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1. "I Speak Five Languages": Fostering Plurilingual Competence through Language Awareness (EJ864874)
Author(s):
Oliveira, Ana Luisa; Anca, Maria Helena
Source:
Language Awareness, v18 n3-4 p403-421 Aug 2009
Pub Date:
2009-08-00
Pub Type(s):
Journal Articles; Reports - Research
Peer-Reviewed:
Yes
Descriptors: Student Attitudes; Metalinguistics; Multilingualism; Role; Learning Processes; Portuguese; Foreign Countries; Second Language Learning; Self Concept; Language Proficiency; Ukrainian; Native Speakers; Secondary School Students; Language Usage; Ethnography; Personal Narratives
Abstract: When considering the extent to which plurilingualism nowadays shapes "every facet of human life" (Aronin & Singleton, 2008, p. 8), especially within European member states, one understands the reason why individual plurilingualism has become a benchmark in education, raising concerns in improving the quality of communication among people from different contexts, in fostering mobility, and in conserving linguistic and cultural heterogeneity. Focusing on the discourses (life narratives) of two Ukrainian students attending the third cycle of the Portuguese education system in the light of their learning process of the "shelter language," in this paper we aim at (1) reflecting upon the importance of all individuals becoming aware of the asset that their lifelong plurilingual identities represent, i.e. being aware of plurilingualism; (2) discussing the role of language awareness in fostering plurilingual identity, namely by promoting the development of an effective plurilingual competence. This is done by (1) describing students' perception of their plurilingual identities and competences; (2) reconstructing the processes which intervene in the development of subjects' plurilingual identities and competences; (3) analysing how students perceive the contribution of their plurilingual repertoires in the process of learning the Portuguese language; and (4) presenting evidence of life narratives as a privileged space for raising language awareness. (Contains 2 tables and 7 notes.) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract
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2. The Relationship between L1 Fluency and L2 Fluency Development (EJ860995)
Derwing, Tracey M.; Munro, Murray J.; Thomson, Ronald I.; Rossiter, Marian J.
Studies in Second Language Acquisition, v31 n4 p533-557 Dec 2009
2009-12-00
Descriptors: Foreign Countries; Mandarin Chinese; Ukrainian; Immigrants; English (Second Language); Second Language Learning; Language Acquisition; Language Fluency; Language Research; Prediction; Longitudinal Studies; Russian; Slavic Languages; Adults; Teaching Methods; Transfer of Training
Abstract: A fundamental question in the study of second language (L2) fluency is the extent to which temporal characteristics of speakers' first language (L1) productions predict the same characteristics in the L2. A close relationship between a speaker's L1 and L2 temporal characteristics would suggest that fluency is governed by an underlying trait. This longitudinal investigation compared L1 and L2 English fluency at three times over 2 years in Russian- and Ukrainian- (which we will refer to here as Slavic) and Mandarin-speaking adult immigrants to Canada. Fluency ratings of narratives by trained judges indicated a relationship between the L1 and the L2 in the initial stages of L2 exposure, although this relationship was found to be stronger in the Slavic than in the Mandarin learners. Pauses per second, speech rate, and pruned syllables per second were all related to the listeners' judgments in both languages, although vowel durations were not. Between-group differences may reflect differential exposure to spoken English and a closer relationship between Slavic languages and English than between Mandarin and English. Suggestions for pedagogical interventions and further research are also proposed. Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract
3. The Latent Speaker: Attaining Adult Fluency in an Endangered Language (EJ824596)
Basham, Charlotte; Fathman, Ann
International Journal of Bilingual Education and Bilingualism, v11 n5 p577-597 2008
2008-00-00
Descriptors: Phonology; Adult Learning; Adult Students; Ukrainian; Language Proficiency; Language Maintenance; Heritage Education; Language Attitudes; American Indian Languages; Alaska Natives; Language Fluency; Receptive Language; Native Language Instruction
Abstract: This paper focuses on how latent knowledge of an ancestral or heritage language affects subsequent acquisition by adults. The "latent speaker" is defined as an individual raised in an environment where the ancestral language was spoken but who did not become a speaker of that language. The study examines how attitudes, latent knowledge and learning settings affect the subsequent acquisition process of latent speakers of Alaskan Athabascan languages. The first phase of the study focuses on two successful adult learners and their progress towards developing fluency. The second phase includes an analysis of the backgrounds, attitudes and language proficiency of 15 beginning adult heritage language learners. The results suggest that latent speakers have a number of characteristics distinguishing them from other language learners which may both aid and inhibit language learning. Their receptive skills surpass productive skills, they remember common expressions and emotion-laden vocabulary and their productive phonology is advanced. However, these learners tend to have a low estimate of their language abilities and report being hesitant to speak. These results provide information on factors affecting heritage language acquisition and have implications for adult language programmes. Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract
