AGM and Conference in Mechelen 27 – 30 April 2010 ; The context of this research is located in the realm of multiculturalism and multilingualism as characteristics of modern Europe. Addressing this issue, Peter Hans Nelde affirms that "Language planning and language policy have thus become established in the cultural planning of the EU members in such a way that they are now even recognized by outsiders" (Nelde, 2007: 60). According to my interpretation of his words, the language planning policy of the EU members has to take into account basically also the second generation immigrants who return to their parents' homeland, which is the realm of this research among bilinguals in Portugal. By addressing the question of bilingualism in the training of Conference Interpreting, it is meant to approach multilingualism in the context of the European institutions as potential working places for our students and trainees in their future professional field, that is, interpreting. According to Joanne Winter and Anne Pauwels, "the second generation are seen as threats or challenges to language maintenance as well as potential transformers for bi/multilingualism and linguistic diversity" (Winter & Pauwels, 2007: 180). I will tackle the problematic from another point of view: the contribution that the second generation can use in the market place after having been trained in higher education as bilinguals is fundamental, at least in the field of conference interpreting. The methodology applied to this research is inspired by the experience of briefly interpreting at the European Parliament, in the late eighties, in Brussels, Luxembourg and Strasbourg, by the experience of training interpreters for approximately ten years and from the analysis of specialised literature on the subject. The necessary conclusions of this study range from the notion that bilingualism is not a guarantee that an interpreter is a better one only because she is a bilingual to the notion that intensive training can create skills and capacities in the trainee that compensate for her not being bilingual. According to Peter Scott, there has been a 20th century shift and it is probably wrong to conclude that ""humanism" and "the market" are fundamentally opposed" (Scott, 2010: 30). Our European Universities, Polytechnic Institutes and Schools of Higher Education have to reschedule their patterns of goals and modernise their teaching paradigms based on notions of "Humanism" adapted to the neo-liberal market demands. Mathilde Anquetil has affirmed that "Le programme Erasmus a longtemps répresenté le volet humaniste du projet européen par rapport à la construction technocratique d"une union économique" (Anquetil, 2008: 233). So, the Europeans have to establish a balance between the economic needs demanded by the market, and at the same time preserve humanist values defending education for second generation immigrants who are bilinguals. The implications for Higher Education in this context are, forcibly, that a preparation of curriculum adaptation is crucial, if we are to train future interpreters, bilinguals or multilinguals to work for the European Institutions.
Die französische Sprache und Kultur in Quebec haben sich in den letzten Jahrzehnten zunehmend gefestigt. Sie bilden die Basis für die heute unbestrittene Zugehörigkeit der kanadischen Provinz Quebec zur Frankophonie! Offen bleibt dabei jedoch wie diese sich in einem Land weiterentwickeln wird, welches fast ausschließlich von englischsprachigen Ländern und anglophoner Bevölkerung umgeben ist? Wie wird sich die frankophone Kultur in Zeiten der Globalisierung entwickeln, in denen das Englische immer mehr Platz einnimmt?Die vorliegende Arbeit vermittelt theoretische Hintergründe, gibt anhand von Analysen empirischer Studien (hinsichtlich der Verwendung der Sprache und der Einstellung der Bevölkerung dazu) einen Einblick in die Entwicklung der Geschichte, zeigt auf wie Regierungsorganisationen regelnd eingreifen, Verordnungen angewendet werden und wie die betroffene Bevölkerung zur Sprachenfrage Quebecs steht.Theoretische Untersuchungen beleuchten dabei zunächst den historischen Hintergrund, beginnend mit der Entdeckung der Provinz Quebec bis zur heutigen politischen und linguistischen Situation reichend. Geprägt wird der Verlauf der Sprachenfrage allerdings nicht nur von der Regierung sondern auch der Einfluss des Englischen, hat signifikante Auswirkungen auf den gegenwärtigen Status Quo.Aufbauend auf dieser theoretischen Grundlage, werden eigene empirische Studien sowie ein offizieller Bericht, welcher dieselben Themen abdecken, analysiert. Beide kommen zum selben Schluss: Kurz- und mittelfristig wird die französische Sprache in Quebec Bestand haben, da es genügend französische MuttersprachlerInnen geben wird, die ihre frankophone Identität weitergeben. Nichtsdestotrotz wird die Anzahl der allophonen SprecherInnen in den kommenden Jahren steigen und die Zukunft Quebecs maßgeblich beeinflussen.Den entscheidendste Punkt jedoch, welcher alle Betroffenen aufs Tiefste beunruhigt, stellt die gegenwärtige und zukünftige Qualität