Usages, Competence and Understanding in the Transcultured Speaker

2000

Présentation générale du CARAP CARAP-ENG_Def_140607 14/06/07 about linguistic and cultural facts in general (a battery in the category of « trans » : e.g. « trans-linguistic », « trans-cultural ») enabling learners to have easier access to a specific language or culture by using aptitudes acquired in relation to / in another language or culture (or certain aspects of them)-(battery in the category « inter » : e.g. « inter-linguistic », « inter-cultural » Knowledge, skills and attitudes of this nature, can, quite clearly, only be developed when the language classroom is a space where several languages and several cultures-and the relationships among them-are encountered and explored. That is to say, in a context of pluralistic approaches to languages and cultures. Présentation générale du CARAP CARAP-ENG_Def_140607 14/06/07 Présentation générale du CARAP CARAP-ENG_Def_140607 14/06/07 Présentation générale du CARAP CARAP-ENG_Def_140607 14/06/07 language used in several countries. 5.6.1.1 +++ Knows that language borders and national borders are not the same thing 5.6.1.2. +++ Knows that a language and a country should not be confused 5.7+++ Knows that there are multilingual, plurilingual situations in one's own environment and in other places, near or far. A.6 Similarities and differences between languages 6.++ + Micr Knows that there are similarities and differences between languages 6.1. ++ Knows that each language has its own system. 6.1.1. +++ Knows that the system of a language is only one among other possible systems. 6.2. +++ Knows that each language has a specific way of representing reality. 6.2.1 ++ Know that the way in which each language describes / « divides up » the world is culturally determined. 6.2.2 ++ Knows that, for this reason, translation from one language to another often requires a different way of dividing up reality 6.3. +++ Knows that the categories mother tongue / language of education are not defined in the same way in another language 6.3.1. +++ Knows that some grammatical categories present in one language may be absent in another one 6.3.2.. ++ Knows that the same word may change gender from one language to another 6.4. +++ Knows that each language has its own phonetic / phonological system 6.4.1 +++ Knows that each language has a different sound system from others-to different degrees. 6.4.2 +++ Knows that different languages have different repertoires of phonemes 6.4.3. +++ Knows that sometimes unfamiliar languages use sounds which we do not even perceive, but which distinguish words from each other 6.4.4. +++ Knows that there are differences among languages related to prosody. (related to rhythm / accentuation / intonation) 6.5 ++ Knows that there is not a word to word equivalence between languages 6.5.1 ++ Knows that languages do not always use the same number of words to say the same thing.

Revista Desenredo, 2022

2011

Language learning has two distinct personas, an idealistic one and a real one. In some cases the two are very closely matched but more often than not they are very different. The ideal language learning experience might be argued to be a deeply personal one that takes the learner through a process of self-discovery and into the wider world with fresh eyes that are able to appreciate difference, recognise common ground and forge new understandings. However, it is often the case that the more functional motivations for which we learn a language intervene and detract from the idealistic nature of the experience making it a more mundane and limited one. So what is it that makes language more than a simple list of words and grammar rules?

carap.ecml.at

Présentation générale du CARAP CARAP-ENG_Def_140607 14/06/07 about linguistic and cultural facts in general (a battery in the category of « trans » : e.g. « trans-linguistic », « trans-cultural ») enabling learners to have easier access to a specific language or culture by using aptitudes acquired in relation to / in another language or culture (or certain aspects of them)-(battery in the category « inter » : e.g. « inter-linguistic », « inter-cultural » Knowledge, skills and attitudes of this nature, can, quite clearly, only be developed when the language classroom is a space where several languages and several cultures-and the relationships among them-are encountered and explored. That is to say, in a context of pluralistic approaches to languages and cultures. Présentation générale du CARAP CARAP-ENG_Def_140607 14/06/07 Présentation générale du CARAP CARAP-ENG_Def_140607 14/06/07 Présentation générale du CARAP CARAP-ENG_Def_140607 14/06/07 language used in several countries. 5.6.1.1 +++ Knows that language borders and national borders are not the same thing 5.6.1.2. +++ Knows that a language and a country should not be confused 5.7+++ Knows that there are multilingual, plurilingual situations in one's own environment and in other places, near or far. A.6 Similarities and differences between languages 6.++ + Micr Knows that there are similarities and differences between languages 6.1. ++ Knows that each language has its own system. 6.1.1. +++ Knows that the system of a language is only one among other possible systems. 6.2. +++ Knows that each language has a specific way of representing reality. 6.2.1 ++ Know that the way in which each language describes / « divides up » the world is culturally determined. 6.2.2 ++ Knows that, for this reason, translation from one language to another often requires a different way of dividing up reality 6.3. +++ Knows that the categories mother tongue / language of education are not defined in the same way in another language 6.3.1. +++ Knows that some grammatical categories present in one language may be absent in another one 6.3.2.. ++ Knows that the same word may change gender from one language to another 6.4. +++ Knows that each language has its own phonetic / phonological system 6.4.1 +++ Knows that each language has a different sound system from others-to different degrees. 6.4.2 +++ Knows that different languages have different repertoires of phonemes 6.4.3. +++ Knows that sometimes unfamiliar languages use sounds which we do not even perceive, but which distinguish words from each other 6.4.4. +++ Knows that there are differences among languages related to prosody. (related to rhythm / accentuation / intonation) 6.5 ++ Knows that there is not a word to word equivalence between languages 6.5.1 ++ Knows that languages do not always use the same number of words to say the same thing.

2016

This paper suggests amending the toolbox of analytical approaches to the study of specialized communication and LSP by a knowledge-oriented meso level analysis. The basic idea behind this type of analysis is to combine studies of actual communicative interaction and of individual contributions to such interactions with studies of specialized meanings at a collective level keeping complexity high in the descriptions. The unit of analysis allowing this is specialized knowledge seen as simultaneously individual and collective. The paper begins with an example demonstrating the complexity to be studied through the suggested type of analysis. I proceed to present Knowledge Communication as theoretical-methodological framework of such analyses, followed by a presentation of the differences between a micro, a macro and a meso level approach to studying specialized communication. In the last part of the paper, I demonstrate the ideas on an analytical example.

Electronic Journal of Foreign Language Teaching, 2011

This paper considers how ideas about language and culture influence language learning. The methodology for the study is a comparison of the tasks involved in learning introductory Hindi and Japanese. The paper was written after 132 hours of study of Japanese. Through comparing how Japanese and Hindi are taught I demonstrate that integral to the learning of these languages is the need to understand linguistic forms as expressions of distinctive cultural practices. This is prefaced by a discussion of standards being advocated for language teaching in the Common European Framework (CEFR) and in the American Council for the Teaching of foreign languages (ACTFL). I argue that further work needs to be done examining how Asian cultures influence language usage and how standards might be set for understanding the relationship between languages and cultures. The conclusion which I draw from this is that the adoption of neither CEFR nor ACFTL standards will not have beneficial impact on learners without further studies of the relationship between socio-cultural and communicative approaches to language teaching.