Recent findings in the field of second language (L2) acquisition acknowledge the importance of affect and motivation in the process of L2 learning since they significantly influence students' attitudes toward L2 learning, motivational... more
Recent findings in the field of second language (L2) acquisition acknowledge the importance of affect and motivation in the process of L2 learning since they significantly influence students' attitudes toward L2 learning, motivational intensity, agency, and autonomy in L2 learning. A scaffolding technique for promoting students' awareness and their autonomy in L2 learning is presented in this work. It is suggested that, similarly to the process of cognitive learning in the zone of proximal development , it is possible to positively influence students' motivation and autonomy in L2 learning.
Theories of situated knowledge support that knowledge involves experience of practices rather than just accumulated information. While an important segment of foreign language teacher education programs focuses on the theoretical... more
Theories of situated knowledge support that knowledge involves experience of practices rather than just accumulated information. While an important segment of foreign language teacher education programs focuses on the theoretical component of second/foreign language acquisition theories and relevant methodological concerns, it is mainly through practice that novice teachers construct their new professional identities. Consequently, typical teacher preparation programs require a number of classroom practice hours, which is not easily carried out in the educational context where there is a limited number of target language courses; such is the case of Spanish language instruction in Serbia. This study presents examples of two service-learning programs aimed at providing teaching practice for pre-service Spanish teachers in Serbia, while answering to the needs and interests of specific communities. The theoretical and practical implications of this investigation may help outline a model of foreign language teacher education programs for social and educational contexts that lack a large-scale target language audience. Issues of future foreign language teachers' identity and cognition regarding the language education policy creation and the teaching process itself are also addressed.
In this study, we analyse language attitudes and linguistic practices in the global age diaspora through the example of the first generation of Serbian highly educated migrants, those with undergraduate or graduate degree who had left... more
In this study, we analyse language attitudes and linguistic practices in the global age diaspora through the example of the first generation of Serbian highly educated migrants, those with undergraduate or graduate degree who had left their country of origin during the last two decades. We focus on relations that exist between informants' attitudes toward the maintenance/shift of ethnic/national identity and language and their actual linguistic practices in home domain, particularly in communication with their children. Through the analysis of data obtained through a questionnaire administered in 2010, we observe the influence of the ideological component in the process of language maintenance/shift in the conditions of life in the global age diaspora. The data obtained through a questionnaire show that this group of informants possesses stable attitudes toward the maintenance/shift of their ethnic language and ethnic/national identity, which do not alter significantly with the length of their stay in the host country. In the age where the media and the internet are highly accessible, these individuals come to the host country with already formed attitudes and expectations which strongly influence their linguistic ideologies. Similarly, their linguistic practices are not likely to change over time, which might point to the fact that right after leaving the country of origin these migrants take on a specific model of linguistic behaviour that significantly influences the process of language shift. Nevertheless, our sociolinguistic analysis indicates that these informants have good preconditions for faster social, economic, and linguistic integration in the majority community and are also considerably closer to cultural and linguistic assimilation than the migrants from the previous immigration waves.
- by Ana Jovanovic and +1
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- Heritage language studies
Although much work has been conducted on deductive and inductive approaches to second language learning, insufficient attention has been dedicated to abductive reasoning. This paper presents the results from an exploratory study on the... more
Although much work has been conducted on deductive and inductive approaches to second language learning, insufficient attention has been dedicated to abductive reasoning. This paper presents the results from an exploratory study on the processes that motivate initial hypothesis-making and their possible repercussions for L2 instruction. More specifically, the beginner foreign language learners' ability to infer word meaning based on their overall linguistic knowledge (e.g., knowledge of the first language, knowledge of other foreign languages) was tested in order to draw conclusions about abductive reasoning in L2 learning.
- by Ana Jovanovic
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This paper deals with specific characteristics and needs of teaching the Serbian language in Diaspora, which derive from the fact that its target group are students of Serbian origin for which it usually represents a heritage language.... more
This paper deals with specific characteristics and needs of teaching the Serbian language in Diaspora, which derive from the fact that its target group are students of Serbian origin for which it usually represents a heritage language.
The data on teaching Serbian to migrants’ children in the last ten years, available to the competent ministries of Serbia, which, although quite partial, allow us to conclude that such teaching is not only unevenly distributed and under-represented, but also does not meet students' needs when its methodology or contents are concerned.