der französischen Sprache dar. ; The French language and culture in Quebec, essential factors in the construction of the francophone status of the Canadian province of Quebec have been established over the last decades. The questions, however, that arise are: Will the French language and identity survive in a country surrounded by almost exclusively English speaking countries and populations? How will the francophone culture develop in an era of globalization where English increasingly takes over?In the present thesis theories have been laid out and empirical studies have been carried out to obtain an impression on how history has evolved and developments have contributed towards the present situation. This thesis also aims to show in which ways governmental organizations interfere, how regulations apply and how the population is concerned.The theoretical studies set out with the historical background starting from the exploration of the province of Quebec and reach up to today?s political and linguistic situation. In the course of these studies it has been found that not only governmental impact contributes to the situation, the increasing influence of the English in Quebec has a significant impact on the current status quo, too.Based on this theoretical insight, empirical studies have been evaluated, followed by a later official report covering the same topics, including relevant analyses. Both show the same result: They reveal that in short and medium term the French language in Quebec will be maintained due to the large number of native speakers of French who will keep up the speaking of French and to pass on the francophone identity and heritage to their environment. Nevertheless, the amount of allophone speakers will rise over the next years: they represent a substantial influencing variable to the future of Quebec.The crucial topic, however, that disconcerts all people involved in Quebec?s francophone present and future, is the quality of the French language in Quebec. ; vorgelegt von Ruth Aigner ; Abweichender Titel laut Übersetzung der Verfasserin/des Verfassers ; Zsfassung in engl. Sprache ; Text dt., teilw. franz. ; Graz, Univ., Dipl.-Arb., 2010 ; (VLID)211083
The reasons for the realization of this study are based on the deterioration and loss of the Miskitu language, variant Wanky, among the group of speakers within the city of Bilwi, Puerto Cabezas and communities of the Coco River -Wangki Awala-, which must be a concern for the governmental authorities of our region and the country, professionals in the area of education, sociology and culture in general. The study is descriptive, qualitative and longitudinal cut with which it is possible to identify the aspects that have generated the lexical loss of the Miskitu language, for which the population of the Filimon Rivera neighborhood (sector No. 3) and the communities of Uhri and Saklin in the municipality of Waspam, Río Coco. In the present study, open interviews and participant observation were carried out, sharing with the speakers in their mother tongue. The results were the following: Among some of the words that are in disuse are: yamni, aisa, yapti, suapan, batanka, li klaswan, krukrutara, snik, pukrus, saurka. Sins watla, titan yamni, tutti yamni, tihmia yamni, yapti. Among the elements that affect the lexical loss in the wanky variant are miscegenation, migration, the media such as radio, television, broadcasters who in a large percentage emit information in the language that is not Miskitu, and little use of the Ancestral Miskitu language at home used by parents with their daughters and sons. ; Las razones para la realización de este estudio se fundamentan en el deterioro y pérdida de la lengua miskitu, variante wank y, entre el grupo de hablantes dentro de la ciudad de Bilwi, Puerto Cabezas y comunidades del río Coco –Wangki Awala–, lo cual debe ser una preocupación para las autoridades gubernamentales de nuestra región y el país, profesionales en el área de educación, sociología y la cultura en general. El estudio es descriptivo, cualitativo y de corte longitudinal con el cual se permite identificar los aspectos que han generado a la pérdida lexical de la lengua miskitu, para lo que se tomó en cuenta a la población del barrio "Filimon Rivera" (sector No. 3) y las comunidades de Uhri y Saklin en el municipio de Waspam, río Coco. En el presente estudio se realizaron entrevistas abiertas y observación participante, compartiendo con los hablantes en su lengua materna. Los resultados fueron los siguientes: Entre algunas de las palabras que están en desuso son: yamni, aisa, yapti, suapan, batanka, li klaswan, krukrutara, snik, pukrus, saurka. Sins watla, titan yamni, tutti yamni, tihmia yamni, yapti. Entre los elementos que afectan la pérdida lexical en la variante wanky se encuentran el mestizaje, la migración, los medio de comunicación radial, televisiva, emisoras quienes en un gran porcentaje emiten informaciones en la lengua que no es el miskitu y poco uso de la lengua miskitu ancestral en el hogar por parte de madres y padres de familia con sus hijas e hijos.
