretative Phenomenological Analysis (IPA). The semi-structured and open-ended interview was adopted to gain in-depth and rich narratives. According to the double hermeneutic of IPA, data was processed with two rounds of analysis and interpretation, with specific goals of providing 1) a descriptive picture of what the participant experienced and 2) how the experience is related to a wider social context and theoretical framework (e.g. Cenoz & Gorter, 2017; García & Li, 2014). This study provides a longitudinal perspective (from primary school to university and beyond) of how an ethnic minority multilingual makes sense of his ethnic identity and heritage language in translanguaging at different stages.
1) Although translanguaging aims to break the boundaries between languages and empower multilinguals to speak languages freely (García & Li, 2014; Li, 2011), translanguaging seems to become a 'passive' choice in this study. The target participant strongly self-identified as Mongol but he felt 'powerless' in his L1 because the majority language (Mandarin) played an increasingly integral role in his foreign language (English and Japanese) learning. In other words, the participant believed that he lost the ability to fully and monolingually speak and use his heritage language in a Mandarin-dominated social and educational context. Instead, he had to 'borrow' some vocabulary or phrases from Mandarin to complete his expression. When translanguaging as a linguistic practice becomes a compulsory choice for a multilingual, he felt he was controlled by languages and lost the freedom to express language(s) freely.
2) This study highlights the subtractive side of translanguaging and implicates that some multilinguals cannot find comfortable spaces to negotiate their ethnic identity in multilingual contexts. Following the last argument, the conflict between the participant's self-identification (Mongol) and dominant language use (Mandarin) causes a 'self-doubt' in his ethnic identity. As a result, he suffered from a series of self-conflict; the 'new self' who desired to speak Mongolian monolingually was separated from the 'old self' who took translanguaging as a 'convenient' practice. With the rejuvenated ethnic awareness in the practice of translanguaging, his 'new self' 'shame(d) on' and 'blame(d)' the 'old self' that did not give priority to learning L1. Although this finding is consistent with the study of Geerlings et al. (2015) that the older participants more emphasise their ethnic self-labels, this study shows a relatively hard boundary between language and identity, and a need/ desire for the "parallel monolingualism" (Heller, 2006) in ethnic multilingualism.
3) From an ecological view, it needs more "breathing space" (Cenoz & Gorter, 2017) for Mongolian, not only for the sake of 'maintaining', but also for 'developing' the language. Under the context of unequal bilingualism (Mongolian and Mandarin) and the additional foreign language learning (English), two types of 'visible' and 'invisible' translanguaging emerged. Visible translanguaging refers to directly 'borrowing' or mixing Mandarin vocabulary with Mongolian expressions, while invisible translanguaging is to organise Mongolian expressions (with all Mongolian vocabulary) based on the Mandarin syntactical habits (e.g. sentence pattern or grammatical rules). These two types of translanguaging were common in the participants' multilingual lived experience.
Cenoz, J., & Gorter, D. (2017). Minority languages and sustainable translanguaging: threat or opportunity? Journal of Multilingual and Multicultural Development, 38(10), 901–912. García, O., & Li, W. (2014). Translanguaging: Language, Bilingualism and Education. Palgrave Macmillan UK. Geerlings, J., Verkuyten, M., & Thijs, J. (2015). Changes in Ethnic Self-Identification and Heritage Language Preference in Adolescence: A Cross-Lagged Panel Study. Journal of Language and Social Psychology, 34(5), 501–520. Heller, M. (2006). Linguistic minorities and modernity : a sociolinguistic ethnography. 233. Li, W. (2011). Moment Analysis and translanguaging space: Discursive construction of identities by multilingual Chinese youth in Britain. Journal of Pragmatics, 43(5), 1222–1235.
Access, Advocacy, and Bias toward Multilingual Education: Voices from Parents in a Korean-English Dual Language Immersion Program in the United States
Oral Presentation[SYMP56] OPEN CALL - Minority languages12:15 PM - 12:45 PM (Europe/Amsterdam) 2023/07/21 10:15:00 UTC - 2024/07/21 10:45:00 UTC
Despite the recent advancement of dual language immersion (DLI) programs, DLI research is still limited to a few languages such as Spanish, French or Chinese in the U.S. and mainly focuses on the students' academic and cognitive development (Johanna et al., 2018). To address this gap, this presentation investigates 1) Korean and non-Korean parents' access, advocacy, and bias toward a Korean Dual Language Immersion (KDLI) program and 2) the multiple factors underlying parents' different beliefs and levels of commitment to their child's bilingual and biliteracy development in the program.
