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SUSTAINABLE

MULTILINGUALISM

CONFERENCE

Book of Abstracts

http://www.sustainablemultilingualism.com/

The 6th International Conference

SUSTAINABLE MULTILINGUALISM 2021

Book of Abstracts

Edited by Aurelija Daukšaitė-Kolpakovienė & Žieda Tamašauskaitė

Kaunas, 2021

Vytautas Magnus University

Reviewed by: Dr. Aurelija Daukšaitė-Kolpakovienė, Vytautas Magnus University, Lithuania Žieda Tamašauskaitė (PhD candidate), University of Turku, Finland

Approved by the Council of the Research Cluster “Research in Plurilingual Competence Development” (H-08-09) at Vytautas Magnus University on 26 May 2021 (Protocol No. 2).

The bibliographic information about the publication is available in the National Bibliographic Data

Bank (NBDB) of the Martynas Mažvydas National Library of Lithuania.

ISBN 978-609-467-481-5 (Online) https://doi.org/10.7220/9786094674815

© Institute of Foreign Languages, 2021 © Vytautas Magnus University, 2021

https://doi.org/10.7220/9786094674815

1 | W W W . S U S T A I N A B L E M U L T I L I N G U A L I S M . C O M # S M 2 0 2 1

EDITORIAL

Despite these uncertain times of the pandemic, we wished to continue the tradition of our biennial

conference and organise it for the sixth time. This time we were not able to meet in person at the premises

of Vytautas Magnus University, as we had done five times before, yet the online environment turned out to

be a very welcomed solution leading to a great success. Not only did it allow us all to meet young and

experienced researchers, some of whom we might have seen and heard before, but also share our ideas and

research results and have discussions, even if they were virtual. The use of video cameras made us all

closer while being in front of our computer screens and at a distance, sometimes exceeding a few thousand

kilometres. One more positive side of the virtual Sustainable Multilingualism 2021 conference was that it

made it possible to have participants from all around the world. In fact, we had 180 participants from

30 countries. Thus, it was indeed a multilingual, multicultural and international conference.

We are indebted to our plenary speakers for their inspiring presentations. Thanks to Prof. Dr.

Dr. Ghil‘ad Zuckermann, who delivered a speech ”Revivalistics is not documentary linguistics,“ we now

know that not everyone can be a revivalist, even if we, as (language) teachers and researchers, do possess

quite many qualities which are necessary for revivalists.

Dr. Déirdre Kirwan, whose presentation was entitled ”Converting linguistic diversity into

educational and social capital: the experience of an Irish primary school,“ highlighted the importance of

linguistic diversity and its use in language teaching and learning. As our educational institutions are

becoming more and more multilingual, involving students from different linguistic backgrounds, it is

a brilliant idea to use their languages in classroom activities in order to bring all the possible benefits that

linguistic awareness can offer.

Sigitas Lūžys, on the other hand, reminded us about the importance of our native languages, as

they are the basis for the learning of other languages and achievement of plurilingual and multilingual

language competence. Since Sustainable Multilingualism conferences take place in Kaunas, Lithuania, every

conference usually has a plenary speaker from Lithuania. This time the presentation was not only in

Lithuanian, giving a chance for the participants to hear the language (with interpretation into English), but

also familiarised us with the historical background of the Lithuanian language. The presentation was called

“Tarp daugiakalbystės ir ‘didžiakalbystės‛: kalbos tapatybė.”

We would like to express our deep gratitude to each and every one of you who have contributed to

Sustainable Multilingualism 2021 either as participants or organisers or both. Without you this conference

would not have been possible. Thank you for being together with us on June 4–5, 2021. The scientific and

organising committees of the conference hope that the 7th Sustainable Multilingualism conference will be

able to host you in Kaunas, Lithuania, in 2023.