Walter Benjamin's account of story telling as an exchange of experience uses images of embodied interaction: between a "resident tiller of the soil" and a "trading seaman," or between "resident master craftsman and . . . travelling journeymen working together in the same rooms". These metaphors may make his approach seem traditional but, historically or in terms of agency, Benjamin's conception of mediation (in "The Task of the Translator" and "The Storyteller") is anything but static. According to him, a good translation risks the translator's own language, to be "powerfully affected by the foreign tongue", and there is a "central reciprocal relationship" of mutual supplementation and renewal between languages". Virtual technologies in global contexts seem to intensify mediation's Babelic side. They are also part of blended everyday realities that mould our sensorium, through virtual and embodied experiences, changing the ways in which the latter presents the world to our reflection. Thus, apart from its relationship to the real, actual and potential, the virtual as modality has an aesthetic dimension. This is, as perception, about "visibilities of . . . places and abilities of the body in those places, about the partition of private and public spaces, about the very configuration of the visible and the relation of the visible to what can be said about it." It opens up different aspects of embodied experience and creative imagination which, in rare cases, can become political. Assuming that the transformations caused by electronic communication and media flows have already developed past their early stages, it is possible to look for historical connections linking them to earlier technological, spatial and temporal developments. Before Benjamin's time, the panopticon and panorama as architectural forms set up regimes of visibility that created new distinctions between being seen and seeing. The position of the Samoan fale at the Tropical Islands Resort in Germany may reveal different regimes of reality (virtual, real, blended) and the changing roles of aesthetics and imagination. It may focus questions about connections between the local and global; translatability in digital mediation; and spatio-temporal ruptures and interconnections. This paper will examine changing modes of reality at Tropical Islands Resort, taking into account the history of its planning and implementation. Master craftsmen from Samoa, Singapore, Bali, the Amazon basin, Kenya, and Thailand assembled in the same space, inside a gigantic hangar in the East German countryside, to erect tangible, real buildings made from traditional materials. It seems this exotic architecture alongside exotic performances is supposed to house a virtual – between digital flows and place-bound experience – while the website mediates the resort's physical environment in a global domain. In this complementary reorganization of the visible – what is the task of translators? Will they risk their own language, and do they strengthen or weaken the reciprocal relationships between languages or images? If aesthetic experience enables a different way of seeing, then what becomes visible here, and what can we say about it?
Serbian (Slobodan Milošević had different political functions in the former Yugoslavia in the 80's and 90's. He was the president of Federal Republic of Yugoslavia when he lost elections in 2000. Federal Republic of Yugoslavia at the time, consisted of Serbia and Montenegro. In this article, only Serbia will be addressed.) politics changed noticeably after Slobodan Milošević lost power in October 2000. A new, different politician who spoke different political language took over and became Prime Minister in 2001. His name was Zoran Đinđić. As a politician, he was loved by some and hated by many during his political and economic reforms that lasted until his assassination on March 11, 2003. Energy, speed, knowledge and innovative use of political language were positive concepts connected with Zoran Đinđić. The aim of this paper (This is a pilot study preceding a bigger study that will include broader contextual analysis and analysis of other linguistic and semiotic resources used by Đinđić.) is to analyze the new conceptualization of Serbia and Europe and their relations through analysis of metaphors used by Zoran Đinđić in his speeches and interviews published in the book Put Srbije u Evropu (Serbia's Road to Europe) edited by Ivanović [2005]. The analyzed speeches and interviews were given in the period from 2001 to 2003. Analyzing metaphors in this paper is done using the critical metaphor theory developed within the cognitive linguistics paradigm. [Charteris-Black 2006; Chilton 2004; Klikovac 2004; Lakoff and Johnson 1980; Lakoff 1991; Musolff 2004]. ; Serbian (Slobodan Milošević had different political functions in the former Yugoslavia in the 80's and 90's. He was the president of Federal Republic of Yugoslavia when he lost elections in 2000. Federal Republic of Yugoslavia at the time, consisted of Serbia and Montenegro. In this article, only Serbia will be addressed.) politics changed noticeably after Slobodan Milošević lost power in October 2000. A new, different politician who spoke different political language took over and became Prime Minister in 2001. His name was Zoran Đinđić. As a politician, he was loved by some and hated by many during his political and economic reforms that lasted until his assassination on March 11, 2003. Energy, speed, knowledge and innovative use of political language were positive concepts connected with Zoran Đinđić. The aim of this paper (This is a pilot study preceding a bigger study that will include broader contextual analysis and analysis of other linguistic and semiotic resources used by Đinđić.) is to analyze the new conceptualization of Serbia and Europe and their relations through analysis of metaphors used by Zoran Đinđić in his speeches and interviews published in the book Put Srbije u Evropu (Serbia's Road to Europe) edited by Ivanović [2005]. The analyzed speeches and interviews were given in the period from 2001 to 2003. Analyzing metaphors in this paper is done using the critical metaphor theory developed within the cognitive linguistics paradigm. [Charteris-Black 2006; Chilton 2004; Klikovac 2004; Lakoff and Johnson 1980; Lakoff 1991; Musolff 2004].
