Turks van immigranten goed bestand tegen taalverlies Gulsen Yilmaz heeft onderzocht in hoeverre Turks-Nederlandse tweetaligen in staat waren hun eerste taal te behouden na een langdurig verblijf in Nederland. Ze keek naar de talige en socio-demografische variabelen die het behoud van de eerste taal en de ontwikkeling van de tweede taal beinvloeden. Deelnemers aan de studie waren Turkse immigranten die naar Nederland migreerden als volwassenen en al tien jaar of meer in Nederland wonen. Haar bevindingen tonen aan dat de moedertaal goed bestand is tegen verlies, zelfs na een verblijf voor tientallen jaren in een tweedetaalomgeving. Yilmaz’ onderzoek laat zien dat volledig ontwikkelde en geautomatiseerde moedertaalsystemen bij tweetaligen deels veranderen als gevolg van het leren en gebruiken van een andere taal. Dit werd vooral gevonden in het lexicale domein. Tweetaligen leken minder controle over hun spraakgebruik te hebben en moeilijker toegang te krijgen tot lexicale items in vergelijking met eentalige sprekers van het Turks. De hoge mate van geautomatiseerd gedrag in de experimentele taken gaf aan dat het lexicale systeem van de tweetaligen nog intact was. Wat betreft het syntactische domein, was het vermogen van de informanten om zinnen met complexe inbeddingen te gebruiken nog binnen de eentalige norm, ondanks een intensieve en langdurige blootstelling aan de tweede taal. Al met al concludeert Yilmaz dat de uitbreiding van het taalsysteem door het leren van een tweede taal invloed heeft op de online taalproductie en niet op de taalkennis zelf. Van de externe variabelen bleek alleen meer Turks gebruik op het werk en een hoger opleidingsniveau samen te hangen met een betere toegang tot de woordenschat en het gebruik van meer complexe ingebedde zinsconstructies. Gebruik van het Turks met de familie en vrienden, het gebruik van het Nederlands of culturele en taalkundige voorkeuren bleken geen rol spelen in de veranderingen in de eerste taal. De invloed van de linguistische en socio- demografische factoren op Nederlandse taalbeheersing was gering en hetzelfde gold voor factoren als leeftijd bij aankomst, opleidingsniveau, professionele taalgebruik en het gebruik van Turkse in het gezin en met vrienden. De beste, maar niet heel sterke, voorspeller van de Nederlandse taalbeheersing was de voorkeurstaal van de sprekers. De bevindingen van deze studie toonden aan dat de moedertaal goed bestand is tegen verlies, zelfs na een verblijf voor tientallen jaren in een tweede-taalomgeving. De resultaten onderstrepen het belang van diepgaand onderzoek dat zoveel mogelijk dimensies (taalkundige, sociale, emotionele, politieke) meeneemt om de rol van externe factoren bij eerste en tweede taalontwikkeling van tweetaligen in samenhang zichtbaar te maken.

/pdf/bilingual-language-development-among-the-first-generation-er2c9vq4g9.pdf

Bilingual language development among the first generation Turkish immigrants in the Netherlands

Timely and appropriate feedback and indicators of progress can motivate learners. Mobile learning poses a challenge to established instructional strategies with respect to delivering feedback and monitoring learner progress, particularly in informal and incidental learning occurring outside of formal structured learning environments. We argue that well-designed and managed feedback and progress indicators can offer guidance and a sense of structure to learners in the absence of a formal curriculum, accreditation or set outcomes. Furthermore, they can encourage casual users of mobile applications to move from fragmented learning episodes towards a more long term and reflective learning journey. In this paper we describe how we are developing feedback and progress indicators for the EU-funded MASELTOV project, which explores how smartphones can support language learning and social inclusion for recent immigrants to Europe. Presenting educational services and materials on mobile devices allows learning episodes to be incorporated into daily activities and schedules, to be accessed at times and in places that suit learners best. Feedback and progress indicators embedded into these services may motivate such an audience to reconceptualise fragmentary, ephemeral educational experiences into a more coherent, sustained learning journey. We describe how feedback and progress indicators have been used successfully in web-based and games-based learning, and our assessment of which types may best support incidental mobile learning and the challenges we face.

