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Language archives and public outreach: INNET languagesindanger
Language archives and public outreach: INNET languagesindanger
What we did (+ evaluation) What we learned What is new: Package for
What we did (+ evaluation) What we learned What is new: Package for
For whom
For whom
Target group High school students and their teachers Audience found +
Target group High school students and their teachers Audience found +
Why?
Why?
How?
How?
Language archives and public outreach: INNET languagesindanger
Language archives and public outreach: INNET languagesindanger
Language archives and public outreach: INNET languagesindanger
Language archives and public outreach: INNET languagesindanger
Language archives and public outreach: INNET languagesindanger
Language archives and public outreach: INNET languagesindanger
Language archives and public outreach: INNET languagesindanger
Language archives and public outreach: INNET languagesindanger
Language archives and public outreach: INNET languagesindanger
Language archives and public outreach: INNET languagesindanger
Language archives and public outreach: INNET languagesindanger
Language archives and public outreach: INNET languagesindanger
Language archives and public outreach: INNET languagesindanger
Language archives and public outreach: INNET languagesindanger
Language archives and public outreach: INNET languagesindanger
Language archives and public outreach: INNET languagesindanger
Links & Connections in Public Outreach
Links & Connections in Public Outreach
Growing number of general interest and educational websites
Growing number of general interest and educational websites
Language archives and public outreach: INNET languagesindanger
Language archives and public outreach: INNET languagesindanger
Or: Combine language documentation and public outreach right from the
Or: Combine language documentation and public outreach right from the
What we learned (1) Case study: EFL materials in Poland
What we learned (1) Case study: EFL materials in Poland
What we learned (1) Case study: EFL materials in Poland
What we learned (1) Case study: EFL materials in Poland
What we learned (1) Case study: EFL materials in Poland
What we learned (1) Case study: EFL materials in Poland
What we learned (2) There is much diversity
What we learned (2) There is much diversity
What we learned (2) There is much diversity
What we learned (2) There is much diversity
What we learned: Conclusions for the future
What we learned: Conclusions for the future
What we learned: Conclusions for the future
What we learned: Conclusions for the future
What we learned: Conclusions for the future
What we learned: Conclusions for the future
What we learned: References
What we learned: References
What is new: Package for Polish minority schools
What is new: Package for Polish minority schools
Twofold content
Twofold content
Introduction: History
Introduction: History
Introduction: Repertoire
Introduction: Repertoire
Language archives and public outreach: INNET languagesindanger
Language archives and public outreach: INNET languagesindanger
Language archives and public outreach: INNET languagesindanger
Language archives and public outreach: INNET languagesindanger
j?zyk rosyjskich staroobrz
j?zyk rosyjskich staroobrz
no pictures of persons
no pictures of persons
Hyperlinks :
Hyperlinks :
Documenting How to document languages
Documenting How to document languages
How to save your/minority language
How to save your/minority language
Two games to get to know the languages
Two games to get to know the languages
Thank you
Thank you

Презентация на тему: «Language archives and public outreach: INNET languagesindanger». Автор: ?ukasz. Файл: «Language archives and public outreach: INNET languagesindanger.ppt». Размер zip-архива: 10507 КБ.

Language archives and public outreach: INNET languagesindanger

содержание презентации «Language archives and public outreach: INNET languagesindanger.ppt»
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1 Language archives and public outreach: INNET languagesindanger

Language archives and public outreach: INNET languagesindanger

eu

Rados?aw W?jtowicz, Tomasz Wicherkiewicz, Nicole Nau, Katarzyna Klessa, Maciej Karpi?ski

INNET 3rd Conference on Costing and sustainable funding of endangered language archives Budapest, 5-6 September 2014.

2 What we did (+ evaluation) What we learned What is new: Package for

What we did (+ evaluation) What we learned What is new: Package for

minority schools in Poland

Topics and structure of our talk

2

3 For whom

For whom

Why? How? Links and connections

What we did

3

4 Target group High school students and their teachers Audience found +

Target group High school students and their teachers Audience found +

Younger pupils University students General public

For whom?

Latest news: Poland’s Ministerstwa Administracji i Cyfryzacji will use the portal in a campaign promoting multilingualism and the use of regional and minority languages

4

5 Why?

Why?

Goals To raise awareness of language endangerment To spread knowledge about the world’s linguistic diversity, linguistics, language endangerment, language archives and language documentation To encourage action: to keep languages alive, to document a language or dialect spoken in one’s environment, to become a linguist

5

6 How?

How?