Eiropas Savienības izvēlētā daudzvalodības politika, ar katru nākamo paplašināšanos kļūst arvien grūtāk īstenojama. Līdz ar straujo oficiālo valodu skaita pieaugumu 2004.gadā, attiecīgi palielinājās arī nepieciešamība pēc papildus tulku un tulkotāju iesaistīšanas, lai nodrošinātu ES institūciju pilnvērtīgu darbību visās valodās. Šī nepieciešamība ir radījusi problēmas daudzām dalībvalstīm, tostarp Latvijai, jo tajās nav sagatavots pietiekams skaits ES stingrajām prasībām atbilstošu speciālistu. Darbā tiek apskatīta multilingvisma teorija, uz ko balstīta ES valodu politika, valodu politika multilingvālās valstīs un starptautiskajās organizācijās, kā arī tulkošanas procesa organizācija un jauno dalībvalstu situācija saistībā ar tulkošanas nodrošinājumu ES institūcijās. Darbā tiek pētīti galvenie faktori, kas nosaka Latvijas situāciju attiecībā uz tulku un tulkotāju nodrošinājumu ES institūcijās. Apkopojot augstāko mācību iestāžu datus, tiek apzināts iespējamais tulku/tulkotāju skaits Latvijā. Balstoties uz kvalitatīvajām intervijām, tiek izanalizēta tulku/tulkotāju motivācija, kādēļ tie piesakās vai nepiesakās darbam ES institūcijās. Darbā ir arī izvērtētas Latvijas augstāko mācību iestāžu piedāvātās tulkošanas programmas, izanalizējot Latvijā iegūtās tulka/tulkotāja kvalifikācijas atbilstību ES prasībām. Balstoties uz šo analīzi, tiek identificētas galvenās Latvijas problēmas (ES jautājumu nepārzināšana, divu ES oficiālo valodu nezināšana, nepietiekama motivācija, lai sagatavotos EPSO pārbaudēm u.c.), kā arī sniegti priekšlikumi situācijas uzlabošanai nākotnē. ; The European Union's multilingualism policy is becoming more and more difficult to pursue following every EU enlargement. The radical increase in the number of official EU languages in 2004 created a necessity to involve additional translators and interpreters in order to ensure a full-fledged operation of the EU institutions in all the languages. This necessity has caused problems for many member state, including Latvia, which have not prepared an adequate amount of specialists which correspond to the severe EU requirements. The author of the paper reviews theory on multilingualism, language policy in multilingual countries and in international organisations, as well as the organisation of translation and interpreting process and the situation of the new member states regarding the provision of translation and interpreting in the EU institutions. The paper studies the main factors which determine Latvia's situation regarding the provision of translators and interpreters for the EU institutions. The author calculates the possible amount of translators/interpreters in Latvia by summarising the data of higher educational establishments. Qualitative interviews have been used as the basis when analysing the motivation of translators and interpreters to apply or not to apply for job in the EU institutions. The paper also evaluates the translation programmes offered by the higher educational establishments of Latvia analysing the conformity of translator's and interpreter's qualifications obtained in Latvia to the EU requirements. Basing on this analyses the author identifies the main problems regarding Latvia's current situation (lack of knowledge of issues connected with the operation of EU, lack of an adequate knowledge of the second EU official language, insufficient motivation to prepare for the EPSO examinations, and others), as well as suggests some possible solutions for the improvement of the situation in the future.
Transformation of philosophical education touches upon the generalcourses and the whole system of philosophical disciplines provided both thefuture specialists in Philosophy and other specialties. Regarding the last group,it is worth of suggesting the course of Philosophy depending on the specialty, e.g.Philosophy of Law, Philosophy of Economics, Philosophy of Language. It isalso necessary to take into consideration the individual choice of student-magisters in choosing special courses, which they can listen together with the students of philosophical specialty. In the prospect, there is a need to provide thegeneral course of Philosophy in the upper secondary school and gymnasiumsphilosophical education is concentrated on the block of theoretical and practical Philosophy. The first one covers Metaphysics, Ontology, PhilosophicalAnthropology, Gnoseology, Phemenology, Methodology (philosophy) ofScience and, in particular, Philosophy of Humanitarian Science. The block ofpractical Philosophy is especially important one: Ethics, Philosophy of Law,Political Philosophy, Philosophy of Culture, Philosophy of Language,Philosophy of History, Ecological Philosophy, Philosophy of Education, etc.The institutional andnon-institutional factors, which should be regarded likeinfrastructural ones, are playing an important role in the contemporary philosophical education. The level of the professional philosophical education is getting lower due to the weak language preparation (especially in the field ofancient languages), lack of the classical texts in the libraries and academic institutions. One of the most essential indicators of educational possibilities is thequality of the domestic philosophical research (the area of which has achievedthe critical measure recently in our country) and also publicity of philosophicallife, prevalence of discussions in philosophical and popular science periodicals.Their unsatisfactory state has a negative impact on the motivational backgroundof philosophical education perception, its reasonability. ; Трансформація філософської освіти торкаєтьсязагальних курсів і всієї системи викладанняфілософських дисциплін, як для майбутніх фахівців,так і для нефілософів. Для останніх не вартообмежуватись загальними курсами, а залежно відфаху пропонувати філософію права, філософіюекономіки, філософію мови і т.ін. Потрібно розраховувати на можливість індивідуального виборустудентами-магістрами спецкурсів, які вони можуть слухати разом з вихованцями філософських факультетів. У перспективінеобхідно орієнтуватися на викладання філософських курсів загальногохарактеру вже в старших класах гімназій (шкіл), як це робиться у Європі.Перебудова фахової філософської освіти зосереджується, в першу чергу, наблоках теоретичної і практичної філософії. Перший охоплює метафізику,онтологію, філософську антропологію, гносеологію, феноменологію, методологію (філософію) науки і, зокрема, філософію гуманітарних наук. Надзвичайноважливим є блок дисциплін практичної філософії: етика, філософія права,соціальна філософія, політична філософія, філософія культури, філософія мови,філософія історії, філософія освіти, екологічна філософія тощо. Велику роль усучасній філософській освіті відіграють інституціональні та позаінституціональні чинники, які можна вважати інфраструктурними. Рівень професійноїфілософської освіти особливо потерпає від слабкої мовної підготовки (особливов царині давніх мов), незадовільного забезпечення класичними текстамибібліотечних і академічних установ. Суттєвим індукуючим щодо освітніхможливостей можна вважати якість вітчизняних філософських досліджень,ареал яких звузився до критичної межі, а також пов'язану з цим публічністьфілософського життя, розповсюдженість дискусій на сторінках філософськоїі науково-популярної періодики. Їх незадовільний стан негативно впливає намотиваційне тло сприйняття філософської освіти, її резонансність.