We use the parental involvement framework (Fan & Chen, 2001) to navigate multidimensional motivations and concerns in a dual language immersion program regarding their communication with teachers and other parents and their involvement in the Korean community. We also apply the notion of investment (Darvin & Norton, 2015) to explore how Korean and non-Korean parents' advocacy for and investment in their child's bilingual and biliteracy development is intersected across their own ethnolinguistic identity, socio-economic capital, and linguistic/cultural ideologies in the school and society.
This study is part of larger collaborative ethnography research to longitudinally examine the experiences of multiple stakeholders (i.e., students, teachers, parents, and administrators) in a newly-established KDLI program at a public elementary school in the southeastern U.S. Seventeen parents who have enrolled their child in the KDLI program participated in this study. Semi-structured individual interviews focused on their motivations and experiences of the KDLI program. This data was analyzed qualitatively.
Findings show that Korean parents advocate bilingual education through the KDLI program due to social and emotional benefits such as their child's visibility at school and confidence as Korean/English bilingual speakers. Contrarily, non-Korean parents' advocacy for bilingual education is attributed to economic and cultural benefits such as job opportunities and acceptance of diversity, which is, however, drawn from broad civic minds rather than a deeper level of cultural appreciation and critical orientation. Moreover, both Korean and non-Korean parents have biases in bilingual education in that the primary language in the KDLI program should be English rather than Korean. For example, Korean parents are deeply concerned about English proficiency and use private tutoring for their child to compensate for the loss of input in English due to Korean-medium instruction in the KDLI program. Non-Korean parents consider Korean as an additional language and do not invest extra efforts for their child to reach the same proficiency of Korean as Korean children, rather wish community support and external spaces for their child to practice Korean.
Based on these findings, this study discusses the different groups of parents' contrasting investment and involvement and unequal power status between English and Korean in the KDLI program. This study poses a question of how we can disrupt the perpetuated hierarchy between English and other minority languages in the US context. This study suggests that future research needs to identify and consider different stakeholders' needs and concerns, as this newly-established program adds further grade-level students.
Bilingual practices of Tamazight rural women: participatory educational program while maintaining Tamazight
Oral Presentation[SYMP56] OPEN CALL - Minority languages03:00 PM - 03:30 PM (Europe/Amsterdam) 2023/07/21 13:00:00 UTC - 2024/07/21 13:30:00 UTC
Tamazight language (commonly known as Berber) has been always a subject of systemic governmental censure in media, scholarship, and even the public discourse in several North African nations. While language contraction has become unenviable status, preservation efforts continue to develop using various methods and models. Rural Tamazight women play a pivotal role in the maintenance and revitalization work of the language, but in locally-specific ways that are grounded in gendered laboring processes and language ideologies (Hoffman 2006). Subsequently, Tamazight rural women dwelling in the countryside remain monolingual while men are often perceived as unfit to farm and more suited for 'clean city work" (Huffman 2006), which enhances their bilingual practices. By repelling Arabic language influence, the dominant language in North Africa, Tamazight rural women face very limited access to resources. Not only that but also they are classified as "illiterate" including those who know how to read and write in Tamazight given only Arabic is considered the language of literacy. It was not until the last two decades that some organizations realized the criticality of addressing the literacy and illiteracy issues of those women. The High Atlas Foundation (HAF), a U.S.-Moroccan NGO focusing on participatory sustainable development projects in Morocco is an example of an entity that has been working on implementing a participatory educational program to help expand those women's language abilities. Using interview data with four teachers in the HAF program and four enrolled women along with interpretive academic literature relating to social justice (Hudely & Flores 2022), socio-cultural theories (Vygotsky 1997), and minority language learning and understandings frameworks this study aims to evaluate the impact of the participatory educational modal on the improvement of Tamazight women's language bilingual practices. The study reveals that indigenous Tamazight rural women have benefited from the participatory program by learning Arabic while provided with the preconditions for successful reconfiguration of their Tamazight language repertoire. The study suggests that teaching programs that validate minority languages in North Africa are necessary in the development and implementation processes of teaching policy intended to address issues of equity and social justice and avoid the replication of social order and historical injustices against Tamazight language speakers. Besides, in order to reduce language gendered practices that allow men to access literacy and bilingualism while delimiting monolingual women's resources, appropriate assessment tools should be incorporated into participatory educational programs. The study finishes by suggesting new directions for future research on educational models that will simultaneously serve to maintain Tamazight and enhance women's access to systems upheld by powerful groups. Bibliography (some) Charity Hudley, A., & Flores, N. (2022). Social justice in applied linguistics: Not a conclusion, but a way forward. Annual Review of Applied Linguistics, 42, 144-154 Corson, D. (1993). Language, minority education, and gender: Linking social justice and power (Vol. 6). Multilingual Matters. Hoffman, K. E. (2006). Berber language ideologies, maintenance, and contraction: Gendered variation in the indigenous margins of Morocco. Language and Communication, 26(2), 144-167. Vygotsky, L. S. (1997). Educational Psychology. Florida: St. Lucie Press.
