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"Language awareness"
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Motivation, language attitudes and globalisation
This volume presents the results of the largest ever language attitude/motivation study, involving over 13,000 teenage language learners in Hungary surveyed in 1993, 1999 and 2004. The results are not confined to the European context but have wider implications concerning attitude change, motivational dynamics and language globalisation.
eBook
Language awareness in multilingual classrooms in Europe : from theory to practice
Within the scope of today's globalisation, linguistic diversity is a given fact of the world we live in.In several educational contexts in Europe, language awareness (LA) activities have been introduced with the objective to prepare pupils cognitively, socially and/or critically for life as multilingual, open minded and/or empowered citizens.
eBook
Critical Language Awareness in the Spanish as a Heritage Language College Classroom
This article analyzes the critical language awareness (CLA) of Spanish university-level students who were enrolled in a 16-week Spanish heritage language (SHL) course, using CLA as an instructional approach. Students’ attitudes towards bilingualism, Spanglish, language variation, and prescriptivist grammar were measured via pretest and posttest surveys that used a four-point Likert scale of strongly agree, agree, disagree, or strongly disagree, along with a text box asking participants to explain their answers. The CLA instructional methods delivered in the course included the analysis of code-switching grammar constraints, the study of standard language ideologies and monolingual language ideologies, the analysis of stigmatized grammar features found in varieties of Spanish, and English-influenced lexicon. Ten out of fourteen items were included in a factor analysis which yielded a statistically significant change between pretest and posttest. Qualitative analysis of answer explanations showed that some students adapted their language ideologies to the new information and did not change their beliefs at a deep level. Future CLA research should identify “CLA proficiency” levels as well as how to differentiate for students who hold deeply entrenched language ideologies.
Journal Article
Communal Justicing
Critical language awareness offers one approach to communal justicing, an iterative and collective process that can address inequities in the disciplinary infrastructure of Writing Studies. We demonstrate justicing in the field’s pasts, policies, and publications; offer a model of communal revision; and invite readers to become agents of communal justicing.
Journal Article
Building Connections and Critical Language Awareness between Learning Communities Collaborating across Two Distant States
Can Critical Language Awareness (CLA) be increased through sociolinguistically based student projects in learning communities collaborating across distant states? If so, how can educators detect this increase in CLA? During the spring of 2020, students in mixed learning communities (SHL/L2) at the intermediate level at two large universities collaborated through online tools to deepen their sociolinguistic understanding of the Spanish of the United States through authentic sociolinguistic data collection. The data for the current study come from interviews with four of these students and from their final reflection papers, providing participant-based depictions of their language experience including criticality and resistance to it. We find evidence that students already expressed elements of CLA before entering the class, and that they also achieved new critical insights through participating and collaborating in class projects. To identify gains in CLA conveyed by student voices, we operationalized CLA as expressions of language experience that either challenged hegemonic paradigms (e.g., stigmatization of certain forms) or identified the role of hegemonic forces in collective or individual behavior. In order to tie CLA to widespread tools used in education, we connect it to notions of the Revised Bloom’s Taxonomy. Overall, we propose observable goals that can be used to understand and assess the presence of CLA in students’ discourse.
Journal Article