Second Language Teaching

παρούσα εισήγηση παρουσιάζει μια εκπαιδευτική δράση με τη μορφή πολιτισμικού κυνηγιού θησαυρού, που υλοποιήθηκε στο πλαίσιο ευρωπαϊκού προγράμματος Erasmus με τη συνεργασία Ελληνικού και Ισπανικού σχολείου Δ/μιας Εκπαίδευσης. Η δράση πραγματοποιήθηκε σε μνημεία και χώρους πολιτισμικού και ιστορικού ενδιαφέροντος της πόλης των Χανίων και στόχευσε στην ενίσχυση της πολιτισμικής ευαισθητοποίησης, της γλωσσικής επικοινωνίας στα αγγλικά, της αλληλεπίδρασης και της συνεργασίας μεταξύ μαθητών ποικίλων εθνικοτήτων. Με μέσο την παιγνιώδη, τη συνεργατική μάθηση και τη χρήση της τεχνολογίας οι μαθητές ενίσχυσαν τη γλωσσική επικοινωνία στην αγγλική γλώσσα, καλλιέργησαν την κριτική σκέψη και ανέπτυξαν δεξιότητες συνεργασίας και διαπολιτισμικής κατανόησης. Τα αποτελέσματα καταδεικνύουν ότι το πολιτισμικό κυνήγι θησαυρού συνιστά μια ελκυστική και αποτελεσματική παιδαγωγική πρακτική, με προοπτικές περαιτέρω ανάπτυξης και προσαρμογής σε διαφορετικά εκπαιδευτικά πλαίσια.

How do you develop a game that is provably educational, that is engaging from pre-school to adult, and that independently targets different language ability and world experience/maturity? Our purpose is to teach students of German or English as a Second Language in the same way that a baby learns a First Language. Children acquire language automatically without overt teaching, without conjugating verbs, looking up dictionaries or taking complex classes in syntax and morphology. They acquire through being immersed in an environment in which they have to learn to communicate in the language in order to achieve a variety of social and personal goals. In this project we provide a mixed environment with real toys for the learner to play with, and a simulated environment and a simulated teacher/caregiver to interact with. Whilst young children may be happy building towers and bridges out of wooden blocks, older children and adults cannot be expected to find motivating goals from the same ...

How do you develop a game that is provably educational, that is engaging from pre-school to adult, and that independently targets different language ability and world experience/maturity? Our purpose is to teach students of German or English as a Second Language in the same way that a baby learns a First Language. Children acquire language automatically without overt teaching, without conjugating verbs, looking up dictionaries or taking complex classes in syntax and morphology. They acquire through being immersed in an environment in which they have to learn to communicate in the language in order to achieve a variety of social and personal goals. In this project we provide a mixed environment with real toys for the learner to play with, and a simulated environment and a simulated teacher/caregiver to interact with. Whilst young children may be happy building towers and bridges out of wooden blocks, older children and adults cannot be expected to find motivating goals from the same tasks as a baby tackles as s/he simultaneously learns about the world and his/her language, culture and society. This paper explores the methodology we are developing to independently control for degree of language knowledge and degree of world experience.

This article explores how teaching is organized and enacted when the subject Swedish as a Second Language (SVA) is co-taught with Swedish (SVE) in two sixth-grade classrooms in Swedish compulsory school. The subject of SVA follows a specific curriculum that emphasizes multilingualism, contrastive perspectives, and explicit language instruction. Drawing on classroom observations and interviews with two experienced teachers, the study applies the concepts of powerful knowledge and epistemic quality to analyze opportunities for subject-specific learning. The framework is complemented by Biesta’s three educational functions – qualification, socialization, and subjectification – to interpret the teachers’ didactic choices. The findings indicate that co-teaching can create favorable conditions for language- and knowledge-oriented teaching practices that benefit all students. At the same time, elements specific to SVA risk being deprioritized in the joint instruction. The analysis underscores the importance of teachers’ ability to balance diverse pedagogical goals. The study contributes theoretically and empirically to the understanding of how co-teaching in linguistically diverse classrooms can support the development of deep subject knowledge.