Within months of each other, two articles on Yiddish language and culture appeared in the public press during the summer of 1996. First, in the pages of The New Republic, Harvard's chair of Yiddish Studies. Ruth Wisse, addressed the question of a Yiddish revival in a skeptical, even pessimistic, piece titled "Shul Daze: Is Yiddish Back from the Dead?" Wisse contends that Yiddish no longer has any validity as a vital cultural idiom, and that as it currently exists, in its secular incarnation, it can only be viewed as an object of academic inquiry. She writes of misplaced hopes among various journalists, who call on her for expert confirmation that we are now witnessing a renaissance of this otherwise near-extinct language. Such journalists, explains Wisse, often mention the National Yiddish Book Center in Massachusetts, the Yiddish film retrospectives currently en vogue at urban arts houses, and the international boom in Klezmer music. "I am tempted to tell my callers what they want to hear," remarks Wisse, "yes, because my students can now study Sholem Aleichem in the original and write Yiddish letters to their grandparents—make that their bobbes and zeydes—a Yiddish renaissance is in the offing. But the reference to my academic post reminds me that I'm not paid to lie" (Wisse 17). Yet perhaps it isn't really a lie that Wisse is being asked to tell after all. At least, that is what the Forward's cultural editor Jonathan Rosen would like us to believe. In his "A Dead Language, Yiddish Lives," published in The New York Times Magazine, Rosen calls attention to the fact that Yiddish, though still largely considered a ghostly remnant of the past, a leftover from the tum-of-thc-century migrations of Jews from Eastern Europe, is now experiencing a new life among younger Jews in the American diaspora, in particular among those searching for a source of identification beyond the Holocaust and the establishment of the Jewish state. Rosen cites renowned playwright Tony Kushner, who expresses equal disappointment with the state of Israel and melting pot America and, in comparison, views Yiddish culture as "less butch and macho" than Israeli culture; together with other Jews of his generation, Kushner claims that through Yiddish he is "reawakening to Diaspora culture" (Rosen 26). Rosen observes that a growing segment of gay Jews (the Yiddish equivalent to the Act Up slogan, "shvaygen=toyt"—also the title of a Klezmatics record album—adorns a t-shirt in the article's accompanying illustration) have taken to a redefined Yiddishkeit. In recent years, Rosen suggests, diversity has replaced assimilation as an American goal, and in this climate Yiddish may have the chance to flourish again. For Rosen, Yiddish is the language which best represents what he calls "the paradox of the American diaspora: the wish to feel different and at home" (27).
The riots in Stockholm in May 2013 were an event that reverberated in the world media for its dimension of violence that had spreadthrough the Swedish capital. In this study we have investigated the role of social media in creating media phenomena via text miningand natural language processing. We have focused on two channels of communication for our analysis: Twitter and Poloniainfo.se(Forum of Polish community in Sweden). Our preliminary results show some hot topics driving discussion related mostly to SwedishPolice and Swedish Politics by counting word usage. Typical features for media intervention are presented. We have built networks ofmost popular phrases, clustered by categories (geography, media institution, etc.). Sentiment analysis shows negative connotation withPolice. The aim of this preliminary exploratory quantitative study was to generate questions and hypotheses, which we could carefullyfollow by deeper more qualitative methods.