Based on these facts, we suggest that specific strategies for development of Serbian as a heritage language are to be created, and then, coordinated with the curricula and teaching materials. Such active conducting of language policy and planning would enable us to better ensure not only the maintenance and transmission of the Serbian language in the diaspora, but also the maintenance of ethnic / national identity of our migrants and their offspring.
The data on teaching Serbian to migrants’ children in the last ten years, available to the competent ministries of Serbia, which, although quite partial, allow us to conclude that such teaching is not only unevenly distributed and under-represented, but also does not meet students' needs when its methodology or contents are concerned.
Based on these facts, we suggest that specific strategies for development of Serbian as a heritage language are to be created, and then, coordinated with the curricula and teaching materials. Such active conducting of language policy and planning would enable us to better ensure not only the maintenance and transmission of the Serbian language in the diaspora, but also the maintenance of ethnic / national identity of our migrants and their offspring.
Novija istraživanja ukazuju na to da se usvajanje i upotreba maternjeg i zavičajnog jezika bitno razlikuju. U ovom radu ispitujemo neke od tih razlika na osnovu narativa na srpskom jeziku dece predškolskog i školskog uzrasta iz matice i... more
Novija istraživanja ukazuju na to da se usvajanje i upotreba maternjeg i zavičajnog jezika bitno razlikuju. U ovom radu ispitujemo neke od tih razlika na osnovu narativa na srpskom jeziku dece predškolskog i školskog uzrasta iz matice i dijaspore. U fokusu se nalaze strategije koje naši informanti koriste za postizanje kohezije i koherencije, a koje se konkretno odnose na upotrebu leksema i sintagmi za imenovanje aktera i predmeta u naraciji. Rezultati naše analize, osim što potvrđuju dosadašnje nalaze o razlikama u usvajanju i upotrebi jezika kod pomenute dve grupe ispitanika, otvaraju i niz novih i značajnih istraživačkih i pedagoških pitanja čije rešavanje nam tek predstoji.
Ključne reči: Dijaspora, diskurs, zavičajni/ nasledni jezik, narativi, srpski jezik, usvajanje jezika.
Some features of the narrative discourse of speakers of Serbian as a mother tongue and heritage language
Recent research indicates that acquisition and use of mother tongue and heritage language considerably differ. In this paper, we examine some of these dissimilarities on the basis of Serbian language narratives of preschool and school-age children from the homeland and the Diaspora. We focus on strategies that our informants use to achieve cohesion and coherence, which are specifically related to the use of lexemes for naming actors and objects in the narrative. The results of our analysis confirm previous findings on the differences in acquiring and use of language in these two groups of informants. It seems that children from Diaspora, no matter their age, manifest certain aspects of discourse competence in their use of lexemes, which are typical for young children with Serbian as their L1. However, our participants from Diaspora show great versatility in their use of compensatory strategies when confronted with the deficiencies of their linguistic competence. It is argued that this particular treat of heritage language children should be considered in the preparation of teaching materials for heritage language.
Keywords: Diaspora, discourse, heritage language, narratives, Serbian language, language acquisition.
Ključne reči: Dijaspora, diskurs, zavičajni/ nasledni jezik, narativi, srpski jezik, usvajanje jezika.
Some features of the narrative discourse of speakers of Serbian as a mother tongue and heritage language
Recent research indicates that acquisition and use of mother tongue and heritage language considerably differ. In this paper, we examine some of these dissimilarities on the basis of Serbian language narratives of preschool and school-age children from the homeland and the Diaspora. We focus on strategies that our informants use to achieve cohesion and coherence, which are specifically related to the use of lexemes for naming actors and objects in the narrative. The results of our analysis confirm previous findings on the differences in acquiring and use of language in these two groups of informants. It seems that children from Diaspora, no matter their age, manifest certain aspects of discourse competence in their use of lexemes, which are typical for young children with Serbian as their L1. However, our participants from Diaspora show great versatility in their use of compensatory strategies when confronted with the deficiencies of their linguistic competence. It is argued that this particular treat of heritage language children should be considered in the preparation of teaching materials for heritage language.
Keywords: Diaspora, discourse, heritage language, narratives, Serbian language, language acquisition.