Artikkelen presenterer funn fra en lingvistisk analyse gjort på internasjonalt adopterte barns (n = 52) skriftlige narrativer på 5. trinn. Grammatiske trekk og leksikalske valg er kartlagt og sammenliknet med grammatikk og vokabular i fortellinger skrevet av jevnaldrende, norskfødte barn (n = 52) fra tilsvarende sosioøkonomisk bakgrunn. Adopsjonsalderen varierer fra 5 mnd. til 98 mnd. (m = 28,2, SD = 24,3). Gjennomsnittlig botid i Norge er 8,4 år (SD = 25,3 mnd.). Gjennomsnittlig alder ved testtidspunktet for adoptivbarna er 128,6 mnd. og 125,0 mnd. for kontrollbarna. Funnene indikerer at de norskfødte har et større og mer presist ordforråd og skriver et mer grammatisk korrekt norsk enn barna med forsinket norsklaering. Adoptivbarnas fortellinger inneholder trekk som preger andrespråkstekster (f.eks. leksikalske forenklinger, feiltildelt genus og brudd i syntaksen). Det er en tendens til at omfanget av utfordringer øker og blir mer omfattende med stigende adopsjonsalder, men analysen viser også at tidlig adopterte ser ut til å ha noe større utfordringer med norsk grammatikk og ordforråd enn det kontrollbarna har.

Artikkelen presenterer funn fra en lingvistisk analyse gjort pa internasjonalt adopterte barns (n = 52) skriftlige narrativer pa 5. trinn. Grammatiske trekk og leksikalske valg er kartlagt og sammenliknet med grammatikk og vokabular i fortellinger skrevet av jevnaldrende, norskfodte barn (n = 52) fra tilsvarende sosiookonomisk bakgrunn. Adopsjonsalderen varierer fra 5 mnd. til 98 mnd. (m = 28,2, SD = 24,3). Gjennomsnittlig botid i Norge er 8,4 ar (SD = 25,3 mnd.). Gjennomsnittlig alder ved testtidspunktet for adoptivbarna er 128,6 mnd. og 125,0 mnd. for kontrollbarna. Funnene indikerer at de norskfodte har et storre og mer presist ordforrad og skriver et mer grammatisk korrekt norsk enn barna med forsinket norsklaering. Adoptivbarnas fortellinger inneholder trekk som preger andresprakstekster (f.eks. leksikalske forenklinger, feiltildelt genus og brudd i syntaksen). Det er en tendens til at omfanget av utfordringer oker og blir mer omfattende med stigende adopsjonsalder, men analyse...

The importance of revision has been recognised by numerous scholars of the teaching and learning of writing (Abad & Rodríguez-Gonzalo, 2023; Bereiter & Scardamalia, 1987; Camps, 2020; Horning & Becker, 2006), especially if it is understood as a recursive and transversal phase that affects all levels of language (Álvarez Angulo, 2011; Camps, 2020; Marin & Legros, 2006). To test whether group revision is an effective tool in the teaching-learning process of writing in Spanish as a first language, in this paper we analyse large group revision sessions recorded in the natural context of a university classroom in which we implemented a didactic writing sequence (Camps, 2020; Dolz et al., 2001; Rodríguez-Gonzalo & Abad-Beltrán, 2023). The objective of this paper—an instrumental case study (Stake, 2007; Yin, 2009)—is to describe the interactions that take place in this revision process, categorise the aspects of the different linguistic levels to be identified and describe the students' proposed actions aimed at modifying the texts. The results show that approaching the revision phase collectively encourages the development of the students' metalinguistic and meta-rhetorical awareness (Horning, 2006), provided that this phase is not limited to the correction of errors in the final text and is conceived as a complex process that represents growth, progress and discovery (Haar, 2006) in the composition of a piece of writing.

Second language (L2) learners comprehend more when they are prepared for novel vocabulary that they encounter in a text. Input-based incremental (IBI) vocabulary instruction provides L2 instructors and learners with a means of achieving this goal by (a) presenting optimal input to learners at the right time during a reading-focused lesson and (b) promoting the gradual development of different aspects of word knowledge over time. The approach draws on theoretical advances and research findings related to lexical input processing, including the benefits of acoustically varied input and opportunities for target word retrieval. This paper explains the IBI approach and demonstrates how it can be applied when teaching authentic texts, using as an example L2 German and Wo Europa anfängt (1991) by Yoko Tawada, a narrative that addresses themes such as transnationalism, migration, borders, and cultural identity.

