Special Issue http://hdl.handle.net/20.500.11956/96286 2026-04-19T19:56:37Z 2026-04-19T19:56:37Z http://hdl.handle.net/20.500.11956/97158 2024-08-09T12:49:00Z 2014-01-01T00:00:00Z

Separated multilingualism? The experience of students’ multilingualism in minority language education in Brittany (France); ; ; This article presents the results of a three-month empirical study in a private minority immersion school of the non-profit association DIWAN in Brittany (France). The private minority schools of DIWAN, founded in 1977 as a reaction against monolingual language policy in France, were modeled on Canadian immersion schools, which first appeared in 1965 in Ontario, as well as on Ikastolas (Basque country) and Welsh language schools (Wales). The network of DIWAN immersion schools has created a linguistic regime, ideologically founded in language revitalization. The regime guarantees an artificially secure Breton-only space in schools, along with the teaching of two foreign languages (English and German or Spanish) and classes in the students’ mother tongue French. Nowadays this artificially created Breton-only space is definitely in opposition to a globalized and flexible world. In this context, the research study questions the following: “How do the students experience their multilingualism?” — hypothesizing that the students do encounter separated multilingualism. The study is based on the theoretical concept of multilingualism and on the models of multilingualismencouragement in schools. In addition, there are references to the theory of the production of social space, the concept of language regime and also the study of material semiotics. The empirical part of the study combines language biographical and ethnographical approaches in the form of language portrayals and narrative interviews, as well as linguistic landscaping.

2014-01-01T00:00:00Z http://hdl.handle.net/20.500.11956/97041 2024-08-09T12:49:00Z 2014-01-01T00:00:00Z

Combining formal and non-formal foreign language learning: first insights into a German-Spanish experiment at university level; ; ; In this article we will present the first results of a pilot study that aims at creating, evaluating and optimizing opportunities for language learning at university level. Learners of Spanish in Austria and learners of German in Spain face quite similar problems: large groups, a short period of time available and an important progress to be made. This project results from the co-operation between the University of Alicante and the University of Vienna and brings together learners of Spanish in Austria and learners of German in Spain via online tandems. In a first step, the role of Spanish and German as L3 will be described in the background of European language policy, then online tandem learning will be methodologically contextualised and positioned. The third part provides a description of the project, the obstacles and problems when setting up online tandems, and finally a first evaluation of the project with respect to its aims.

2014-01-01T00:00:00Z http://hdl.handle.net/20.500.11956/97027 2024-08-09T12:49:00Z 2014-01-01T00:00:00Z

French Language Teaching within the Czech Education System 1870–1930: school System, Official Teaching Methods and Textbooks; ; ; The aim of the present paper is to specify the position of French language teaching within the Czech education system in the 1870s–1930s. The period was marked by important education reforms concerning not only the school system and the general structure of subjects taught, but also the official methods used in foreign-language teaching. The changes in society, culture and education led to what is today called the Golden Age of Francophony in Bohemia, a time when French language dominated as the language of diplomacy and of the cultural and social elite. It also represented the second most widely-studied foreign language at Czech secondary schools besides German. The status of French-language teaching is presented from three different perspectives. Firstly, we focus on specific types of schools where French language had appeared for the first time as a regular subject, then on the most important education reforms which had led to the development of these schools. Secondly, we analyze the official or otherwise influential methods of teaching modern languages used in the Czech educational environment, and finally we briefly present the corpus of period French-language textbooks which is currently being analysed within our dissertation thesis research. The contribution is largely based on primary-source texts: Methodology of French and German Languages from 1916 and on Methodology of French Language published in 1926 by professor and methodologist Jaroslav Otakar Hruška, who was also the author of the so-called Mediation or Analytic-Synthetic Method (metoda zprostředkovací), as well as on selected works on the history of pedagogy and on analyses of the most frequently used period textbooks.

2014-01-01T00:00:00Z http://hdl.handle.net/20.500.11956/96966 2024-08-09T12:49:00Z 2014-01-01T00:00:00Z

Grammatik und Dynamik — Dynamik in der Grammatik; ; ;

2014-01-01T00:00:00Z