Aurelija Daukšaitė-Kolpakovienė and Žieda Tamašauskaitė Sustainable Multilingualism 2021


SCIENTIFIC COMMITTEE

❖ Prof. dr. Nemira Mačianskienė, Chair; Vytautas Magnus University, Lithuania ❖ Assoc. prof. dr. Vilma Bijeikienė; Vytautas Magnus University, Lithuania

❖ Prof. dr. Mercedes Bernaus; Autonomous University of Barcelona, Spain ❖ Dr. Anne-Marie Barrault-Méthy; University of Bordeaux, France

❖ Prof. dr. Beatrice Boufoy-Bastick; Catholic University of Paris, France ❖ Assoc. prof. Servet Çelik; Trabzon University, Turkey ❖ Prof. dr. Manuel Célio Conceição; University of Algarve, Portugal ❖ Dr. Aurelija Daukšaitė-Kolpakovienė; Vytautas Magnus University, Lithuania ❖ Gintarė Gelūnaitė-Malinauskienė, PhD candidate; Vytautas Magnus University, Lithuania ❖ Assoc. prof. dr. Stefano Lanza; Vytautas Magnus University, Lithuania

❖ Assoc. prof. dr. Michael Lönz; Ruhr-Kolleg Essen, Germany ❖ Prof. dr. Manfred Malzahn; United Arab Emirates University, UAE ❖ Dr. Taylor Smith; La Sorbonne University, France; Vytautas Magnus University, Lithuania ❖ Žieda Tamašauskaitė, PhD candidate; University of Turku, Finland ❖ Prof. dr. Maria Teresa Zanola; Catholic University of the Sacred Heart, Italy ❖ Vigilija Žiūraitė, PhD candidate; Vytautas Magnus University, Lithuania

ORGANIZING COMMITTEE

Vytautas Magnus University (VMU), Lithuania

❖ Dr. Teresė Ringailienė, Chair ❖ Lina Abraitienė, PhD candidate ❖ Jūratė Andriuškevičienė ❖ Donata Berūkštienė, PhD candidate

❖ Aušra Jankauskaitė ❖ Daina Kazlauskaitė ❖ Vitalija Lanza ❖ Sigitas Lūžys ❖ Vilmantė Mejerytė ❖ Almantė Meškauskienė ❖ Daiva Pundziuvienė

❖ Daiva Puškoriutė-Ridulienė ❖ Rima Sabaliauskienė ❖ Jurgita Šerniūtė


TABLE OF CONTENTS

Plenary presentations

GHIL‘AD ZUCKERMANN Revivalistics is not documentary linguistics ................................................................................ 10

DÉIRDRE KIRWAN Converting linguistic diversity into educational and social capital: The experience of an Irish primary school ................................................................................................................................... 11 SIGITAS LŪŽYS Tarp daugiakalbystės ir „didžiakalbystės“: kalbos tapatybė .......................................................... 12

Innovations in classroom language teaching & learning

ANNE-MARIE BARRAULT-MÉTHY, GERMANO VERA CRUZ, MARION DEL BOVE, MARIE SEYE & MICHAEL NAUGE

Defining the gaming profile of students of English for Legal Purposes ............................................ 14 GIEDRĖ BALČYTYTĖ-KURTINIENĖ

Music and language commonalities: English pronunciation through music ...................................... 15 BÜŞRA SÖYLEMEZ Education in an era of technological revolution and foreign language learning ................................ 16 VIGILIJA ŽIŪRAITĖ & MARÍA JOSÉ DE URRAZA

ICT tools for reducing stress in the language-learning process ..................................................... 17

Intercultural communication in language teaching & learning

NATIA BOTKOVELI Constructing Soviet citizen in English language textbooks: A case study of Georgia ........................ 19 ADRIAN REXGREN Multicultural second-language classrooms in Sweden: Native speakers of Spanish and their learning experience ............................................................................................................................. 20 MAGDALENA STECIĄG & URSZULA MAJDAŃSKA-WACHOWICZ

Lingua receptiva: Polish and Czech students in search of mutual understanding. The role of

communication strategies in receptive intercultural communication .............................................. 21

Issues in translation and interpreting

LINA ABRAITIENĖ Surtitles – a stage for multilingual theatre ................................................................................. 23 EMRAH ATASOY Translating Thomas More into Turkish: Domestication and foreignization strategies in Utopia (1516) ............................................................................................................................................ 24