Aos falantes de pomerano que resistem a todos os preconceitos linguísticos e mantém viva a língua e a cultura dos seus antepassados. A uma força suprema e celestial, a quem chamam Deus, pelo ânimo e pela perseverança nos momentos de angústia. Aos meus irmãos, Gerson, Marcos, Janderson e Hilário Júnior, pelo apoio e pela confiança. A minha mãe, Lucilina, em especial, pelo incentivo, pela paciência e pela colaboração direta na gravação e análise dos dados. Ao meu pai, Hilário, que nos deixou de forma tão repentina, mas que sempre esbanjou carinho, conselhos, que sempre me incentivou, acreditou em mim e ficou imensamente orgulhoso ao me ver chegar até aqui. Ao meu querido esposo, Vercelino, pela paciência, pelo incentivo, pela compreensão e pela colaboração na análise de alguns dados. A minha tia, Joselina, pela acolhida e pelo carinho. Aos meus sogros pela compreensão e pelo apoio. Aos informantes dessa pesquisa pela disponibilidade e pela confiança. Aos colegas de curso, turma 2010/1, por compartilharem comigo muitas alegrias e muitas aflições. A Irma, em especial, pela companhia, pela força, pela amizade sincera durante essa caminhada. A Elizana pela acolhida, pelo carinho e pela amizade. A Catarina Vaz Rodrigues pela generosidade e por me mostrar os caminhos da vida acadêmica. A Thais Cristófaro Silva pelo incentivo. À Márcia Zimmer e Marta Bandeira pela generosidade. A Lilian Yacovenco pela partilha de conhecimento, pelo carinho e pela acolhida. A Maria Bernadete Marques Abaurre pela acolhida, pelo carinho e pelo ensinamento. A Alexsandro Rodrigues Meireles pela orientação e pela confiança. A todos os professores do Mestrado pelo conhecimento oferecido e pelo apoio. A CAPES pelo incentivo à pesquisa.

Aos falantes de pomerano que resistem a todos os preconceitos linguísticos e mantém viva a língua e a cultura dos seus antepassados. A uma força suprema e celestial, a quem chamam Deus, pelo ânimo e pela perseverança nos momentos de angústia. Aos meus irmãos, Gerson, Marcos, Janderson e Hilário Júnior, pelo apoio e pela confiança. A minha mãe, Lucilina, em especial, pelo incentivo, pela paciência e pela colaboração direta na gravação e análise dos dados. Ao meu pai, Hilário, que nos deixou de forma tão repentina, mas que sempre esbanjou carinho, conselhos, que sempre me incentivou, acreditou em mim e ficou imensamente orgulhoso ao me ver chegar até aqui. Ao meu querido esposo, Vercelino, pela paciência, pelo incentivo, pela compreensão e pela colaboração na análise de alguns dados. A minha tia, Joselina, pela acolhida e pelo carinho. Aos meus sogros pela compreensão e pelo apoio. Aos informantes dessa pesquisa pela disponibilidade e pela confiança. Aos colegas de curso, turma 2010/1, por compartilharem comigo muitas alegrias e muitas aflições. A Irma, em especial, pela companhia, pela força, pela amizade sincera durante essa caminhada. A Elizana pela acolhida, pelo carinho e pela amizade. A Catarina Vaz Rodrigues pela generosidade e por me mostrar os caminhos da vida acadêmica. A Thais Cristófaro Silva pelo incentivo. À Márcia Zimmer e Marta Bandeira pela generosidade. A Lilian Yacovenco pela partilha de conhecimento, pelo carinho e pela acolhida. A Maria Bernadete Marques Abaurre pela acolhida, pelo carinho e pelo ensinamento. A Alexsandro Rodrigues Meireles pela orientação e pela confiança. A todos os professores do Mestrado pelo conhecimento oferecido e pelo apoio. A CAPES pelo incentivo à pesquisa.

I denne studien utforsker vi hvilke bøker som leses i norske barnehager og hvordan barnehagelaerere begrunner valg av bøker. Artikkelen diskuterer funn i lys av teori om barnekultur, danning og estetisk erfaring. Studien benytter en multimetodisk tilnaerming bestående av en nasjonal spørreundersøkelse og semistrukturerte fokusgruppeintervjuer med barnehagelaerere. Våre hovedfunn er at det totalt sett er stor bredde og variasjon i bokutvalget i norske barnehager. Det er imidlertid eldre tekster og bokserier som dominerer utvalget, og nyere enkelt-titler har vanskelig for å få innpass. Barnehagelaerernes begrunnelser for bokvalg viser at de er aller mest opptatt av at barna skal like bøkene som formidles. De er også opptatt av at bøkene skal oppleves som aktuelle, humoristiske og spennende. Barnehagelaererne vektlegger at bøkene bør vaere tematisk relevante, ha fine bilder og føre til gode samtaler. Når barnehagelaerere i så stor grad velger å lese bøker barna liker, innebaerer dette stort sett bøker barna kjenner fra før. Det blir dermed tydelig at det finnes et uutnyttet potensial i barnehagen for å løfte fram nye barnebøker, både enkelttitler og serier.

