Suchergebnisse

In one way or another, teachers who are dedicated to teaching foreign languages ​​in general, and English in particular, are aware of the challenges they face when carrying out their work. This article analyzes some of the main reasons why the teaching of foreign languages ​​should be revised. Focusing on the specific case of Spain, some possible solutions will be presented in order to address deficiencies previously detected. In this sense, it is considered that the proposals analyzed can serve as a reference to address the situation with certain guarantees of success in terms of contributing strategies and positive solutions. It is important to emphasize that the present analysis has been carried out after detecting a series of problems. The result aims to be one of the engines that allows a profound debate. This debate should lead, inexorably, to a change in methodology, training, design, conception, and, ultimately, in the teaching of foreign languages ​​in Spain.

The Finnish novelist Kaarlo (Kalle) Alvar Päätalo's (1919–2000) main work, the Iijoki series, consists of 26 novels (comprising ca. 17 000 pages) and was written in 1971–1998. In this book the text corpus in Kielipankki concerning Päätalo's works is introduced to the readers, as well as the possibilities of digital text mining.
This book includes scientific articles concerning the works of Kalle Päätalo. It also gives ideas for the research that can be carried out in the future. The authors of this book are researchers in the fields of history, linguistics and literature, respectively. The research results presented in this book speak for the fact that the Iijoki series is a significant source material for future research, for example from the point of view of oral history, language variation, metalanguage, swearing and the reader's reception. The possibilities for future research seem to be quite plentiful.

Summary

In a world of permanent change, traditional language teaching methods do not solve the communicative needs in foreign languages ​​that favor knowledge and adaptation to changing educational contexts. The CLIL method is widely used to develop skills both in the learning language and in other areas of knowledge, it allows for the strengthening of teaching capacities to assume the teaching of contents of the different subjects in a foreign language. The objective of this bibliographic review is to collect significant and existing information on the CLIL method and contribution of this method in the educational field. The documentary descriptive approach of recent research related to the subject of study is used, based on the theoretical foundations of bilingual education. The literature review shows that by teaching the foreign language as a vehicle to instruct content from other subjects, students understand the need to learn the language to seize the knowledge of the subject and allows teachers to explore their own teaching context, reflect and identify factors that can improve their teaching practice, especially in the inclusion of writing activities in English.

The book focuses on intangible and tangible heritage, language and vernacular religion of the Ingrians, Setos and Votes, three Finnic ethnic minorities sharing a long-standing identification with the Russian Orthodox faith. Written by 16 authors, the chapters are mainly based on nineteenth- and twentieth-century materials. The research history and collecting of folklore are also discussed.The historical area of the Ingrians and Votes is located in Ingria, adjacent to St. Petersburg, while the Setos have inhabited both sides of the border of southern Estonia and Russia. All three groups live on the borderline of the Eastern and Western Churches and cultural realms.Currently, the Ingrian and Votic languages are extremely endangered, while the Seto language has approximately 12,000 speakers. There is a high local interest in the maintenance and revitalisation of all three languages and cultural traditions.

The present volume is a multidisciplinary collection of research articles exploring language use, language contact and multilingualism in the history of Turku, the first town in Finland, founded around the turn of the fourteenth century. Consisting of an introduction by the editors and nine case studies in the fields of linguistics, history, archeology, and literary and cultural studies, the volume participates in a wider discussion on multilingual communities while offering a closer look into linguistic encounters in Turku and its immediate vicinity. The volume covers the period from the Middle Ages (c. 1100–1500) to the latter half of the twentieth century. The case studies illustrate the wide array of languages, linguistic varieties and registers that the inhabitants and travellers used in their daily lives, the specific contexts in which certain languages were used, and the effects of these linguistic encounters at personal, social or institutional levels.