Creating coherent incidental learning journeys on mobile devices through feedback and progress indicators

There is great interest in the potential of smartphones to enable language learning during daily activities. However, this overlooks the paradox faced by migrant learners that while they have the educational goal of seeking to improve their language skills, they also have the cultural goal of fitting into the host society. Inappropriate use of smartphones as learning aids makes learners stand out as outsiders. Here, we investigate the use of smartphones by migrants for Mobile Assisted Language Learning (MALL) in their daily lives. We report on their participation in the trial of a system that coupled a custom smartphone app with location-based hardware triggers. This presented learning activities based on scenarios from everyday life that were prompted when approaching relevant locations around a UK town. Analysis of pre- and post- interviews indicates that social and cultural influences affect the location, timing and type of learning undertaken using the system. Participants preferred to learn in ways that were unobtrusive, and deferred engagement with content if social context inhibited use of the phone. For example, playing audio in public was seen as inappropriate. Although the app was designed with location-specific content, many participants chose to study elsewhere and at other times, in addition to accessing content from the phone at the time and place that the activity was triggered. We conclude that social context and wanting to belong are important influences for migrant learners, and emphasise the potential of MALL systems in encouraging engagement with physical and digital spaces and reflections about citizenship.

/pdf/fitting-in-versus-learning-a-challenge-for-migrants-learning-39tvvz68v4.pdf

Fitting in Versus Learning: A Challenge for Migrants Learning Languages Using Smartphones

This work is the first book-length treatment on translation policy. Nearly everywhere in the world, populations are multilingual and mobile; consequently, language policies developed by the authorities must include choices about the use or non-use of translation. This book recognizes that these choices (or the absence thereof) become policies of their own in terms of translation. It builds upon the work of scholars in the fields of translation studies and language planning and policy in order to develop a new theoretical perspective on translation policy. In essence, the book proposes that translation policy can be understood as the management, practice, and beliefs surrounding the use of translation. The book deals with these issues under European and international law and then explores such management, practice, and beliefs in the UK, as a case study. Ultimately, the reader can find a fuller appreciation of both the importance and complexity of translation policy.

Translating in Linguistically Diverse Societies: Translation policy in the United Kingdom

The experiences of newcomer populations and access to higher education opportunities in Ireland : an exemplar of enhanced or impeded integration policy

The use of ICT by adult migrants for learning the host country language (or second language, L2) is a topic which crosses three policy areas at EU level: immigration and integration policy; information society policy; and education and training policies. All three areas are currently addressed by flagship initiatives of the Europe 2020 Strategy. Second language acquisition by adult migrants is perceived as a crucial factor for socio-economic and cultural integration. Several EU Member States have actually introduced compulsory L2 requirements for migrants, and a major effort is underway by a large number of stakeholders to assist migrants in enhancing their L2 proficiency, even where no binding requirements exist. ICT has started to be used in this context and is looked at with increasing interest as a means of helping with both the quantitative and qualitative challenges of L2 education. This report reviews the current challenges of L2 provision and provides examples where ICT has been implemented to by-pass or solve these challenges. The mission of the Joint Research Centre is to provide customer-driven scientific and technical support for the conception, development, implementation and monitoring of European Union policies. As a service of the European Commission, the Joint Research Centre functions as a reference centre of science and technology for the Union. Close to the policy-making process, it serves the common interest of the Member States, while being independent of special interests, whether private or national.

http://www.eurosfaire.prd.fr/7pc/doc/1308208480_jrc63889_tn.pdf

Language Learning by Adult Migrants: Policy Challenges and ICT Responses POLICY REPORT

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Language Learning by Adult Migrants: Policy Challenges and ICT Responses POLICY REPORT