Discursive writing has received more attention in the most recent policy documents from 2011, than it previously has. The premise of this article is to examine what support teachers receive to cope with the new requirements in the policy documents regarding discursive writing, through the educational materials at hand. Discursive writing is here examined in writing-assignments in some 20 textbooks on the Swedish language. The article explores how discursive writing is described in terms of genres and text activities and which mediational means are used in the writing assignments. The analysis shows lack of systematical descriptions of the discursive genres and acts of writing. The analysis also shows that there are three kinds of mediational means, related to language, structure and the subject in the writing-assignments. Mediational means related to language are rare, though. This is discussed as both monotony and reasonable, and some potential for development is discussed.

Nelle note che seguono vediamo quanto ieri e oggi le condizioni dell’infanzia in società tormentate da guerre e dittature sia grave. Dal Sudan alla Siria, passando per l'Ucraina e Haiti, come in Libano, in Cisgiordania, a Gaza le scuole vengono devastate dalle guerre In situazioni di conflitto, i bambini subiscono orrori: sfollamenti di massa, reclutamento forzato nelle forze armate, violenza sessuale, abusi... Secondo le stime UNICEF oltre 460 milioni di bambini vivono in zone di conflitto e altri 43,3 milioni sono in situazioni di sfollamento forzato. Questa cifra è raddoppiata nell'arco di un decennio e, soprattutto, è la più alta mai registrata dalla Seconda Guerra Mondiale

У статті подано порівняльний аналіз ролі та значення курсів «Introduction to Linguistics» («Вступ до мовознавства») і «General Linguistics» («Загальне мовознавство») у підготовці майбутніх філологів у дванадцяти провідних університетах світу, визначених за рейтингом Academic Ranking of World Universities 2024. Дослідження охоплює інформацію про доступність цих курсів, їхні основні тематичні модулі, рекомендовані підручники й навчальні матеріали, а також ідентифікацію як спільних рис, так і ключових відмінностей між обраними програмами. Встановлено, що курси «Introduction to Linguistics» і «General Linguistics» становлять фундаментальні освітні компоненти філологічної підготовки, охоплюючи базові лінгвістичні розділи: фонетика, фонологія, морфологія, синтаксис, семантика, прагматика, історична лінгвістика та соціолінгвістика. Відбірні університети демонструють різноманітні педагогічні підходи — від теоретично орієнтованих концепцій, які базуються на абстрактних моделях, до практично спрямованих модулів, що часто інтегрують емпіричні дані, корпусно орієнтований аналіз та мультилінгвістичні перспективи, включаючи когнітивний і соціальний аспекти мовознавства. Результати дослідження створюють надійну основу для розробки рекомендацій щодо удосконалення підготовки філологів — зокрема в Україні — з метою відповідності сучасним світовим стандартам і викликам. Порівняльна форма подачі матеріалу висвітлює, як відрізняються структура курсів, послідовність навчальних тем та обрання навчальних ресурсів між установами, підкреслюючи як передові практики, так і напрями для покращення. Зокрема, інтеграція інтерактивних навчальних модулів, цифрових платформ та спрямованих на студента методик стала інноваційною тенденцією серед кількох програм із високим рейтингом. Результати аналізу дають змогу дійти висновку, що підтримання балансу між ґрунтовною теоретичною освітою та дослідницькими (експериментальними) елементами навчання є вирішальним для формування всебічно підготовлених філологів, здатних адаптуватися до мінливих академічних вимог і сприяти міжнародній науковій співпраці.

Η εργασία αυτή εξετάζει πώς το φύλο επηρεάζει τα χαρακτηριστικά των παικτών σε μαθητές/τριες της Ε’ Δημοτικού. Για τους σκοπούς της εργασίας πραγματοποιήθηκαν εκτενής βιβλιογραφική ανασκόπηση, εμπειρική έρευνα μέσω ερωτηματολογίων αυτοαναφοράς και μελέτη των αρχείων καταγραφής ενός εκπαιδευτικού ψηφιακού παιχνιδιού. Στην έρευνα συμμετείχαν 437 μαθητές/τριες από σχολεία της Δυτικής Ελλάδας. Για τη μελέτη των χαρακτηριστικών των παικτών χρησιμοποιήθηκε το ερωτηματολόγιο Player Traits καθώς και ερωτηματολόγια κατασκευασμένα από τον ερευνητή. Τα συμπεράσματα της μελέτης μπορούν να αξιοποιηθούν από κατασκευαστές εκπαιδευτικών παιχνιδιών καθώς και από εκπαιδευτικούς για την επιλογή, παραμετροποίηση και αξιοποίηση εκπαιδευτικών παιχνιδιών και αφορούν τις διαφορές στα παιχνίδια και στις κατηγορίες των παιχνιδιών που προτιμούν να παίζουν, στα χρώματα και στα avatars που επιλέγουν, στον τρόπο παιξίματος, στο χρόνο αντίδρασης καθώς παίζουν, στον προσανατολισμό πρόκλησης, στον αισθητικό προσανατολισμό, στον προσανατολισμό στόχου και στον κοινωνικό προσανατολισμό.