Means Attraction – design, photographs, audio recordings, films, activities Information – Book of Knowledge: more, longer and more serious texts than usually on Internet sites; lesson outlines Interaction – quizzes, exercises, interactive map, study questions and tasks, revision questions Empathy – portraits of young(er) speakers of endangered languages, portraits of young linguists

6

7 Language archives and public outreach: INNET languagesindanger
8 Language archives and public outreach: INNET languagesindanger
9 Language archives and public outreach: INNET languagesindanger
10 Language archives and public outreach: INNET languagesindanger
11 Language archives and public outreach: INNET languagesindanger
12 Language archives and public outreach: INNET languagesindanger
13 Language archives and public outreach: INNET languagesindanger
14 Language archives and public outreach: INNET languagesindanger
15 Links & Connections in Public Outreach

Links & Connections in Public Outreach

Linking Archives and the public archives should be user-friendly for non-specialists public should appreciate the value of archives Linguists and the public Academia and the mundane world out there on the Net Use what your students use: Wikipedia, YouTube… Outreachers and outreachers

15

16 Growing number of general interest and educational websites

Growing number of general interest and educational websites

16

Outreach programme of languagelandscape.org

17 Language archives and public outreach: INNET languagesindanger
18 Or: Combine language documentation and public outreach right from the

Or: Combine language documentation and public outreach right from the

beginning

18

Inne-jezyki.amu.edu.pl

19 What we learned (1) Case study: EFL materials in Poland

What we learned (1) Case study: EFL materials in Poland

Teaching materials > English as a Foreign language > a lesson outline on the heritage languages of the Channel Islands. Phase I – Awareness assessment: mundane everyday problems affected one of our school visits, but the situation uncovered a difficult reality in Polish secondary schools: questions such as the organization of the school system, the social significance of school final examinations and teachers’ working conditions turned out to be as important as the level of awareness of language endangerment among students.

19

20 What we learned (1) Case study: EFL materials in Poland

What we learned (1) Case study: EFL materials in Poland

Phase II – Material development: the significance of language testing (cf. Shohamy 1993 and later works) for both the school environment and individuals, and for our materials in terms of topic selection, but also e.g. task instruction.

20

21 What we learned (1) Case study: EFL materials in Poland

What we learned (1) Case study: EFL materials in Poland

Phase III – Testing and finalization: only two teachers at one school willing to test the outline despite our strong efforts. The main feedback on the part of EFL teachers did not concern the content of the outline, but its compliance with the final examination requirements. cf. Grenoble (2009), Grinevald (2007): communities of speakers of endangered languages sometimes view the priorities of language documentation very differently from linguists.

21

22 What we learned (2) There is much diversity

What we learned (2) There is much diversity

Europe is quite uniform in terms of language attitudes, but our results (INNET deliverables D4.1 & D4.3; W?jtowicz 2014) show that in every partner country, the situation concerning school materials on endangered languages is very different, e.g.: Poland: school curricula seemingly offer many possibilities in terms of the number of school subjects, but they are not flexible: extra-curricular topics have slim chances of being covered, unlike in Germany, where the choice of school subjects is limited, but students are offered room for individual projects they complete at the end of the school year.

22

23 What we learned (2) There is much diversity

What we learned (2) There is much diversity

Hungary: problems of the Hungarian diasporas and the situation of the Romani minority turned out to be sensitive and controversial issues, while in Poland: no similar reactions, the topic of linguistic minority rights as human rights warmly welcomed. cf. Grenoble & Whaley (2006: 21) about conditions for language revitalization: “(…) one single program which holds the key for success for different language groups around the globe (…) simply doesn’t exist, nor can it exist, because for every individual community a specific combination of issues enters into picture.”

23

24 What we learned: Conclusions for the future

What we learned: Conclusions for the future

Since there are some important parallels between the work of linguists with different groups of non-linguists, why not have a closer look at the solutions worked out by field linguistics and test them in future public outreach projects: Pay close attention to locally relevant factors: in one state or region one may directly access students, but in another it might be teachers (or parents or other people) who need to be targeted first.

24

25 What we learned: Conclusions for the future

What we learned: Conclusions for the future

Try to provide a favourable environment for bottom-up initiatives. From the researcher’s point of view, it is worthwhile to look at what reception a set of materials gets in different school communities in Europe. However, alternatively to developing and localising a common educational product, this perhaps could also be achieved in a different way: through establishing several more independent (national/regional) networks of linguists, teachers, students, etc., seeing what kind of materials they develop together and compare the results.

