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Hanna Wiszniewska

Language driven by culture, not biology (1/25/2009) - 0 views

www.brainmysteries.com/...ven_by_culture_not_biology.asp

shared by Hanna Wiszniewska on 25 Jan 09 - Cached
  • Hanna Wiszniewska on 25 Jan 09
     
    Language in humans has evolved culturally rather than genetically, according to a study by UCL (University College London) and US researchers. By modelling the ways in which genes for language might have evolved alongside language itself, the study showed that genetic adaptation to language would be highly unlikely, as cultural conventions change much more rapidly than genes. Thus, the biological machinery upon which human language is built appears to predate the emergence of language. According to a phenomenon known as the Baldwin effect, characteristics that are learned or developed over a lifespan may become gradually encoded in the genome over many generations, because organisms with a stronger predisposition to acquire a trait have a selective advantage. Over generations, the amount of environmental exposure required to develop the trait decreases, and eventually no environmental exposure may be needed - the trait is genetically encoded. An example of the Baldwin effect is the development of calluses on the keels and sterna of ostriches. The calluses may initially have developed in response to abrasion where the keel and sterna touch the ground during sitting. Natural selection then favored individuals that could develop calluses more rapidly, until callus development became triggered within the embryo and could occur without environmental stimulation. The PNAS paper explored circumstances under which a similar evolutionary mechanism could genetically assimilate properties of language - a theory that has been widely favoured by those arguing for the existence of 'language genes'. The study modelled ways in which genes encoding language-specific properties could have coevolved with language itself. The key finding was that genes for language could have coevolved only in a highly stable linguistic environment; a rapidly changing linguistic environment would not provide a stable target for natural selection. Thus, a biological endowment could not coevolve with p
Isabelle Jones

YouTube - GRAND CORPS MALADE Un verbe 3EME TEMPS 2010 - 12 views

www.youtube.com/watch

French music creativity

shared by Isabelle Jones on 06 Feb 11 - No Cached
Toni Theisen liked it
  • Isabelle Jones on 06 Feb 11
     
    this structure can used as a model for own poem/ rap
  • Toni Theisen on 07 Feb 11
     
    I find this performer very interesting.
Lauren Rosen

World Language Careers | Ohio Department of Education - 2 views

education.ohio.gov/...ssociated-with-World-Languages

advocacy careers language BER

shared by Lauren Rosen on 15 Jan 16 - No Cached
  • Lauren Rosen on 15 Jan 16
     
    A downloadable list of careers that benefit from employees having a 2nd language and a number of videos on the topic as well
Lauren Rosen

Can Foreign Language Immersion Be Taught Effectively Online? | MindShift - 5 views

ww2.kqed.org/...n-be-taught-effectively-online

online learning

shared by Lauren Rosen on 23 Apr 15 - No Cached
    • Lauren Rosen
      Lauren Rosen on 23 Apr 15
       
      Primarily interpretive activities
  • there’s really no substitute for engaging in real conversations with other people, which is one of the reasons she is fond of the districts that are using the Middlebury curriculum in blended learning classrooms
    • Lauren Rosen
      Lauren Rosen on 23 Apr 15
       
      Presentational speaking
  • ...3 more annotations...
  • record themselves and submit audio
  • blended model
  • language teacher is present one day a week, the focus is on speaking with one another and group work.
  • Lauren Rosen on 23 Apr 15
     
    Middlebury's program is mostly interpretive with some presentational aspects so best used in a blended environment where learners have the opportunity to practice spontaneous speaking in live situations. That said, if this is the only option it seems much better than the majority of what's out there for independent language study, in my opinion.
Hanna Wiszniewska

Can Different Languages Be Analyzed Using The Same Model? - 0 views

www.sciencedaily.com/...090223091857.htm

language linguistics research

shared by Hanna Wiszniewska on 23 Feb 09 - Cached
  • Hanna Wiszniewska on 23 Feb 09
     
    Spanish and Russian are relatively different languages, even if they historically share a common basis in the Indo-European family. The differences extend to the verbal system. Spanish has inherited a system that is relatively rich in forms from Latin.
James OReilly

TranslateMedia's clients benefit from collaborative BSEN 15038:2006 compliant workflow ... - 0 views

www.pr-inside.com/ients-benefit-from-r760562.htm

shared by James OReilly on 20 Aug 08 - Cached
  • James OReilly on 20 Aug 08
     
    A flash presentation about TranslateMedia's corporate workflow platform is available at: www.translatemedia.com/public/CorporatePresentation.aspx
Nergiz Kern

Online Copyright Activity - 0 views

restricted.jisc.ac.uk/...0000.html

copyright

shared by Nergiz Kern on 25 May 08 - Cached
  • Nergiz Kern on 25 May 08
     
    Aim The aim of the activity is to inform and educate practitioners in the FE and HE sectors in the UK some of the key issues about using copyrighted material in a digital online environment and the role of JISC Collections (and the JISC Model licence) in the provision of solutions to these issues. Audience The activity is targeted at teachers and lecturers in FE and HE. It will also be useful for curriculum managers, learning technologists, learning resources staff and any staff who deal with digital resources.
Isabelle Jones

Ecole : l'échec du modèle français d'égalité des chances - LeMonde.fr - 4 views

www.lemonde.fr/...-des-chances_1304257_3224.html

French education article equal_opportunities

shared by Isabelle Jones on 12 Feb 10 - Cached
  • Isabelle Jones on 12 Feb 10
     
    school, success & social mobility (in French)
Paul Beaufait

Modèles de BDHY by bdhy - Google 3D Warehouse - 1 views

sketchup.google.com/...cldetails

Google 3D Google Earth models BDHY modèles resources ideas French links

shared by Paul Beaufait on 21 Mar 10 - Cached
  • Paul Beaufait on 21 Mar 10
     
    "Mes modèles séléctionnés dans Google Earth. Updated Mar 18, 2010" (retrieved 2010.03.33)
Pamela Arraras