The article touches upon the problems of changing grammatical norm occurring in contemporary Spanish under the influence of various factors (internal and external) and their interpretation by linguists and the newest grammar editions.It has been pointed out the need to revise the attitude towards a deviation from the norm and to a grammatical mistake, especially in the case of the phenomena in respect of which scientists haven't reached agreement yet. In connection with the testing of knowledge (introductory tests for universities, introductory tests for the magistracy, university disciplines tests), there may be misunderstandings about the corrected errors. There is a need to determine which deviations are considered false, which are already normalized, and especially those that are bounded by the norm. The attention is focused on the question of how to correlate that are not norm yet, but commonly used linguistic phenomena, with mistake. It is noted that recently, in teaching Spanish as a foreign language, the emphasis has shifted from written speech to oral, more affective and expressive, but where deviations from the normare even more. One of the reasons is the usage of the Internet. The language is realized today, first of all, as one of the means of communication.It is noted that a large number of scientists recently noted the convergence of literary norms with spoken language, the growth of the variability of linguistic means within the norm, its greater democratization and liberalization, mitigation of the norm by mitigating its prescriptive function, which in modern Spanish grammar is designated as "serecomiendaevitar" (recommended not to use). Attention is drawn to the fact that the situation with the grammatical norm in Spain is further complicated by the fact that it is a country formed of regions, each of which speaks its own language or dialect, which does not contribute to consolidating a single norm in the country. On the defense of the unity of the linguistic norm there is a very conservative Grammar of the Spanish Royal Academy. Although in its last editions attention is focused on polycentrism of the Spanish linguistic norm. The baThe backlog of grammatical publications from the fixation of the usage phenomena as normative on the example of cklog of grammatical publications from the fixation of the usage phenomena as normative on the example of the use of Gerund in the attributive function (the Spanish grammarians call it incorrect), in the modern codified professionathe use of Gerund in the attributive function (the Spanish grammarians call it incorrect), in the modern codified professional l university norm, where university norm, where it even substantiates: el / la doctorando (it even substantiates: el / la doctorando (--a) (doctoral student), is used in the documents and thematic a) (doctoral student), is used in the documents and thematic words to the Higher Education section in the textbook for preparing for the exam on the Spanish as a Foreign Language words to the Higher Education section in the textbook for preparing for the exam on the Spanish as a Foreign Language (DELE) level C1.(DELE) level C1. References1. Bally, Ch. 1955. Obschaya linguistika i voprosy frantsuzkogo iazyka.Transl.into Russian from French E. V. Ventzel, U. V.Ventzel. Moskva: Izdatel'stvo inostrannoy literatury. 2. Bogdanova-Beglariyan, N. "Aggressive usage o evolution of language". Verhnevolzhskiy filologicheskiy vestnik 1: 25–28. 3. Boyko, L. Iazykizloman?Chtozh! – Gliadite. https://cyberleninka.ru/article/n/yazyk-izloman-chto-zh-glyadite-o-nekotoryh-aspektah- regulirovaniya-v-yazyke.4. Gak, V. 2000. Teoreticheskay agramatik afrantsuzkogo iazyka [Theoretical grammar of the French language: Textbook for universities]. Moskva: Dobrosvet.5. Itskovich, N. 1982. Ocherki sintaksicheskoy normy [Essays on the syntactic norm]. Moscow: Nauka.6. Koseriu, E. 1963. "Sinkhroniya, diakhroniya iistoriya (Problema yazykovogo izmeneniya)". Novoevlingvistike 3:143–343.7. Krysin, L. 2017. "To the correlation of the language system, its norms and usage". Communication Studies 2 (12):20–31.8. Firsova, N. 1999. Ispanskaya razgovornaya rech [Spanish oral speech]. Moskva: Nauka.9. Alarcos, Llorach. 1999. Gramática de la lengua española. Real Academia Española. Colecciónde Nebrijay Bello–Madrid: Espasa. 10. Borrego Nieto, Julio. 2013. "Elespañolys us variedades dominantes enla Nueva gramática de la lengua española". En Exploring Linguistic Standards In Non-Dominant Varietiesof Pluricentric Languages. 11. Diccionario panhispánico de dudas. 2005. Real Academia Española, Asociación de Academias de la Lengua Española. Madrid: Espasa.12. Gramática descriptiva de lа lengua española. 2000. Real Academia Española. Colección Nebrija y Bello. Madrid: Espasa.13. Nueva gramática de la lengua española. 2010. Real Academia Española; Asociación de Academias Americanas. Madrid: Espasa. ; Стаття присвячена аналізу змін граматичної норми, що відбуваються в сучасній іспанській мові під впливом різноманітних факторів (внутрішніх і зовнішніх) та їх тлумаченню лінгвістами і новітніми граматичними виданнями. Вказано на необхідність перегляду ставлення до відхилення від норми та до граматичної помилки, особливо у випадках, коли мова йде про явища, відносно яких граматисти ще не дійшли спільної думки. У зв'язку з тестуванням знань (вступні тести до вузів, вступні тести до магістратури, тести з вузівських дисциплін), може виникати непорозуміння з приводу виправлених помилок. Виникає потреба визначити, які відхилення вважати помилковими, які вже нормованими, і особливостi, що межують з нормою. Зосереджено увагу на проблемі співставлення ще ненормованих, але розповсюджених в узусі лінгвістичних явищ, із помилковими.