Percepciones de los futuros profesores sobre la didáctica de la lengua
Oral Presentation[SYMP56] OPEN CALL - Minority languages03:30 PM - 04:00 PM (Europe/Amsterdam) 2023/07/21 13:30:00 UTC - 2024/07/21 14:00:00 UTC
The linguistic reality of the Basque education system continues to be a challenge for teachers. However, according to studies from the Genoa School (Idiazabal, 1990) and the latest contributions to the multilingual reality of our schools through sustainable translanguaging (Cenoz & Gorter, 2016), both the strategies of didactic sequence models based on textual discourses and the development of metalinguistic awareness could be of great help in training students in communicative competence.
However, there are some aspects that impede progress towards a more effective language didactics: the lack of training in textual typology and its application in didactic sequences (Mielgo & Ocio, 2021: 209), the tendency to relate language teaching exclusively to grammar and correction (Perez et al., 2021) and the belief that only language and literature teachers are responsible for teaching communicative competence (Lluch & Zayas, 2015).
Therefore, the aim of this research work is to identify the perceptions of future primary school teachers at the University of the Basque Country with regard to language didactics. For this purpose, we have based our research on a survey sample of 200 subjects from the Primary Education Degree of the Faculty of Education of San Sebastian, and on 10 discussion groups.
Para conseguir un aprendizaje significativo en la competencia comunicativa, es imprescindible tener un alto conocimiento tanto de la lengua en la que se imparte la asignatura o se desarrolla el proyecto como de la capacidad de comunicar conceptos, contenidos y demás (Meyer et al. 2015). Esa perspectiva lleva implícita la idea de que todos los profesores somos profesores de lengua. No obstante, esa premisa no siempre se cumple en los contextos escolares (Lluch & Zayas, 2015). Tan es así que todavía en la actualidad, muchos profesores relacionan la lengua exclusivamente con la gramática y la corrección (Perez et al., 2021).
Una de las trayectorias más avaladas en la didáctica de la lengua ha sido la de los modelos de las secuencias didácticas de la Escuela de Génova (Idiazabal, 1990). Esa metodología favorece la enseñanza integrada de lenguas y, según Mielgo & Ocio (2021), es indiscutible la idoneidad de las estrategias de esos modelos basados en textos discursivos. Sin embargo, la falta de formación del profesorado en la tipología textual y en la aplicación de las secuencias didácticas impide avanzar en esa dirección (Mielgo & Ocio, 2021: 209). Asimismo, en un sistema educativo multilingüe de esas características, la idea teórica del sustainable translanguaging puede ser útil siempre que se puedan cumplir tres principios básicos (Cenoz & Gorter, 2016).
A la luz de la complejidad de la didáctica de la lengua en contextos multilingües, el objetivo de este trabajo de investigación es el de identificar las percepciones de los futuros docentes de educación primaria respecto a la didáctica de la lengua. Para ello, nos hemos basado, por un lado, en una muestra de encuesta realizada a 200 sujetos del Grado de Educación Primaria de la Facultad de Educación de San Sebastián, y, por otro, en 10 grupos de discusión realizados con parte de ese alumnado.
Según los primeros resultados de la investigación, muchos consideran que saber la lengua minorizada basta para la enseñanza de la misma. En esa misma línea, remarcan la necesidad de una comunicación docente-discente en dicha lengua, pero son pocos los que explicitan la importancia de la opción de la lengua en la interacción entre docentes. Asimismo, es reseñable la ausencia de menciones a la necesidad de trabajar la conciencia metalingüística.
Bibliografía
Cenoz, J. & Gorter, D.(2017)Minority languages and sustainable translanguaging: threat or opportunity?,Journal of Multilingual and Multicultural Development,38:10,901-912,DOI: 10.1080/01434632.2017.1284855 Idiazabal, I. (1990). Hizkuntzaren Psikopedagogia. Testu motak. Funtzionamendua eta didaktika. Labayru. Lluch, G. & Zayas, F. (2015). Leer en el centro escolar. El plan de lectura. Octaedro Meyer, O., Coyle, D., Halbach, A., Schuck, K. & Ting, T. (2015). A pluriliteracies approach to content and language integrated learning – mapping learner progressions in knowledge construction and meaning-making.Language, Culture and Curriculum,28:1,41-57,DOI: 10.1080/07908318.2014.1000924 Mielgo, R. & Ocio, B. (2021). Hizkuntzen didaktika eta irakasleen formakuntza: ibiliak eta ibiltzekoak. In Díaz de Guereñu, L., Manterola, I. & Garcia, I. (coord.). Euskara oinarri eta eleaniztasuna helburu. 201-222. Perez, K., Azpeitia, A. & Ozaeta, A. (2021). Irakasleen prestakuntza gogoetatsua, hezkuntza berritzeko giltza. Mondragon Unibertsitatea.
