Rethinking Second Language Learning: Using Intergenerational Community Resources (Second Language Acquisition, 98) - Hardcover

Hardcover

ISBN 10: 1783095407 ISBN 13: 9781783095407

Verlag: Multilingual Matters, 2016

Inhaltsangabe

This book evaluates a project where formal classroom learning of a second language was supplemented with informal, natural interactions with older native speakers of the target language, delivering a number of pedagogical and societal benefits. The authors introduce a model of intergenerational, intercultural encounters which aims to promote the use of community language resources; enrich the experiences of young learners; foster greater understanding between generations; break down cultural stereotypes; encourage appreciation of different cultures and enhance the quality of life and community engagement of older people with a bi/multilingual background. It draws on theories of language acquisition, discourse analysis and psychosocial perspectives to propose a model of language learning for students that can be used for any language or locality. It is therefore an essential resource for graduate students, researchers and language teachers as well as for education, aged and youth care policy makers, practitioners and community services workers who are interested in innovative language pedagogy.

Über diesen Titel

Über die Autorinnen und Autoren

Marisa Cordella is Associate Professor in Spanish Linguistics at The University of Queensland, Australia. Her research expertise lies in the areas of discourse analysis (e.g. critical discourse analysis, interactional sociolinguistics), intercultural and intergenerational communication, teaching methodologies, medical communication and translation studies. She is the author of two books on discourse analysis and medical communication.

Hui Huang is Lecturer in the School of Languages, Literatures, Cultures and Linguistics at Monash University, Australia. Her research interests and publications cover the areas of second language acquisition and sociolinguistics, particularly the teaching of Chinese as a second/heritage language, ICT in language teaching, cross-cultural communication and immigrant identity.

Marisa Cordella is Associate Professor in Spanish Linguistics at The University of Queensland, Australia. Her research expertise lies in the areas of discourse analysis (e.g. critical discourse analysis, interactional sociolinguistics), intercultural communication, teaching methodologies, medical communication and translation studies. She is author of two books on discourse analysis and medical communication.

Hui Huang is Lecturer in the School of Languages, Literatures, Cultures and Linguistics at Monash University, Australia. Her research interests and publications cover the areas of second language acquisition and sociolinguistics, particularly the teaching of Chinese as a second/heritage language, ICT in language teaching, cross-cultural communication and immigrant identity.

Marisa Cordella is Associate Professor in Spanish Linguistics at The University of Queensland, Australia. Her research expertise lies in the areas of discourse analysis (e.g. critical discourse analysis, interactional sociolinguistics), intercultural and intergenerational communication, teaching methodologies, medical communication and translation studies. She is the author of two books on discourse analysis and medical communication.Hui Huang is Lecturer in the School of Languages, Literatures, Cultures and Linguistics at Monash University, Australia. Her research interests and publications cover the areas of second language acquisition and sociolinguistics, particularly the teaching of Chinese as a second/heritage language, ICT in language teaching, cross-cultural communication and immigrant identity.

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Rethinking Second Language Learning

Using Intergenerational Community Resources

By Marisa Cordella, Hui Huang

Multilingual Matters

Copyright © 2016 Marisa Cordella, Hui Huang and the authors of individual chapters
All rights reserved.

ISBN: 978-1-78309-540-7

Contents

Figures and Tables, 
Transcription Conventions, 
Acknowledgements, 
Contributors, 
Introduction Marisa Cordella and Hui Huang, 
Part 1:Setting the Scene: Many Cultures, Many Opportunities, 
1 The Immigrant Potential: Multiculturalism, Language Skills and Community Resources Marisa Cordella, 
2 Contemporary Intergenerational Relationships Susan Feldman, Harriet Radermacher and Colette Browning, 
3 Community Resources on our Doorstep: Language Learning in Action Hui Huang and Marisa Cordella, 
Part 2:Constructing Identity: The Self-Presentation of Older Native Speakers, 
4 Taking a Stance: Older Native Speakers with Young Language Learners Marisa Cordella, 
5 The Migration Experience and the Ethos of Self Brigitte Lambert and Marisa Cordella, 
6 'Who Are We?' Self-Referencing in Chinese and German Conversations Using the First Person Plural Hui Huang and Yanying Lu, 
7 Creating, Maintaining and Challenging Rapport Across Languages and Age Groups Marisa Cordella and Cecilia Kokubu, 
8 'I feel very happy that I can contribute to society': Exploring the Value of the Project for Older People Harriet Radermacher, Colette Browning and Susan Feldman, 
Part 3:Situated Learning: Enhancing the Opportunities for L2 Students, 
9 Gaining L2 Self-Confidence in Conversations with Native Speakers Hui Huang, 
10 Developing Interactional Competence in Dyadic Conversations: Cross-language Evidence Hui Huang, 
11 An Innovative Model for Second Language Learning and Social Inclusion Hui Huang, Marisa Cordella, Colette Browning and Ramona Baumgartner, 
Index, 