Спостережено, що останнім часом при викладанні іспанської мови як іноземної центр уваги зміщений із письмового мовлення на усне, більш афективне і експресивне, але де відхилень від норми ще більше. Одна з причин цього – поширення Інтернету.Зазначено, що значна кількість вчених останнім часом відмічає зближення літературної норми з розмовною, зростання варіативності мовних засобів у межах норми, її більшу демократичність і лібералізацію, пом'якшення норми за рахунок пом'якшення її директивної функції, що в сучасних іспанських граматиках означено як"serecomiendaevitar" (рекомендовано не вживати).Акцентовано увагу на тому, що ситуація з граматичною нормою в Іспанії ускладнена ще й тому, що ця країна сформована із регіонів, кожний із яких розмовляє на своїй мовi або діалектi, що не сприяє укріпленню єдиної норми в країні. На захисті єдності лінгвістичної норми стоїть дуже консервативна Граматика Іспанської Королівської Академії. Хоча в останніх її виданнях сконцентровано увагу на поліцентризми іспанської лінгвістичної норми.Підтверджено відставання директивних граматичних видань від фіксації узуальних явищ як нормативних на прикладі вживання герундію в атрибутивній функції (іспанські граматисти називають його некоректним), у сучасній кодифікованій професійній університетській нормі, де він навіть субстантивувався (el/ladoctorando (-a) (докторант (-ка)) і є вживаним в документах та серед тематичних слів до розділу Вища освіта в підручнику для підготовки до складання екзамену з іспанської мови як іноземної (DELE), рівень С1. Джерела та література 1. Балли Ш. Общая лингвистика и вопросы французского языка / Ш. Балли ; пер. с фр. Е. В. Вентцель, Т. В. Вентцель. – М. : Изд-во иностр.лит., 1955. – 416 с. 2. Богданова-Бегларян Н. В.Aгрессивный узус или эволюция языка / Н. В. Богданова-Бегларян // Верхневолжский филологический вестник. – Ярославль, 2015. – №1. – С.25–28. 3. Бойко Л. Б. Язык изломан? Что ж! – Глядите / Л. Б. Бойко. – Режим доступа : https://cyberleninka.ru/ article/n/yazyk-izloman-chto-zh-glyadite-o-nekotoryh-aspektah- regulirovaniya-v-yazyke. 4. Гак В. Г. Теоретическая грамматика французского языка : учебн. пособ. для вузов / В. Г. Гак. – М. : Добросвет. – 2000. – 832 с. 5. Ицкович В. А. Очерки синтаксической нормы / В. А. Ицкович. – M. : Наука – 1982.– 199 c. 6. Косериу Э. Синхрония, диахрония и история (Проблема языкового изменения) / Э. Косериу // Новое в лингвистике. – М. : Изд-во иностранной литературы, 1963. – Вып. 3. – С. 143–343. 7. Крысин Л. П. К соотношению системы языка, его нормы и узуса / Л. П. Крысин // Коммуникативные исследования. – 2017. – № 2 (12). – С. 20–31. 8. Фирсова Н. М. Испанская разговорная речь / Н. Фирсова. – М. : Наука. – 1999. – 406 с. 9. Alarcos Llorach E. Gramática de la lengua española. Real Academia Española. Colecciónde Nebrijay Bello. – Madrid : Espasa, 1999. – 406 p. 10. Borrego J. Elespañolys us variedades dominantes enla Nueva gramática de la lengua española / J. Borrego // En Exploring Linguistic Standards In Non-Dominant Varietiesof Pluricentric Languages / еds. R. Muhr. – 2013. – 484 с. 11. Diccionario panhispánico de dudas / Real Academia Española, Asociación de Academias de Lengua Española. – Madrid : Santillana, 2005. – 2403 р. 12. Gramática descriptiva de lа lengua española. Real Academia Española. Colección Nebrija y Bello. – Madrid : Espasa Calpe, 2000. – Vol. 1–3. – 5375 p. 13. Nueva gramática de la lengua española. Real Academia Española; Asociación de Academias Americanas. – Madrid : Espasa, 2010. – Vol. 1–2. – 4032 p.
In 2017 the MELLIE Project (Migrant English Language, Literacy and Intercultural Education) brought together, for the first time, volunteers from DCU (Dublin City University) and residents from Mosney Direct Provision Centre in Co. Meath, Ireland. The aim of the project is to create an opportunity for refugees and colleagues in DCU to meet, get to know, and learn from each other, through the mode of storytelling. Initially, over a course of six weeks, then, later, twelve weeks when MELLIE was run again in 2018, participants got together in pairs to interview each other. The conversations were guided by questions covering different topics each week. The participants were asked to take notes while interviewing their partners, and use their records to write a story. The following is an account of the project based on personal experience and reflection. Some excerpts of the interviews are included.
The riots in Stockholm in May 2013 were an event that reverberated in the world media for its dimension of violence that had spread through the Swedish capital. In this study we have investigated the role of social media in creating media phenomena via text mining and natural language processing. We have focused on two channels of communication for our analysis: Twitter and Poloniainfo.se (Forum of Polish community in Sweden). Our preliminary results show some hot topics driving discussion related mostly to Swedish Police and Swedish Politics by counting word usage. Typical features for media intervention are presented. We have built networks of most popular phrases, clustered by categories (geography, media institution, etc.). Sentiment analysis shows negative connotation with Police. The aim of this preliminary exploratory quantitative study was to generate questions and hypotheses, which we could carefully follow by deeper more qualitative methods.
