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2009VAN DE POEL KrisPosted on : 2009-10-23

Language awareness raising in academic writing: evaluating an online writing programme

In this article academic literacy is studied in the context of language awareness raising. Scribende, a course in academic writing, targets awareness by making learners reflect about authentic linguistic and literary texts and engage in community writing. Assessment data show that students are satisfied with the programme and find the peer review process non-threatening. Although the approach is new for most, learners notice improvements in their skills, i.e. an increased critical awareness and ease in writing. Nevertheless, students still want individual correction by a qualified tutor.

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2009 SÁ Susana, ANDRADE Ana Isabel Posted on : 2009-10-23

Awakening to languages through linguistic writing systems in primary school

With this paper we intend to describe and present the project "Meet my language and the alphabets" and, furthermore, we want to share a possible way of educating children through their own linguistic and cultural knowledge and show how linguistic diversity and writing systems can be worked out in early years of schooling. We aim at reflecting upon the project's impact, as far as children's attitudes and behaviour and the development of linguistic culture are concerned. This will allow us to identify concrete ways of integrating linguistic and cultural awareness in primary schools.

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2009MARTINS Filomena, ANDRADE Ana IsabelPosted on : 2009-10-23

Practice of awakening to languages and teacher training : report of a Portuguese experience.

Basing itself on the orientations of the Portuguese curriculum on language teaching in Primary school, this article reviews an experience of awakening to languages in the context of teacher training, basing itself on the elaboration and experimentation of action research projects carried out in Primary school classrooms. In this regard, the "De mãos dadas ao encontro dadas ao encontro das lenguas" project, built by trainee teachers, offers a range of classroom activities which are one way to facilitate the integration of the linguistic diversity in the school curriculum.

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2009LORINCZ Ildikó Posted on : 2009-10-23

Evolution of some metalinguistic competences among Hungarian 10-11 year students following the implementation of the Janua Linguarum syllabus.

The article draws up the results of a research that was carried out in Hungary within the Jaling projects. We analyse Hungarian students' ability of distanciation in relation to languages, while being able to resort to appropriate knowledge and know-how on the phonetical and morphosyntaxic level. The experimentation was carried out following the protocol designed in the Evlang and Jaling project, which implied quantitative and qualitative tools. Some results of the quantitative analysis reveal the ascendancy of the Jaling students as far as the control and phonetical analysis is concerned.

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2009FEUNTEUN AnnePosted on : 2009-10-23

Right fro the age of 5 the children have already anticipated the way they will or should learn the school language or any language in general. This study base itself on the participant observation of 5-7 year old schoolchildren and their teachers. 3 teachers out of the 5 have adopted a plural approach of the languages and cultures that existed in their classes, in connection with the learning of the French language and the discovery of English.

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2009BAILLY Sophie, CIEKANSKI MaudPosted on : 2009-10-23

« The openness to languages » : the emergence of a key representation for the didactics of plurilingualism.

The study of teacher trainers' and trainee tearchers' representations in various training contexts enables to spot obstacles and props for the implementation of a didactic framework in favour of a coherent plurilingual learning. We propose a didactic approach that is transferable to any language or language learning context, and that facilitates the connection between simultaneous or parallel language learning, not their dissociation.

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2009AUGER Nathalie, SAUVAGE JérémiPosted on : 2009-10-23

An attempt at helping the development of the phonological conscience in French as Second Language (FSL) in Primary school classes for newcomers in France.

The goal of this article is to show how some pedagogical practices in classes for newcomers in France can help the development of the phonological conscience. So, after having clarified some aspects related to the development of the phonological conscience, we will focus on examples of phonological misunderstandings related to the influence of the L1 of the speakers (pupils and teachers). Basing ourselves on class observations, we will then propose possible remedial solutions, notably as far as the teacher's posture is concerned.

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