CHAPTER 1

The Immigrant Potential: Multiculturalism, Language Skills and Community Resources

Marisa Cordella

Australia still has an unfinished agenda in research into community languages and the pooling of data is one way of continuing achievements in the field

Clyne, 2009

Introduction

For many immigrants, relocation to another place means leaving the past behind without knowing if it will ever be possible to reconnect with the country of origin. However, in an age of rapid transportation and digital communication it has become easier for most, if not all, to keep in touch with their cultural heritage. Globalisation, leading to greater permeability of national borders – even to the point of formal integration, as in the case of the European Union – has contributed to an increase in the number of people living either temporarily or permanently away from their homeland. This diaspora has generated more cultural and linguistic diversity in societies, but with it also a dynamic of both dialogue and conflict (Cuccioletta, 2001/2002) as people from a wide variety of backgrounds interact.

Multiculturalism 'is a term which has been used and disputed for four decades in various democracies in Europe, North America and Australasia', but as practised in countries like Australia it describes 'mixed populations created by international migration ... typically found in major cities living together but having different origins, religions, languages and other aspects of distinct cultures' (Clyne & Jupp, 2011: xiii). Although as a public policy it is said to be 'in retreat' (2011: xvi), it continues to play a fundamental role in many societies, being 'officially adopted' (2011: xvi) as an additional organising principle in several parts of the world.

How multicultural policies or programmes are implemented varies according to political, historical, social and economic factors. Political factors include national and international pressures on migrant intake quotas. Economic factors include locally contingent priorities such as giving preference to immigrants with specific skills. 'The multicultural political solution to ethnic diversity is, then, not universal' (Clyne & Jupp, 2011: xv) but is sensitive to the perceived benefits or drawbacks such programmes may bring to any given society.

Although countries that are linguistically and culturally diverse are not necessarily officially multilingual and multicultural, in that they possess laws and policies that ensure diversity of cultural practices – including the use of different languages in official settings (Blackledge, 2006) – they are more often than not de facto multicultural and multilingual. In fact, de facto multiculturalism and multilingualism often persist in spite of an official policy of monoculturalism and monolingualism and in spite of much discrimination and marginalisation. Moreover, between the two extremes there is a variety of realities that also includes the acceptance of various spoken languages within a country that has a single official language (hence the provision of translated documents for social services purposes) or the recognition and acceptance of diverse cultural practices (such as religion) within a country that is characterised by a predominant culture. Some countries, such as Canada, do have official policies of multiculturalism and multilingualism (e.g. Edwards & Chisholm, 1987) and their experience shows that such policies are perfectly consistent with a socially stable and democratic system.

Multiculturalism, whether of the de facto or the officially endorsed variety, has demonstrable benefits for a society, not only in financial terms, by facilitating commercial exchanges with the countries of origin of its immigrants, but also in terms of improving the mental flexibility (creativity, understanding of complex issues) of the population. For example, Dewaele and van Oudenhoven (2009) have shown how young immigrants settled in the United Kingdom developed higher levels of open-mindedness and cultural empathy than their monolingual/monocultural peers. Although the process of becoming familiar with a new culture can be stressful, the burden on young immigrants can be decreased by making mainstream society more aware of the very practical advantages of living in a multicultural and multilingual society. Of course, this requires real action from governments, as happens in Canada, simply because inter-ethnic tensions are easy ground for exploitation by any political party looking to reap electoral advantage. Once diverse cultural and language identities are smoothly integrated into a new construct that is socially accepted and does not trigger ostracism or discrimination by the rest of society, then positive social and psychological benefits are likely to flow (Chen et al., 2008).

Joshua A. Fishman (1980) highlights the contrast between individual bilingualism and societal diglossia, alongside individual biculturalism and societal di-ethnia. Such distinctions point to the issue of social compartmentalisation (when diglossia and di-ethnia prevail) or social integration (bilingualism/biculturalism). Greater social integration retains the diversity of multicultural/multilingual societies but without the negative aspects of societal disintegration, marginalisation and ostracism that may follow from diglossia/di-ethnia. Integration within multicultural/multilingual societies is what one would expect of societies wanting to be successful in a world that is becoming not more compartmentalised but more 'globalised'.

While multiculturalism is a...

Details zur Ausgabe

• Verlag: Multilingual Matters
• Erscheinungsdatum: 2016
• Sprache: Englisch
• ISBN 10: 1783095407
• ISBN 13: 9781783095407
• Einband: Gebundene Ausgabe
• Anzahl der Seiten: 241
• Herausgeber: Cordella Marisa, Huang Hui
• Kontakt zum Hersteller: Nicht verfügbar
• Verantwortliche Person: Buchbär; info@buchbaer.de; ; Weberstr. 67; Osnabrück; 49084; Deutschland