Za uspešnu primenu jezičke politike neophodno je uzeti u obzir kulturni model lokalne zajednice kojim se objedinjuju i uobličavaju kulturna znanja pojedinaca. Etnografija je pogodan pristup proučavanju dominantnih očekivanja i stavova u... more
Za uspešnu primenu jezičke politike neophodno je uzeti u obzir kulturni model lokalne zajednice kojim se objedinjuju i uobličavaju kulturna znanja pojedinaca. Etnografija je pogodan pristup proučavanju dominantnih očekivanja i stavova u lokalnom miljeu jer polazi od značenja koje pojedinci pridaju konkretnim pojavama i procesima. Tako se u toku etnografskog istraživanja realizovanog na Katedri za iberijske studije Filološkog fakulteta Univerziteta u Beogradu pokazalo da stavovi učesnika u nastavi nisu uvek naklonjeni odredbama tekuće obrazovne reforme čime se znatno usporava proces implementacije novina. Kako bi došlo do adekvatne primene novih polisa neophodno je da učesnici u nastavi razumeju i prihvate predloge nove obrazovne politike.
У раду се разматрају из перспективе примењене лингвистике и социолингвистике одлике корисника српског језика у дијаспори. Спроведена анализа (социо)лингвистичког профила корисника има за циљ да укаже на специфичне потребе наставе српског... more
У раду се разматрају из перспективе примењене лингвистике и социолингвистике одлике корисника српског језика у дијаспори. Спроведена анализа (социо)лингвистичког профила корисника има за циљ да укаже на специфичне потребе наставе српског као завичајног језика. Такође, дају се напомене о правној регулативи за организовање допунске наставе намењене поменутој циљној групи. Главни циљ рада је да истакне неопходност да се постојећа допунска настава знатно профилише и унапреди како би подстицала интеркултурну компетенцију и ефикаснији когнитивни, афективни и језички развој ученика. Предлаже се примена макро приступа коју нуди КЛИЛ (енг. Content Language Integrated Learning) јер се реализује кроз проактивно учешће ученика у наставном процесу
Foreign language education in Serbia has always been a direct reflection of socio-cultural factors specific for the historic period in question. It does not come as a surprise, then, that the educational reform initiated in Serbia in the... more
Foreign language education in Serbia has always been a direct reflection of socio-cultural factors specific for the historic period in question. It does not come as a surprise, then, that the educational reform initiated in Serbia in the early 2000s brought new curriculum framework for foreign language learning in the institutions of formal education. By being learner centered, interdisciplinary, and oriented toward the development of multilingual competence, the main goal of the curriculum has been the creation of learners who could be easily integrated into larger global communities of students and professionals. This paper explores the role of parents in the foreign language education since it is repeatedly argued that they have strong effect on students’ performance and, by extension, on the educational outcomes. The analysis is based on the data from 3459 surveys administered to the parents of children in elementary Serbian schools with the intention to explore their attitudes toward the foreign language instruction in compulsory education. According to our analysis, three factors strongly influence parents’ attitudes, that is, extrinsic value (how well a task relates to future goals of their children), integrativeness (a positive disposition toward different aspects of foreign cultures), and perceived influence of foreign cultures in Serbia. A closer look at the data, however, suggests that the foreign language requirement is mainly seen as a vehicle for improving child’s social status and greater mobility. In light of these findings, it is important to reconsider parents’ roles in the implementation of multilingual education and to evaluate responsibilities they take on in the development of their children’s intercultural and multilingual identity.
Through a transdisciplinary, qualitative approach, this study explores the nature of students’ belief-systems at the university level that, although very complex, dynamic, and multifaceted, manifest certain sturdiness and resilience to... more
Through a transdisciplinary, qualitative approach, this study explores the nature of students’ belief-systems at the university level that, although very complex, dynamic, and multifaceted, manifest certain sturdiness and resilience to change. This is in part a consequence of an incomplete learning process in which both the dominant cultural model of education and alternative educational experiences have not been brought to consciousness. As such, underlying belief-systems remain tacit and inaccessible for students to evaluate and to modify in accordance with a coherent ideology of education. A systematic analysis and reconsideration of underlying educational ideologies must form part of the study program if our goal is to prepare students for an active participation in the relevant communities of practice.
