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Multilingualism, Cultural Identity, and Education in Morocco
This book is an original contribution to the field of multilingualism and cultural identity. It investigates the ramifications of multilingualism for language choice patterns and attitudes among Moroccans. It focuses on the impact of multilingualism on cultural identity and education. It includes a debate on education and language planning policies in Morocco since independence. It reveals the complexity of post-colonial Morocco characterized by contradictory attitudes toward the languages in contact and toward language policy and education. It is of interest to students and researchers of sociolinguistics, cultural studies, anthropology and gender studies as well as for specialists of education and language policy/planning.
Multilingual Information Access for Text, Speech and Images ; 5th Workshop of the Cross-Language Evaluation Forum, CLEF 2004, Bath, UK, September 15-17, 2004, Revised Selected Papers
The ?fth campaign of the Cross-Language Evaluation Forum (CLEF) for Eu- pean languages was held from January to September 2004. Participation in the CLEF campaigns has increased each year and CLEF 2004 was no exception: 55 groups submitted results for one or more of the di?erent tracks compared with 42 groups in the previous year. CLEF 2004 also marked a breaking point with respect to previous campaigns. The focus was no longer mainly concentrated on multilingual document retrieval as in previous years but was diversi?ed to include di?erent kinds of text retrieval across languages (e. g. , exact answers in the question-answering track) and retrieval on di?erent kinds of media (i. e. , not just plain text but collections containing image and speech as well). In ad- tion, increasing attention was given to issues that regard system usability and user satisfaction with tasks to measure the e?ectiveness of interactive systems or system components being included in both the cross-language question - swering and image retrieval tasks with the collaboration of the coordinators of the interactive track. The campaign culminated in a two-and-a-half-day workshop held in Bath, UK, 15–17 September, immediately following the 8th European Conference on Digital Libraries. The workshop was attended by nearly 100 researchers and s- tem developers.
Intercultural Language Use and Language Learning
This volume attempts to address an issue that deserves further attention on the part of language acquisition researchers: that of intercultural learners in instructed language contexts. Given the fact that most speech communities where such learning takes place are at least bilingual, and the idea that English is studied for the purposes of communication among people from different cultures, the book focuses on English learners as intercultural speakers. In so doing, the volume brings together three main research areas: those of the study of English as a lingua franca, the development of communicative competence and the use and acquisition of a language beyond a second one in instructed contexts.
Intercultural approaches to education : From theory to practice
This book provides an analysis of contemporary societies and schools shaped by cultural diversity, globalization and migration. This diversity is necessarily reflected in education systems and requires the promotion of intercultural approaches able to improve learning processes and the quality of education.
English as a foreign language for Deaf and hard of hearing learners : Teaching strategies and interventions
The chapters cover a wide range of interventions and strategies including early education teaching strategies, using sign -bilingualism in the classroom, enhancing oral communication, speech visualization, improving pronunciation, using films and cartoons, lip reading techniques, written support, and harnessing writing as a memory strategy.
Encyclopedia of Language and Education
In this second, fully revised edition, the 10 volume Encyclopedia of Language and Education offers the newest developments including two new volumes of research and scholarly content essential to the field of language teaching and learning in the age of globalization. In the selection of topics and contributors, the Encyclopedia reflects the depth of disciplinary knowledge, breadth of interdisciplinary perspective, and diversity of sociogeographic experience in the field. Vol.1: Language Policy and Political Issues in Education; Vol.2: Literacy; Vol.3: Discourse and Education; Vol.4: Second and Foreign Language Education; Vol.5: Bilingual Education; Vol.6: Knowledge About Language Vol.7: Lanaguage Testing and Assessment; Vol.8: Language Socialization; Vol.9: Ecology of Language; Vol.10: Research Methods in Language and Education.
Curriculum Reform in the European Schools : Towards a 21st Century Vision
Examines the modern role of the European School system within the European Union, at a time when the global economy demands a new vision for contemporary education. The European schools are currently in a state of crisis: their 60-year-old tradition of bilingual and multilingual education is being strained by rapid EU expansion and the removal of English speaking teachers as a result of Brexit. Their tried and tested model of mathematics and science education has rapidly been overtaken by new developments in pedagogy and assessment research, while recruitment and retention of students and teachers has become increasingly fraught as European member states review what they are, and what they are not, prepared to fund. The authors draw on original and empirical research to assess the European Schools’ place in a new Europe where the entire post-war European Project is potentially at risk. This well-researched volume will be of interest to practitioners working in European schools as well as students and scholars of EU politics and international education.
Cognitive Aspects of Bilingualism
A unique feature of this book is that chapters favor that line of cognitive linguistics which makes a clear distinction between real world and projected world. Information conveyed by language must be about the projected world. Both the experimental results and the systematic claims in this volume call for a weak form of whorfianism. Also, chapters add some relatively unexplored issues of bilingualism to the well-known ones, such as gender systems in the bilingual mind, context and task, synergic concepts, blending, the relationship between lexical categorization and ontological categorization among others.
Code-switching in Bilingual Children
The goal of this volume is to prove that mixed utterances in young bilinguals can be analyzed in the same way as adult code-switching. Analyzing a rich corpus of spontaneous child data, the author provides detailed empirical evidence for latest minimalist assumptions on the architecture of mind and confirms that code-switching is only constrained by the two grammars of the languages involved. The data show that the quantity of mixing in children depends on an individual choice rather than on language development, language dominance, or other factors. Besides critically reviewing the literature on language mixing in children and adults, this work offers a thorough grammatical analysis of the code-switching data of five Italian/German children. The book provides new insights not only in the field of code-switching and of language mixing in young bilinguals, but also in issues concerning general questions on linguistic theory which are difficult to be answered with monolingual data.
Advances in Multilingual and Multimodal Information Retrieval ; 8th Workshop of the Cross-Language Evaluation Forum, CLEF 2007, Budapest, Hungary, September 19-21, 2007, Revised Selected Papers
This book constitutes the thoroughly refereed proceedings of the 8th Workshop of the Cross-Language Evaluation Forum, CLEF 2007, held in Budapest, Hungary, September 2007.
Accessing Multilingual Information Repositories ; 6th Workshop of the Cross-Language Evaluation Forum, CLEF 2005, Vienna, Austria, 21-23 September, 2005, Revised Selected Papers
The sixth campaign of the Cross Language Evaluation Forum (CLEF) for European languages was held from January to September 2005. CLEF is by now an established international evaluation initiative and 74 groups from all over the world submitted results for one or more of the different evaluation tracks in 2005, compared with 54 groups in 2004. There were eight distinct evaluation tracks, designed to test the performance of a wide range of systems for multilingual information access. Full details regarding the design of the tracks, the methodologies used for evaluation, and the results obtained by the participants can be found in the different sections of these proceedings.