4. Tense and Shifting Balance: Bilingualism and Education in Ukraine (EJ824586)
Bilaniuk, Laada; Melnyk, Svitlana
International Journal of Bilingual Education and Bilingualism, v11 n3-4 p340-372 2008
Journal Articles; Reports - Descriptive
Descriptors: Language Usage; Language Planning; Democracy; State Aid; Foreign Countries; Ukrainian; Russian; Bilingualism
Abstract: Language policy is a divisive issue in Ukraine, where the Ukrainian and Russian languages coexist in a tenuous balance. Many people see the choice between Russian and Ukrainian as symbolic of two polar political and cultural allegiances: with Russia, or with Europe and the West. Promotion of Ukrainian is meant to counteract its historical subjugation to Russian. At the same time, there is state support for minority languages and cultures, including Russian, to help develop a Ukrainian civic identity not restricted to Ukrainian ethnicity. Legislation designates Ukrainian as the sole state language while also supporting education in Russian and other languages, including Romanian, Hungarian, and Crimean Tatar. The previously low status of Ukrainian has risen greatly since the disintegration of the USSR, and this language is much more widely used than before in education, government, and public life in general. However, Russian continues to dominate in many spheres as it did during the Soviet era. Many people feel that the survival of Ukrainian is still threatened by Russian, and that the recent gains of Ukrainian in status and spheres of use are tenuous. In 2008, struggles over language policies persist and the implementation of existing policies continues to be uneven. Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract
5. Ukrainian Language and Culture: 9-Year Program Classroom Assessment Materials, Grade 4 (ED506099)
N/A
Alberta Education
Guides - Classroom - Teacher
Descriptors: Feedback (Response); Student Evaluation; Formative Evaluation; Program Guides; Program Effectiveness; Program Content; Ukrainian; Communicative Competence (Languages); Foreign Countries; Outcomes of Education; Student Educational Objectives; Teaching Methods; Educational Strategies; Elementary School Curriculum; Second Language Instruction; Second Language Learning; Elementary School Teachers; Language Teachers; Elementary School Students; Cultural Pluralism; Academic Achievement; Educational Planning; Instructional Materials; Educational Resources; Cultural Awareness; Measures (Individuals); Evaluation Methods
Abstract: This document is designed to provide assessment materials for specific Grade 4 outcomes in the Ukrainian Language and Culture Nine-year Program, Grades 4-5-6. The assessment materials are designed for the beginner level in the context of teaching for communicative competence. Grade 4 learning outcomes from the Ukrainian Language and Culture Nine-year Program, Grades 4-5-6 provided the basis for the development of the performance tasks and accompanying evaluation tools in this document. These assessment materials are intended to be closely linked to classroom practices and are aligned to the general and specific outcomes for Grade 4. The guide discusses purposes of assessment as divided into two categories: "for learning" (formative assessment) and "of learning" (summative assessment). Suggestions for how and when to use assessment materials, and activity templates are included. The guide summarizes effective classroom assessment as: (1) addressing specific outcomes in the program of studies; (2) sharing intended specific outcomes with students prior to instruction; (3) assessing before, during and after instruction; (4) employing a variety of assessment strategies and evaluation tools to indicate student achievement; (5) grounding assessment within contexts that are meaningful to students; (6) sharing criteria with students before assessment activity begins; (7) providing frequent and descriptive specific feedback to students; (8) facilitating students' communication with others who have a right to know about their progress and achievement; and (9) ensuring students can describe what comes next in their learning. (Contains 2 footnotes.) [This publication was produced by the Alberta Education Learning and Teaching Resources Branch. For "Ukrainian Language and Culture: 9-Year Program Guide to Implementation, Grades 4-5-6," see ED503219.] Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract
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6. Ukrainian Language Arts Grades 4-6: Guide to Implementation (ED503220)
Descriptors: Teaching Methods; Foreign Countries; Program Implementation; Guides; Elementary School Curriculum; Educational Technology; Second Language Learning; Program Effectiveness; Grade 5; Grade 6; Grade 4; Ukrainian; Outcomes of Education; Special Needs Students; Second Language Instruction; Gifted; Lesson Plans; Instructional Program Divisions; Vocabulary; Instructional Materials; English (Second Language); Language Arts; Student Evaluation; Program Development; Educational Benefits; Brain; Scientific Research