Foreign Language Teaching Wiki - Culture - 1 views

flteaching.wikispaces.com/Culture

virtualbackpacking culture intercultural

shared by Pamela Arraras on 22 Aug 09 - No Cached
  • The main exposure students had to the culture of the target language was through controlled interaction with native speakers in the classroom.
  • Language & culture are more naturally integrated in this approach. Culture instruction is connected to grammar instruction. Its main goal is to teach students how to use the target language when communicating in a cultural context
  • the following are other common approaches to teaching culture: (from Omaggio) The Frankenstein Approach: A taco from here, a flamenco dancer from there, a gaucho from here, a bullfight from there. The 4-F Approach: Folk dances, festivals, fairs and food. The Tour Guide Approach: The identification of monuments, rivers and cities. The "By-the-Way" Approach: Sporadic lectures or bits of behavior selected indiscriminately to emphasize sharp differences.
  • ...14 more annotations...
  • focusing a little more on similarities, instead of the differences, between cultures
  • Latorre believes that focusing on differences instead of on the similarities contributes to people misunderstanding other cultures, often thinking that the foreign cultures are "exotic," perhaps more exotic than they actually are. What Latorre suggests that any teacher of any foreign language should do is focus on the “true differential, the language [itself], rather than enlarging beyond proportion attitudes and activities which are either regional, outdated, or downright non-existent” (672).
  • one of the most important factors for success in learning a foreign language is the need for students to get involved in the learning process. The use of materials based on internet technologies offers many innovative ways of getting students involved in the process of learning a language. Students can get to know the target culture by means of interacting directly with native speakers via on-line communication, with mail exchanges or chatrooms.
  • From her point of view, it is crucial that the students can learn not only the language but also the diversity of the target culture. That is why, according to her, internet resources, such as newspapers and magazines, have a great importance, since they provide students with authentic and current information that can help them understand the target culture. Reading on-line newspapers makes students aware of current social phenomena.
  • According to Lee, recent studies have proved that internet resources can help students improve their language skills in a similar way to full immersion or study abroad, although are based basically on written communication. Besides, this use of on-line resources are more beneficial to students at the advanced level because they require a high level of language proficiency to read, comprehend, and respond to cultural readings, for example, newspapers.
  • The most important part of Stern's research involves his 3-level framework of foreign culture pedagogy: teaching social sciences, applying theory/research, and their practical applications in the classroom. In the 1990s, Stern's cultural/communication mix evolved from describing sociocultural contexts of second language/foreign language to contexts of competence in second culture acquisition (not just language acquisition). This is the first time that cultural pedagogy and social sciences had been paired.
  • In H.H. Stern's breakthrough 1983 study "Fundamental concepts of language Teaching," there are concepts of day-to-day culture and customs that should be used in the classroom. Stern uses a four component model including a 'cultural syllabus' for culture teaching.
  • Foreign language (FL) teachers should make culture more of a central role in the class FL teachers should throw out teaching culture in terms of isolated facts FL teachers should have an awareness of the past on the present within any culture without focusing too much on the past FL teachers should be aware of cognitive and affective influences on the students FL teachers should engage students as active participants FL teachers should teach culture in such a way that students can be cross-cultural here and abroad Given that the teacher’s assumptions about how language and lang learning affect how he or she teaches lang and culture, the approach should aim for communicative competence (that is, real communication)
  • Tang discussed the use of performance-based theory developed by Walker (2000) who suggests that culture could be better taught if done through simulated social interactions in the classroom, for example hosting a guest or accepting a gift. This serves to create a “default memory” within the student's mind that will help him perform in the target culture without drawing conclusions or using as a reference his own base culture which could lead to misunderstandings.
  • Tang also discourages the pure instruction of behavioral culture in the classroom and says that to perform effectively in a target culture one must not only be able to master it linguistically, be familiar with its artifacts, norms and rituals but also with the meaning system, or the hidden significance underlying these. This is why she believes that Walker's performance-based theory can only work properly if the true meaning system underlying the simulated situations and interations created in the classroom are internalized by the students.
  • the Three P's, into three separate categories: cultural perspectives, cultural products, and cultural practices. Cultural perspectives are the values, beliefs, attitudes, and assumptions shared within a culture. Cultural products are things such as literature, music, art, or even utensils such as chopsticks; tangible items that are linked to a certain culture. Cultural practices are the acceptable behavioral patterns, forms of discourse, and rites of passage within a specific culture.
  • the goals are that students "demonstrate an understanding of the relationship between the practices and perspectives of the culture studied," which means that we should encourage the students to understand why other cultures do what they do and what the members of that culture think about the reasons behind what they do. In addition, the students should come to an understanding of "the relationship between the products and perspectives of the culture studied." This means that we should enlighten the students on what members of other cultures do and what these peoples' own opinions are about what they do. Moreover, culture should be starting point for all classroom education. In keeping with the 5 C's, culture is used to make comparisons and connections about communities and in doing so students can have meaningful communication within those communties.
  • According to Omaggio: Culture is complex and elusive and is difficult to include in linear instructional formats. Culture requires time that many teachers feel that do not have. Teachers avoid culture because of their own perceived lack of knowledge. Culture often requires both teacher and learner to move beyond their level of comfort when confronted with deeper, sometimes controversial issues. When teaching languages that are spoken in many different countries, e.g., Spanish, where are the cultural boundaries? Balancing Big C with Little C.
  • Strategies, techniques, and tools for teaching culture in the classroom
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