Invisible Languages and Unrecognised Globalisation: Linguistic Competence at Swedish Upper Secondary Level
Oral Presentation[SYMP56] OPEN CALL - Minority languages04:00 PM - 04:30 PM (Europe/Amsterdam) 2023/07/21 14:00:00 UTC - 2024/07/21 14:30:00 UTC
Diversity, linguistic variety, and global citizenship are often invisible and unrecognised in interactions between teachers and students. A survey on reading at Swedish upper secondary level (conducted by us in Spring 2022) generated 712 responses in a student body of 1,500 students. The question "Do you speak another mother tongue other than Swedish? If so, which?" brought surprising answers as we discovered that as many as 41 mother tongues were distributed among the 99 respondents who answered in the affirmative. The question used the concept of mother tongue, which is problematic since it potentially excludes "father tongues" and also does not take language variations into account. Four respondents list three languages or more as their mother tongues. Given the initial, but striking, results, we noticed the teacher team's unawareness of linguistic variety in the student population. Our aim then became to explore how students framed language skills, when and in what contexts these were used, and for what purposes. We conducted six follow-up focus group interviews with 27 students. In these, we asked what languages the students speak (to avoid labelling their language to one parent and one language only, which excludes multilingual contexts (Bagga-Gupta & Ribeiro Carneiro)). It became evident that linguistic backgrounds were not only invisible in the school setting, they were also downplayed by the students themselves. As students' linguistic competences remain unrecognised, we question the normative aspects of linguistic knowledge and where this might lead. The "uncritical reinforcement of notions of the supremacy and universality of 'our' (Western) ways of seeing… can reproduce unequal relations of dialogue and power and undervalue other knowledge systems" (Andreotti & de Souza, 2008). Biesta (2020) questions what learning "actually is, what educational learning is supposed to be about and supposed to be for, and who should have a say in answering these questions" and highlights undervalued and, therefore, "invisible" competences that risk remaining untapped by those working with students and by the students themselves. In this proposal, our aim is to draw on the above-mentioned dataset to make diverse linguistic, digital and cultural competences visible and contribute to more sustainable and inclusive classroom contexts and societies. Curricular policies, individual and collective commitment must take invisible languages and unrecognised globalisation, which we argue are not socially sustainable, into account as a more global and holistic approach is implemented, which integrates linguistic diversity.
References Andreotti, V. & de Souza, L. M. T. M. (2008). Learning to read the world Through Other Eyes: An open access online study programme focusing on engagements with indigenous perceptions of global issues. www.throughothereyes.org.uk Bagga-Gupta, S. & Ribeiro Carneiro, A. S. (2021). Nodal frontlines and multisidedness: Contemporary multilingualism scholarship and beyond. International Journal of Multilingualism. DOI: 10.1080/14790718.2021.1876700 Biesta, G. (2020). What constitutes the good of education? Reflections on the possibility of educational critique. Educational Philosophy and Theory, 52(10), 1023-1027, DOI: 10.1080/00131857.2020.1723468
Presenters Maria Bäcke Senior Lecturer, Jönköping University
Changes in English Education of the Pre- and Post-Kim Jong Un Era in North Korea
Oral Presentation[SYMP56] OPEN CALL - Minority languages04:30 PM - 05:00 PM (Europe/Amsterdam) 2023/07/21 14:30:00 UTC - 2024/07/21 15:00:00 UTC
This study investigates the changes and recent development of English education in the most closed-off country North Korea with its own Juche (i.e., self-reliance) ideology advocated by Kim Il Sung, founder of North Korea, analyzing the characteristics of secondary English textbooks published in the pre-and post-Kim Jong Un eras. North Korea has changed its purpose and role of English education according to its diplomatic relations with other countries and the goals of each regime during the three inter-generational succession periods of Kim Il Sung (founder), Kim Jong Il (son), and Kim Jong Un (grandson). In this regard, this paper analyzes the changes in 1) aims and approaches, 2) the overall organization of English textbooks, and 3) the topic varieties based on the revised secondary English textbooks after the Kim Jong Un regime. The future of English education in North Korea is also explored in line with the current political insecurity incurred by the Jangmadang generation, or new generation who experienced and got used to capitalism through the black market to survive after the rapid economic recession in North Korea in the 1990s, the post-COVID-19 pandemic, and the deteriorating US-DPRK relations.