Abstract: This implementation guide is intended to support the Grade 4 to Grade 6 portion of the Ukrainian Language Arts Kindergarten to Grade 9 Program of Studies. It was developed primarily for teachers, yet it includes information that may be useful for administrators and other stakeholders in their efforts to plan for and implement the new Ukrainian program of studies. The program of studies provides a discussion of the value of learning a second language and lays out learning outcomes for each grade level. It defines what students are expected to achieve and what teachers are expected to teach. The guide is designed to assist educators as they: (1) Develop further understanding of the new program of studies; (2) Plan for meeting the needs of diverse learners; (3) Plan for the use of technology in the delivery of the new program; (4) Communicate with stakeholders, such as parents and community members; (5) Plan for instruction and assessment that support student achievement of the learning outcomes; (6) Monitor student progress in achieving the learning outcomes; (7) Select learning resources to support their own professional development; and (8) Select student learning resources to enhance instruction and assessment. Eight chapters include: (1) Introduction; (2) Planning; (3) Learning and Instructional Strategies; (4) Students with Special Education Needs; (5) Students Who are Gifted; (6) English as a Second Language Learners; (7) Classroom Assessment; and (8) Grade Level Samples (with separate discussion for each of grades 4, 5, and 6). Five appendixes follow: (1) Specific Outcomes Chart (by grade); (2) Vocabulary and Classroom Expressions; (3) Planning Tools; (4) Graphic Organizers; and (5) Assessment Blackline Masters. A bibliography is included. Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract
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7. Ukrainian Language and Culture Grades 4-5-6: 9-Year Program Guide to Implementation (ED503219)
Descriptors: Educational Strategies; Elementary School Curriculum; Second Languages; Program Guides; Program Effectiveness; Program Content; Ukrainian; Elementary School Students; Elementary School Teachers; Administrators; Stakeholders; Program Implementation; Outcomes of Education; English (Second Language); Second Language Instruction; Second Language Learning; Educational Objectives; Student Diversity; Technology Uses in Education; Educational Assessment; Student Evaluation; Academic Achievement; Educational Planning; Faculty Development; Special Education; Gifted; Instructional Materials; Educational Resources; Cultural Awareness; Foreign Countries; Teaching Methods
Abstract: This implementation guide is intended to support the Grade 4 to Grade 6 portion of the Ukrainian Language and Culture Nine-year Program (the program of studies). It was developed primarily for teachers, yet it includes information that may be useful for administrators and other stakeholders in their efforts to plan for and implement the new Ukrainian program of studies. The program of studies provides a discussion of the value of learning a second language and lays out learning outcomes for each grade level. It defines what students are expected to achieve and what teachers are expected to teach. The guide is designed to assist educators as they: (1) Develop further understanding of the new program of studies; (2) Plan for meeting the needs of diverse learners; (3) Plan for the use of technology in the delivery of the new program; (4) Communicate with stakeholders, such as parents and community members; (5) Plan for instruction and assessment that support student achievement of the learning outcomes; (6) Monitor student progress in achieving the learning outcomes; (7) Select learning resources to support their own professional development; and (8) Select student learning resources to enhance instruction and assessment. Eight chapters include: (1) Introduction; (2) Planning; (3) Learning and Instructional Strategies; (4) Students with Special Education Needs; (5) Students Who are Gifted; (6) English as a Second Language Learners; (7) Classroom Assessment; and (8) Grade Level Samples (with separate discussion for each of grades 4, 5, and 6). Five appendixes follow: (1) Specific Outcomes Chart (by grade); (2) Vocabulary and Classroom Expressions; (3) Planning Tools; (4) Graphic Organizers; and (5) Assessment Blackline Masters. A bibliography is included. Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract
8. Inclusion of School-Age Children with Disabilities in Ukraine (EJ777618)
Raver, Sharon A.; Kolchenko, Kateryna
Childhood Education, v83 n6 p370 Aug 2007
2007-08-15
Descriptors: Inclusive Schools; Disabilities; Foreign Countries; Ukrainian; Mainstreaming; Mental Retardation; Educational History; Politics of Education; Special Schools; Public Policy; Government Role; Educational Finance; Financial Support; Public Opinion; Attitudes toward Disabilities; Educational Administration
Abstract: For many years, children with developmental problems, sensory disorders, brain dysfunction, and complex disorders have remained at the margins of the Ukrainian regular education system or have been excluded from it. In 2004, 1.8 percent of the children in Ukraine were registered as having disabilities. In this article, the authors describe the educational situation for children with disabilities, beginning with a background of Ukraine gaining its independence from the Soviet Union in 1991 and its efforts to implement reforms as well as resistance to them. Children with disabilities in Ukraine traditionally have been educated in separate schools, although inclusive education has been part of the discussion since the late 1990s. The Ukrainian Ministry of Education has lobbied for instituting international recommendations on inclusive education, and some organizational efforts exist to promote inclusive education, although such efforts face many significant barriers. Such barriers include (1) inconsistent governmental policies and funding; (2) negative public attitudes regarding disabilities; and (3) limited infrastructure to support inclusion implementation. Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract
9. The Learning Transfer System Inventory (LTSI) in Ukraine: The Cross-Cultural Validation of the Instrument (EJ801502)
Yamkovenko, Bogdan V.; Holton, Elwood, III; Bates, R. A.