Αναφορά
Νταλούκας, Β., Καρατράντου, Α., Κουτρουμάνος, Γ., Παναγιωτακόπουλος, Χ.. (2024). Ψηφιακά παιχνίδια, χαρακτηριστικά χρηστών και φύλο: μια εμπειρική μελέτη στην Ε' Δημοτικού. 10ο Διεθνές Συνέδριο, για την Προώθηση της Εκπαιδευτικής Καινοτομίας, Λάρισα. https://doi.org/10.5281/zenodo.16893734

I primi decenni del Novecento sono stati travagliati: la Prima Guerra Mondiale ha rappresentato la lotta della Germania e dei suoi alleati alla ricerca del loro "spazio vitale". Nel 1917, con la rivoluzione bolscevica, la sinistra comunista prese il potere in Russia, sostenuta dagli operai e dai contadini. Queste instabilità, sia a livello economico che nella lotta sociale delle classi oppresse, fecero sì che il periodo tra le due guerre fosse segnato dall'emergere di regimi totalitari patriottici che difendevano l'ordine, l'organizzazione e la disciplina, elementi fondamentali che avrebbero garantito la stabilità dello Stato e della società, condizioni fondamentali per la creazione di un ambiente economico e sociale stabile che rispondesse agli interessi della borghesia industriale. In questo periodo, i regimi totalitari si radicalizzano 1. È in questo contesto che si sviluppa l'attività di Luzuriaga 2 , già in questo periodo con una significativa produzione accademica 3 e con influenza sul pensiero educativo spagnolo. Con il consolidamento del franchismo, Luzuriaga si rende conto che la sua influenza mette a rischio la sua vita e sceglie di andare in esilio in Argentina dove continua a denunciare il totalitarismo del franchismo. Ecco i

This portfolio is a compilation of beliefs about effective foreign language (FL) teaching. The core of this portfolio is a teaching philosophy, in which theories, such as comprehensible input, teacher and student roles, and activities are explained. The teaching philosophy is accompanied by a reflection of the authors teaching observed from a video. Following the teaching philosophy and personal teaching reflection are three artifacts centered on language, culture, and literacy. The language artifact contains an observational study in which instructors' practices are compared with their beliefs. The cultural artifact is focused on storytelling. Many civilizations employ storytelling in the form of oral traditions to pass on learning. In the artifact, effectiveness of storytelling as an approach to FL teaching and learning is examined. The literacy artifact is a proposal for a research study. In the proposal, questions are raised about the effectiveness of computer-aided support ...

Writing is a fundamental skill in language learning yet it is the biggest challenge for students these days. Students are discouraged to write their own thoughts and it leads them to become demotivated. Students' involvement is limited in any learning process, however, with the implementation of a casual learning approach, it could be possible to get students to participate in the classroom. In this 21 st century era, educators have been using various techniques and materials to enhance students' writing. Therefore, educators believe that using social media as a platform for teaching and learning might be helpful to make the lessons fun and interactive. Thus, this paper aims to investigate the use of Twitter as a casual learning approach in enhancing students' writing skills. A study was conducted among 20 undergraduate students to investigate if Twitter makes any difference in enhancing their writing skills and their motivation to write. ESL lessons via ZOOM were conducted with the integration of Twitter's threads as the casual learning approach to help students to be more interested in writing, which in a way will help to enhance their writing skills. A questionnaire was later distributed to the students to investigate their feedback on the use of Twitter as a platform to help them to enhance their writing skills. Findings have shown that students are more comfortable to have Twitter as one of the platforms to help them to enhance their writing skills. It can be seen that the students participated more when Twitter was used in the lessons as part of the writing activity. One of the reasons might be because of the flexibility and the casualty. The end result of this study shows that utilizing Twitter in ESL teaching and learning gives a positive impact for both educators and the students.