This qualitative research aims at linking recent findings related to cognition and self-regulated learning with complexity-driven educational framework that promotes Teacher-Learner communities of practice, in which knowledge is generated... more
This qualitative research aims at linking recent findings related to cognition and self-regulated learning with complexity-driven educational framework that promotes Teacher-Learner communities of practice, in which knowledge is generated and constructed through a complex process of reflection and negotiation. Building on the data that was obtained through a textual academic literary self-report, we explore students' engagement and agency in the activities that are inherent to higher levels of academic education (Ph.D. studies), that is, researching, reading, writing, participating and interaction with other members of academic communities. The results are relevant for our deeper understanding of academic maturation from the cognitive and socio-cultural perspective within a complexity-driven, transdisciplinary educational paradigm.
Потрага за истином представља окосницу Мендосиног романа Чудесно путовање Помпонија Флата чији су планови организова- ни у функцији проблематизовања те истине. Сам текст представља историографску метафикцију у којој се препознају значајне... more
Потрага за истином представља окосницу Мендосиног романа
Чудесно путовање Помпонија Флата чији су планови организова-
ни у функцији проблематизовања те истине. Сам текст представља
историографску метафикцију у којој се препознају значајне одлике
постмодернистичке прозе. То су, пре свега, критика традиционал-
не историографије која претендује да „објективно“ прикаже ми-
нуле догађаје, пародија и однос центра и маргине. Организациони
принцип текста је путовање у потрази за истином и знањем које
се одвија на два плана. Истина се преиспитује у смислу апсолута,
конструкта који постоји независно од приповедача, али и у смислу
непосредног представљања стварних догађаја. Овим се уводе еле-
менти детективског романа будући да је један од водећих принципа
радње разоткривање околности наводно почињеног злочина.
Чудесно путовање Помпонија Флата чији су планови организова-
ни у функцији проблематизовања те истине. Сам текст представља
историографску метафикцију у којој се препознају значајне одлике
постмодернистичке прозе. То су, пре свега, критика традиционал-
не историографије која претендује да „објективно“ прикаже ми-
нуле догађаје, пародија и однос центра и маргине. Организациони
принцип текста је путовање у потрази за истином и знањем које
се одвија на два плана. Истина се преиспитује у смислу апсолута,
конструкта који постоји независно од приповедача, али и у смислу
непосредног представљања стварних догађаја. Овим се уводе еле-
менти детективског романа будући да је један од водећих принципа
радње разоткривање околности наводно почињеног злочина.
- by Mirjana Sekulic and +1
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Истраженост српског језика у дијаспори у оквирима филологије и лингвистичких дисциплина * Феномени настали у контексту српске језичке дијаспоре представљају предмете истраживања више дисциплина друштвено-хуманистичке оријентације. Међу... more
Истраженост српског језика у дијаспори у оквирима филологије и лингвистичких дисциплина * Феномени настали у контексту српске језичке дијаспоре представљају предмете истраживања више дисциплина друштвено-хуманистичке оријентације. Међу њих се убрајају и филолошки и лингвистички радови који настају од седамдесетих година 20. века наовамо. У питању су проучавања одлика и употребе српског говорног и књижевног језика, било као језика миграната прве генерације било као наследног или завичајног језика њихових потомака. Резултати наше анализе показују да су и број и резултати филолошких и лингвистичких радова о српском језику у дијаспори релативно скромни. Упркос томе, они се не смеју занемарити, већ их треба систематизовати и промовисати даља истраживања из ове области, нарочито кроз интердисциплинарну сарадњу. This paper argues that Serbian as the language of Diaspora represents a phenomenon of interest of a number of disciplines qualified as humanities and social sciences, including phi-lology and linguistics. It examines how Serbian as heritage language has been explored since 1968 to the day and it reviews mainly the work of the authors from the territory of Serbia, as well as those from the ex-Yugoslav republics that have enabled the maintenance of continuity in this stream of research. An exception is made for a brief review of the research on Serbo-Croatian as the language of migration conducted by a research team at the Lund University in Sweden in the 1980s. In the corpus, particularly significant are the publications * Рад је урађен у оквиру пројекта 178014 " Динамика структура савременог српског језика " , који финансира Министарство просвете, науке и технолошког развоја Републике Србије.