This study investigates the changes and recent development of English education in North Korea, officially the Democratic People's Republic of Korea (DPRK), analyzing the characteristics of secondary English textbooks published in the pre-and post-Kim Jong Un eras. This study analyzes the characteristics of English education in the most closed-off country North Korea with its own Juche (i.e., self-reliance) ideology advocated by Kim Il Sung, founder of North Korea. English education in this secluded country is clearly distinguished from major contexts in English as a second or foreign language education. English education in North Korea has continued to teach war-related expressions and develop science and technology in the pre-Kim Jong Un era. In this regard, this paper analyzes the changes in 1) aims and approaches, 2) the overall organization of English textbooks, and 3) the topic varieties based on the revised secondary English textbooks after the Kim Jong Un regime. The future of English education in North Korea is also explored with the current political insecurity incurred by the Jangmadang generation, the post-COVID-19 pandemic, and the deteriorating US-DPRK relations. Both pre-and post-Kim Jong Un era English textbooks promote North Korea's development and revolution under the Juche ideology. However, the most prominent changes of the revised English textbooks are teaching approaches and topics. Compared to the Grammar Translation Method approach of simply reading and understanding given texts and translating given sentences by applying rules of grammar found in the pre-Kim Jong Un era textbooks, the post-Kim Jong Un era textbooks focus on Communicative Language Teaching, allowing much more autonomous learning; students are now encouraged to communicate with each other, think for themselves, and solve problems through discussion in pair and group activities. This new emphasis is reflected in the post-Kim Jong Un era textbooks, adding listening and speaking sections as well as an authentic worksheet for communicative activities in classrooms to the existing reading and writing sections to fulfill communication-oriented education. Additionally, most passages in the pre-Kim Jong Un era textbooks for reading, which instilled anti-American propaganda and Juche ideology, justifying the Kim family's dictatorial legitimacy, were replaced in the revised English textbooks by practical reading texts focusing on computers, science and technology, and authentic everyday situations. In sum, the changes in English textbooks in North Korea are radically progressive in terms of teaching approach, more sophisticated construction of textbooks, and topic variation. However, given the inherent conflict between the liberal, communicative orientation in recent English textbooks and the traditional emphasis on ideological education emphasizing the Kim family as supreme leaders, it remains to be seen whether this education reform in North Korea's English education will perform its intended purposes. Therefore, considering all these situations, scholarly attention must be paid to future changes in North Korea's English education as it may head in one of the two directions: serving as a tool for international communication or retrogressively perpetuating the Juche ideology to consolidate their internal unity.
Presenters Tae-Young Kim Professor, Chung-Ang UniversityShinyu Oh Student, Chung-Ang University
Written language development of Turkish-German bilingual students – A comparison between bilingual and monolingual settings
Oral Presentation[SYMP56] OPEN CALL - Minority languages05:00 PM - 05:30 PM (Europe/Amsterdam) 2023/07/21 15:00:00 UTC - 2024/07/21 15:30:00 UTC
This study investigates the development of academic writing skills in Turkish-German bilingual pupils with a focus on the pupils' syntactic complexity development in both languages. The influence of bilingual education on the academic writing skills in the pupils' first and second languages as well as the mutual influences of both languages on each other forms the central pillar of this work. In order to investigate the impact of bilingual vs. monolingual education for bilingual children two groups are compared to each other: Group A is made up of pupils from a bilingual school with Turkish and German as instruction languages from the first grade onwards, while Group B is made up of pupils in a German monolingual school offering Turkish as a second foreign language from the seventh grade on.
The analysed data was collected within the framework of the MULTILIT Project, funded by the German DFG and French ANR, and consists of texts written by pupils in their 7th, 10th and 12th grades. The study distinguishes itself from many other publications in the field of language acquisition through two main points: 1) by analysing the academic writing skills and language development of multilingual pupils in their first and second languages and 2) investigating the influence of multilingual vs. monolingual education settings on bilingual pupils' language development. One of the key findings of this study is that the bilingually educated pupils use comparatively more complex syntax more frequently than their peers from the monolingual school. Furthermore, bilingually educated pupils show less deviations from the norm (mistakes/errors) in morphology and syntax in both languages than their monolingually educated bilingual peers.
Mirtha Dalila Lugo-Rolón
Soubeika Bahri
Maria Bäcke
Tae-Young Kim
Shinyu Oh
Esin Isil Gülbeyaz