Language assessment has long become an independent academic discipline, producing and contributing to a large body of literature. However, key considerations in testing and assessment in the context of Teaching Turkish as a Foreign Language (TTFL) has been often neglected so far, leading to exams that lack evidence for validation. The present study aims to address this shortcoming by offering a standardized validation approach for assessing reading skills in Turkish proficiency exams, using several theoretically robust validity frameworks and cognitive models. The study particularly focussed on the development and validation of B2-C1 reading proficiency descriptors using a mixed-methods approach with the participation of 8 field experts. The findings from the study can provide guidance to item writers in the design and development of standardized test specifications and test items compatible with the levels intended to be assessed.

Since the seminal publication of , meta-analysis has emerged as an important tool for synthesizing the research in individual domains of applied linguistics including second language acquisition (SLA). In recent years, meta-analyses have mushroomed (see e.g. Goldschneider and

This study pursues a deep analysis focusing on issues and chances of CLT realization to the EFL students of classes 9 & 10 and in KP private schools for reading comprehension improvement. The qualitative research method will be used in this study to explore the depth of students and teachers’ experiences so that can be evaluated the effectiveness of the CLT, their perceptions and attitudes, as well as the impact on students’ engagement and motivation.

Since its inception with Negueruela (2003), concept-based language instruction (C-BLI) has incorporated approaches to organizing curricula around abstract language concepts that are initially presented to learners through specially designed materials (e.g., visuals, diagrams, and objects) and subsequently practiced in communicative activities to support concept appropriation by learners (Lantolf & Poehner, 2024). Research associated with C-BLI has significantly expanded its scope to consider not only an array of linguistic features across a range of target languages (Lantolf, Xi, & Minakova, 2021) but also the inclusion of other theories of psychological development that align with the principles of Vygotskian sociocultural theory (SCT). Regarding this latter point, the present study considers a strand of C-BLI research referred to as mediated development (MD) that is intimately informed by the work of Feuerstein and his associates in general cognitive education research (e.g., Feuerstein et al., 2015) as well as extensions of these programs in special education and academic content instruction (Kozulin, 2024). MD distinguishes itself from other C-BLI approaches in that it provides a framework to support teacher efforts to guide learner engagement with linguistic concepts and their symbolic representation. Notably, dialogic mediation in MD includes activities that call forth psychological actions (e.g., labeling-visualizing, comparing, and materializing or encodingdecoding) that contribute to the learner's ability to think with conceptual materials and foreground the mediator's role in dialogically guiding learner use of conceptual materials to highlight the semantic possibilities available to them. We explore these characteristics of MD implemented in a C-BLI program (Infante, 2016) focused on the English tense-aspect system. Transcribed interaction between an adolescent English learner and a mediator showcases the developmental possibilities that are brought about by the shifting emphases of dialogic

L’articolo analizza il nuovo delitto di “Inosservanza dell’obbligo dell’istruzione dei minori” (art. 570ter c.p.),
fattispecie che va a sostituire la contravvenzione di cui all’art. 731 c.p. La nuova norma, pur presentando criticità
sul piano della condotta tipica, appare nel complesso come un’innovazione opportuna: in primo luogo sul piano
della tutela del diritto del minore all’istruzione e, dunque, come strumento di contrasto alla c.d. dispersione
scolastica; in secondo luogo, la nuova collocazione sistematica, tra i “Delitti contro la famiglia”, è spunto di
riflessione sui rapporti tra scuola e famiglia nella prospettiva dell’interesse del minore. L’operazione legislativa, per
quanto importante, non è risolutiva ma necessita di essere seguita da azioni politiche a sostegno delle istituzioni
scolastiche e dei rapporti tra scuola e famiglia..

The present study aims to introduce a new method for teaching English in Algerian educational institutions that promotes the students speaking skills. To investigate the possibility of integrating video games in the EFL classroom, two following assumptions have been formulated: the first assumption implies that Videogames are useful for enhancing EFL students speaking skills. And the second assumption suggests that the university teachers have a positive attitude towards the integration of videogames within the teaching-learning context. A descriptive study is conducted using the quantitative aspect of the questionnaire, where two questionnaires made by Google Forms and sent online to a sample population that includes seventy third year students and ten teachers from English department in Djillali Liabes University of Sidi-Bel-Abbes, Algeria. The results show that EFL teachers are not well satisfied with their students‘ current level of speaking, in sense that being stressed is the major factor behind their speaking difficulties. Videogames can be considered as the most effective way that helps the students in learning English, where playing video games creates a comfortable environment for entertaining and learning at the same time. As a result learning becomes more exciting promoting the motivation. The teachers are quite familiar with the technological devices; they have unequivocally embraced the integration of digital games in the classroom, demonstrating a complete acceptance of this approach. Based on these results, the research assumptions are supported and some recommendations are proposed on the basis of the findings of the research.