Journal of European Industrial Training, v31 n5 p377-401 2007
2007-00-00
Descriptors: Translation; Construct Validity; Factor Structure; Factor Analysis; Foreign Countries; Questionnaires; Ukrainian; Cross Cultural Studies; Measures (Individuals); Labor Force Development; Human Resources; Organizational Culture; Intervention; Training
Abstract: Purpose: The purpose of this research is to expand cross-cultural research and validate the Learning Transfer System Inventory in Ukraine. The researchers seek to translate the LTSI into Ukrainian and investigate the internal structure of this translated version of the questionnaire. Design/methodology/approach: The LTSI is translated into Ukrainian using a rigorous translation methodology. The instrument was distributed to 511 (430--usable data) individuals from various organizations throughout Ukraine. The exploratory factor analysis (common factor analysis with oblique rotation) was used to analyze the survey data. Findings: The factor structure of the Ukrainian version of the LTSI (ULTSI) paralleled that of the original instrument. Most items loaded on appropriate factors with loadings over 0.4. Two factors (Opportunity to Use Learning and Performance-Outcomes Expectations) did not emerge as clearly as in the original instrument and require further research. Research limitations/implications: The instrument was distributed to a convenience sample which limits the external validity of the study. Some translation issues may have possibly influenced low loadings for few items. The questionnaires distributed in the Eastern part of Ukraine were problematic because the population there is mostly Russian-speaking while the instruments were in Ukrainian. The study provides evidence of construct validity of the LTSI in the Ukrainian business environment. With the limitations outlined above further research can address translation issues and language barrier problems. Some items may be included that will suit the Ukrainian environment better, which may resolve problems in two factors mentioned above. New methods of instrument translation could be utilized in future as well as alternative statistical analyses (Confirmatory Factor Analysis). Practical implications: The ULTSI is now one of the first and few HRD tools in Ukraine. It can be used to assess the transfer climate in Ukrainian organizations in order to maximize the positive outcomes of the investment in training. As a diagnostic tool the ULTSI can provide necessary information about the environmental and organizational forces that are at play in a given organization, and it can help improve the results of training interventions. Originality/value: This cross-cultural study is one of the first efforts in existence to bridge the Ukrainian and Western cultures in terms of HRD. It provides a possibility for HRD methodology and theory to be introduced in Ukrainian businesses. At the same time, the study provides evidence of the construct validity and sound structure of the LTSI. (Contains 2 figures and 8 tables.) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract
10. Pronouns of Address in Western Ukrainian: Between Tradition and Modernity (EJ836521)
Weissenbock, Maria
Australian Review of Applied Linguistics, v29 n2 p20.1-20.15 Dec 2006
2006-12-00
Descriptors: Form Classes (Languages); Values; Ukrainian; Pragmatics; Language Usage; Language Variation; Questionnaires; Qualitative Research; Models; Age Differences; Political Attitudes; Parenting Styles; Gender Differences; Socioeconomic Status
Abstract: This article examines the current usage of terms of address in the Western Ukrainian variety of the Ukrainian language. It investigates the use of pronominal ("ty"--intimate form; ["Vy"--polite, distant form) and nominal forms of address (such as first name, father's name, surname, title, "pan/pani" (Mr/Mrs), "tovarys" (Comrade) etc.) in Western Ukrainian, as well as strategies to avoid direct address, through quantitative (questionnaires) and qualitative (oral discussion) data. The data were analysed using both descriptive and interpretive methods. A set of factors that determine address choice in Ukrainian was isolated and a model was developed which reflects the hierarchical relationships and mutual influences between these factors. The factors were divided into key factors (age, style of upbringing, personal value system, gender, and political convictions) and factors of interaction (relative age, relative status, setting, social distance, and kinship). Combining different address habits and the weight of pragmatic factors in the choice of address forms, the analysis demonstrates that two tendencies currently exist. Some people are traditionalists who adhere to fairly conservative patterns of address, whereas others are brought up more liberally and tend to have a more relaxed attitude towards the choice of address terms. (Contains 5 tables, 2 figures and 4 endnotes.) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract
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