The article deals with the peculiarities of informatization of higher education in the circumstances of transition to the information society and modern changes in the educational system and in the process of teaching foreign languages, the study of which is becoming increasingly important in connection with the expansion of economic and political relations, labor mobility and access to a large amount of scientific and technical information in foreign languages.The article also lights the different trends of the modern stage of informatization of education. The current stage of informatization of higher school has caused the emergence of the strategic goals, i.e. the global rationalization of intellectual activity by means of the use of information technology. The achievement of this goal depends on the mass computer literacy and ability to apply information in any sphere of work.The modern process of informatization of education led to the emergence of a number of problems, which the article has highlighted. The article also determines the functions of the Internet from the point of view of a teacher and students.As a whole the Internet technology provides the teachers and students with a huge amount of opportunities. Computer telecocommunications, when used correctly, can significantly improve the efficiency of the educational process. ; В статье освещаются проблемы информатизации высшего образования в целом и изучения иностранных языков в частности. В условиях перехода к информационному обществу социально-экономические и политические преобразования, а также постоянный рост объема информации привели к необходимости модернизации высшей школы, которая нацелена на развитие системы образования в соответствии с актуальными потребностями общества.Изменение образовательных стандартов с целью модернизации и информатизации современного образования не могли не затронуть процесс обучения иностранным языкам, изучение которых становится все более значимым.Также в статье рассматриваются функции сети Интернет с точки зрения преподавателя и студента. Сеть Интернет представляет собой огромный банк информации, но необходимо учитывать особенности применения компьютерных технологий при обучении. ; У статті висвітлюється проблема інформатизації вищої освіти. В умовах переходу до інформаційного суспільства соціально-економічні та суспільно-політичні перетворення, а також постійне зростання об'єму інформації привели до необхідності модернізації вищої освіти. Зміна стандартів навчання з метою модернізації і інформатизації сучасної освіти не могли не торкнутися процесу навчання іноземним мовам. Слід зазначити, що розвиток інформаційних технологій вплинув на зміну статусу іноземної мови, вивчення якої набуває особливого значення в зв'язку з розширенням економічних та політичних зв'язків, мобільністю робочої сили та доступу до великого об'єму інформації на іноземній мові.Сучасний етап інформатизації вищої освіти сприяв появленню такої глобальної мети як глобальна раціоналізація інтелектуальної діяльності за рахунок використання інформаційних технологій. Досягнення цієї мети залежить від масової комп'ютерної грамотності та сформованості інформаційної культури, тобто вміння використовувати засоби інформаційних технологій.Рівень інформатизації суспільства безпосередньо пов'язан з рівнем інформатизації освіти. Під інформатизацією освіти розуміється процес підготовки людини до повноцінного життя в умовах інформаційного суспільства, що особливо актуально в умовах входження України в Болонський процес. Інформатизація освіти пов'язана з розробкой матеріално-технічної бази і з підготовкою навчально-методичного комплексу нового покоління, тобто з розвитком навчально-методичного середовища.Також в статті розглядаються функції мережі Інтернет з точки зору викладача та студента.Мережа Інтернет являє собою величезний банк інформації, але ще не структурована так, щоб оптимально відповідати завданням учбового процесу взагалі, та зокрема навчанню іноземних мов. Тому необхідно чітко визначати дидактичні особливості застосування комп'ютерних телекомунікацій.
Die vorliegende Studie ging der Frage nach, inwiefern sich bereits bei Kindern im Alter von vier bis sechs Jahren migrationsbedingte Disparitäten in der naturwissenschaftlichen Kompetenz zeigen. Mit Daten des Nationalen Bildungspanels (National Educational Panel Study - NEPS) wurde anhand von Regressionsmodellen untersucht, welche Struktur- und Prozessmerkmale einen Effekt auf die naturwissenschaftliche Kompetenz der Kinder haben. Besonderes Augenmerk wurde vor dem Hintergrund zunehmender Migrationsbewegungen und der Integration von Kindern mit Migrationshintergrund in unser Bildungssystem auf den häuslichen Sprachgebrauch und den rezeptiven Wortschatz in Deutsch, die Lernumgebungen und die soziale Herkunft der Kinder gelegt. Die Ergebnisse verdeutlichen, dass der rezeptive Wortschatz in Deutsch der wichtigste Prädiktor für die Ausprägung der naturwissenschaftlichen Kompetenz ist. Kinder mit Migrationshintergrund schnitten hinsichtlich ihrer Leistung im Naturwissenschaftstest signifikant schlechter ab als Gleichaltrige ohne Migrationshintergrund, was verdeutlicht, dass entsprechende migrationsbedingte Disparitäten bereits im Vorschulbereich existieren.