The present study aims to introduce a new method for teaching English in Algerian educational institutions that promotes the students speaking skills. To investigate the possibility of integrating video games in the EFL classroom, two following assumptions have been formulated: the first assumption implies that Videogames are useful for enhancing EFL students speaking skills. And the second assumption suggests that the university teachers have a positive attitude towards the integration of videogames within the teaching-learning context. A descriptive study is conducted using the quantitative aspect of the questionnaire, where two questionnaires made by Google Forms and sent online to a sample population that includes seventy third year students and ten teachers from English department in Djillali Liabes University of Sidi-Bel-Abbes, Algeria. The results show that EFL teachers are not well satisfied with their students‘ current level of speaking, in sense that being stressed is the major factor behind their speaking difficulties. Videogames can be considered as the most effective way that helps the students in learning English, where playing video games creates a comfortable environment for entertaining and learning at the same time. As a result learning becomes more exciting promoting the motivation. The teachers are quite familiar with the technological devices; they have unequivocally embraced the integration of digital games in the classroom, demonstrating a complete acceptance of this approach. Based on these results, the research assumptions are supported and some recommendations are proposed on the basis of the findings of the research.

Grade eight French immersion students worked in pairs to complete one of two tasks (jigsaw or dictogloss) based on the same story, both involving the production of a written narrative. Before completing one of these tasks re-quiring them to reconstruct and write a story, either from ...

This paper reviews the guidelines that professional SL (second language) education organizations such as ACTFL have set for target language (TL) use in the SL classroom and traces the theoretical background of first language/TL classroom use. It then reminds that there is a need to remain flexible about (TL) language immersion, as opposed to maximization, in homogeneous SL acquisition classrooms such as those in Japan.

Bien que les émotions soient au coeur des interactions humaines, celles-ci occupent une place secondaire dans les cours de langue. Or, les découvertes faites par Damasio en neurosciences (1995, 1998) ont mis en lumière le lien étroit entre émotion et raison. Par ailleurs, en pédagogie et en psychologie, a émergé la notion de « compétence(s) émotionnelle(s) » (Lafortune 2005, Mikolajczak et alii 2009), cette capacité à identifier les émotions, les comprendre, les exprimer, les réguler et les utiliser. En didactique des langues, on vise également depuis peu à intégrer les affects en classe pour donner aux apprenants la possibilité de comprendre et d'exprimer en langue étrangère la dimension affective, constitutive de toute relation humaine (Berdal-Masuy & Pairon 2015 ; Cavalla 2005, 2015 ; Dewaele 2010). Dans cette communication, nous présenterons le résultat d'expérimentations réalisées dans des cours de français langue étrangère avec des jeunes adultes universitaires, aux différents niveaux de CECRL (Cadre européen commun de référence pour les langues). Nous proposerons des activités et des dispositifs à implémenter en classe, que nous illustrerons par de nombreux exemples à l'oral et à l'écrit, et mettrons en avant les résultats d'une enquête menée auprès d'étudiants de niveau intermédiaire à la suite de la lecture d'histoires à des enfants francophones de 6 ans. Notre objectif est double : comprendre ce qui est pertinent à enseigner (au vu de l'utilisation effective du lexique des émotions par les natifs) et savoir comment procéder de façon ludique et efficace pour les apprenants en classe de FLE.

The paper examines the role of multilingualism on students’ ingenuity and academic success in one South African Higher Educational Institution. The study is situated within the interpretivism paradigm, using the qualitative research approach and case study design. The population comprised all the Twenty-Seven Thousand Five Hundred (27, 500) students at the selected Higher Education Institution. Thirty (30) students were conveniently selected from the Institution. An open-ended interview schedule was developed to conduct face-to-face in-depth individual interviews. Each interview lasted for 45 minutes. Before field data collection, permission to conduct the study was sought from the various stakeholders of the selected university. The inductive thematic analytical method was used to analyze the data collected. Findings were that the use of a multilingualism system as a kind of medium of instruction in Higher Education Institutions impacts students' critical thinking skills development, the development of communicative competency, the development of innovative ideas for education, the enhancement of student's academic successes and the creation of interest and respect for African languages. Recommendations made included Higher Educational Institutions (HEIs) implementing and fostering a multilingual environment that values and incorporates diverse linguistic backgrounds that contribute to a more inclusive learning space, allowing students to use their mother tongue alongside English, Government Education Agencies, University Administration and Management should play a crucial role in designing and implementing language inclusivity policies that promote multilingualism, Higher Educational Institutions should take the lead in implementing and promoting multilingualism within their curricula and teaching methodologies.