25

26 What we learned: Conclusions for the future

What we learned: Conclusions for the future

Build long-term relationships with school communities so that ideally, they come up with their own initiatives and stay involved. cf. Grenoble (2009:61): “Language documentation has largely been driven by the needs and goals of (…) linguists, with less attention to the needs of communities of language users and potential speakers. (…) Yet in order for any revitalization program to be successful, it must be driven by the community.”

26

27 What we learned: References

What we learned: References

27

Grenoble, Lenore A. 2009. Linguistic cages and the limits of linguists. In J. Reyhner and L. Lockard (eds.), Indigenous language revitalization: Encouragement, guidance & lessons learned. 61–71. Flagstaff: Northern Arizona University. Grenoble, Lenore A., and Lindsey J. Whaley. 2006. Saving languages: An introduction to language revitalization. Cambridge: Cambridge University Press. Grinevald, Colette. 2007. Linguistic fieldwork among speakers of endangered languages. In O. Miyaoka, O. Sakiyama and M. E. Krauss (eds.), The vanishing languages of the Pacific Rim. 35–76. Oxford: Oxford University Press. INNET Deliverables. Available at: http://innet-project.eu/deliverables Od?, Cecilia. 2008. Teaching materials on language endangerment. An interactive e-learning module on the Internet. In T. de Graaf, N. Ostler and R. Salverda (eds.), Endangered languages and language learning: Proceedings of the conference FEL XII: 24–27 September 2008, Ljouvert/Leeuwarden. 147–150. Leeuwarden: Fryske Akademy. W?jtowicz, Rados?aw. 2014. Language Endangerment in European Secondary Schools: Challenges and Perspectives. In The Future of Education 2014, 4th Edition: Conference Proceedings. 236–240. Padova: Libraria Universitaria.

28 What is new: Package for Polish minority schools

What is new: Package for Polish minority schools

29 Twofold content

Twofold content

29

30 Introduction: History

Introduction: History

31 Introduction: Repertoire

Introduction: Repertoire

32 Language archives and public outreach: INNET languagesindanger
33 Language archives and public outreach: INNET languagesindanger
34 j?zyk rosyjskich staroobrz

j?zyk rosyjskich staroobrz

dowc?w

Bardzo niewielk? mniejszo?ci? w Polsce s? rosyjskoj?zyczni staroobrz?dowcy, kt?rzy mieszkaj? w kilku miejscowo?ciach Suwalszczyzny i Mazur. To bardzo ciekawa spo?eczno??, mieszkaj?ca przez wieki w religijnej izolacji, wywodz?ca si? z Rosjan wygnanych z Carstwa Rosyjskiego za niepodporz?dkowanie si? reformom w Cerkwi Prawos?awnej. Mimo, i? j?zyk rosyjski w skali globalnej jest z pewno?ci? jednym z najsilniejszych, to gwary staroobrz?dowc?w s? ju? mocno spolonizowane, a ich znajomo?? maleje w?r?d nast?pnych pokole?. Archaiczny j?zyk rosyjski wraz ze staro-cerkiewno-slowia?skiem uzywany jest w liturgii (r?wnie? w ksi?gach liturgicznych) staroobrz?dowc?w.

35 no pictures of persons

no pictures of persons

Ljadufka samachod paciong z?adziej wakacji patstawufka поезд / pojezd вор / wor xолодильник / cho?odilnik начальная школа / naczalnaja szko?a aвтомобиль / awtomobil каникулы / kaniku?y

Zadanie: Odgadnij, co znacz? nast?puj?ce wyrazy w gwarze polskich staroobrz?dowc?w, a nast?pnie przyporz?dkuj im wyrazy ze standardowego j?zyka rosyjskiego:

36 Hyperlinks :

Hyperlinks :

Wi?cej o Rosjanach-staroobrz?dowcach: http://www.youtube.com/watch?v=CFLgMAIjuCI; http://inne-jezyki.amu.edu.pl/Frontend/Language/Details/22 http://inne-jezyki.amu.edu.pl/Frontend/Language/Details/28 Pos?uchaj te? staroobrz?dowego zespo?u ch?ralnego Rabina z Gabowych Gr?d?w: http://www.youtube.com/watch?v=rmjeAC6FrgQ

37 Documenting How to document languages

Documenting How to document languages

Analysing data Linguistic data Sociolinguistic data

Revitalizing Why revitalize languages? How to save the language of your Heimat ? Teaching aids

How to save your/minority language?

38 How to save your/minority language

How to save your/minority language

- writing a book - compiling a dictionary/pictionary -documenting language landscape

39 Two games to get to know the languages

Two games to get to know the languages

40 Thank you

Thank you

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