This paper investigates the nature of animacy distinction in Kaakye (Kwa, Niger-Congo). It describes the various grammatical manifestations of the animacy concept in Kaakye. The data presented shows that animacy is a crucial determinant in the choice of forms and behaviours of nominal prefixes, pronouns, nominal modifiers, and concord subject marking. The study concludes that Kaakye is sensitive to the notion of animacy-based distinction, and similar to other Kwa languages, Kaakye shows a higher preference for animate versus inanimate distinction than human versus non-human distinction. However, unlike related languages such as Akan and Nkami, Kaakye consistently maintains animacy distinctions in object
position, regardless of topicality or verb transitivity. This contrasts with the tendency in Akan and Nkami to compromise such distinctions in similar contexts. The description provided in the paper aims to contribute to
the cross-linguistic study of the role of animacy in the grammar of languages.

Το ψηφιακό μουσείο αποτελεί μια σύγχρονη προσέγγιση που μπορεί να αξιοποιηθεί δημιουργικά από την προσχολική εκπαίδευση. Μέσα από τα διαδραστικά εκθέματα, όπως τα ψηφιακά παιχνίδια και τις εικονικές περιηγήσεις, τα παιδιά προσχολικής ηλικίας έχουν την ευκαιρία να εξερευνήσουν και να ανακαλύψουν την πολιτιστική κληρονομιά, τη τέχνη και την επιστήμη με πρωτότυπο ψυχαγωγικό και βιωματικό τρόπο. Η χρήση του ψηφιακού μουσείου θεωρείται φιλική και ελκυστική για τα μικρά παιδιά, καλλιεργεί τη γλωσσική ανάπτυξη, τη παρατηρητικότητα και τη φαντασία οδηγώντας τα, στο κόσμο του του ψηφιακού γραμματισμού. Ο παιδαγωγός από τη μεριά του προσπαθεί να ενημερώνεται και να επιμορφώνεται με καινοτόμες ψηφιακές τεχνικές και να τις εντάσσει στην εκπαιδευτική διαδικασία προσφέροντας αποτελεσματικές εμπειρίες μάθησης. Η παρούσα εργασία αναλύει μια εκπαιδευτική δράση που απευθύνεται σε παιδιά προσχολικής ηλικίας. Συγκεκριμένα, περιγράφει τη δημιουργία ενός εικονικού μουσείο παιχνιδιών και διάφορων ψηφιακών δραστηριοτήτων. Τέλος, αναδεικνύεται ότι η χρήση ψηφιακών εργαλείων στη προσχολική εκπαίδευση συμβάλει στη δημιουργικότητα και κριτική σκέψη στα παιδιά ώστε να αποκτήσουν μια θετική στάση για τα μουσεία.

RIPS: Rapporter från Institutionen för pedagogik och specialpedagogik RIPS är en digital skriftserie, startad 2011, som ges ut av institutionen för pedagogik och specialpedagogik vid Göteborgs universitet och publiceras som Open-Access via GUPEA (Göteborgs universitets publikationer -Elektroniskt arkiv Redaktion: Girma Berhanu (FD, docent), Monica Reichenberg (FD, professor) Innehåll SAMMANFATTNING .

a diverse but cohesive domain of research (O'Keeffe & McCarthy 2010; Biber & Reppen 2015). Rundell and Stock (1992) used the memorable phrase, the "corpus revolution" to refer to the impact that corpora had hadand still haveon lexicography and lexicology. In contrast, the impact of corpus linguistics on second language teaching and learning has been more gradual. In what follows, we trace the impact that access to corpora has had on key areas such as reference works and classroom materials. We look at ways in which corpus research has challenged and supported the edifices of second language teaching and learning, and we give an overall flavor of some of the ways in which research into various types of corpora has changed the way we look at language. Pioneers: Corpora and reference books for language learners 2.1 Learners' dictionaries

a diverse but cohesive domain of research (O'Keeffe & McCarthy 2010; Biber & Reppen 2015). Rundell and Stock (1992) used the memorable phrase, the "corpus revolution" to refer to the impact that corpora had hadand still haveon lexicography and lexicology. In contrast, the impact of corpus linguistics on second language teaching and learning has been more gradual. In what follows, we trace the impact that access to corpora has had on key areas such as reference works and classroom materials. We look at ways in which corpus research has challenged and supported the edifices of second language teaching and learning, and we give an overall flavor of some of the ways in which research into various types of corpora has changed the way we look at language. Pioneers: Corpora and reference books for language learners 2.1 Learners' dictionaries