DONATA BERŪKŠTIENĖ Contrastive analysis of ECJ judgments and EU directives ‘in the light of’ lexical bundles .................. 25 RAMUNĖ KASPERĖ An experimental study assessing machine translation post-editing effort in Lithuanian .................... 26 OLENA MATERYNSKA Media ecology and new challenges for translation ....................................................................... 27


INGRIDA EGLĖ ŽINDŽIUVIENĖ

Translation of gender in European languages: A case study of D. H. Lawrence’s short story “Sun” .... 28

Language in multilingual environment (French)

LAURINE DALLE Marqueurs d’identification de la dyslexie dans un contexte de bi/plurilinguisme successif ................. 30 LAURINE DALLE, JÉRÉMI SAUVAGE & NATHALIE AUGER Utiliser les langues des élèves en cours de sciences : exemple du projet Binogi .............................. 31 DAINA KAZLAUSKAITĖ, JŪRATĖ ANDRIUŠKEVIČIENĖ & LIUDMILA DULKSNIENĖ Développer l‘autonomie des apprenants avec la classe inversée ................................................... 32

VITALIJA KAZLAUSKIENĖ Les collocations en français et leur acquisition ............................................................................ 33

Language in multilingual environment (German)

DIANA BABUŠYTĖ & JUSTINA DAUNORIENĖ

Multilinguale Kompetenz bei Philologiestudierenden: Ergebnisse einer Fallstudie über Mehrsprachigkeit als Ressource im Daf-unterricht................................................................................................ 35 RŪTA EIDUKEVIČIENĖ & GINTARĖ GELŪNAITĖ-MALINAUSKIENĖ Verhandlungsstrategische Funktionen des Code-Switchings in den multilingualen (deutsch-, englisch-,

litauisch-, russischsprachigen) Geschäftsverhandlungen .............................................................. 36 MICHAEL LOENZ Ist "Einfache Sprache" wirklich einfach? .................................................................................... 37

Language in multilingual environment (Italian)

MORENO BONDA L’attestazione del sistema colori-punti cardinali in area baltica. Un modello cognitivo multilingue ..... 39 NOVELLA DI NUNZIO Umberto Saba in Lituania ........................................................................................................ 40

EGLĖ GASPARAITYTĖ

Analisi e tipologizzazione dei neologismi emersi in concomitanza con la pandemia COVID-19 ........... 41 ALICE GASPARINI Valutare l’efficacia di attività linguistiche digitali ......................................................................... 42 JURGITA MACIJAUSKAITĖ-BONDA I realia etnografici nella traduzione lituana del romanzo “Il cuore selvatico di ginepro” di Venassa Roggeri ................................................................................................................................. 43

FABRIZIO MAZZELLA La lingua italiana in Svizzera: l’identità linguistica italiana nella Confederazione Elvetica .................. 44

Language in multilingual environment (Latvian)

DIĀNA LAIVENIECE & LINDA LAUZE Kļūdu identificēšana un novēršana svešvalodu apguvē un lietojumā: studentu pieredze .................. 46 DACE MARKUS, DINA BETHERE, KĀRLIS MARKUS, AGRITA TAURIŅA & TIJA ZĪRIŅA Valodas politikas īstenošana Latvijas pirmsskolā: mazākumtautību skolēnu latviešu valodas prasme

............................................................................................................................................ 47


Language in multilingual environment (Lithuanian)

INGRIDA GALKAUSKIENĖ, JŪRATĖ HELSVIG, JŪRATĖ PATACKAITĖ & VIOLETA ŽEMAITIENĖ

Nuotoliniam mokymui(si) skirtos priemonės „Lietuvių kalba užsieniečiams: pažingsniui ir vaizdžiai“ rengimo patirtis ...................................................................................................................... 49 GABRIELIUS EDVINAS KLIMENKA Pandemžodžių kūrimas kaip žaidimas kalbinėmis dviprasmybių asociacijomis ir pritaikymas kalbų mokyme ................................................................................................................................ 50 JOLANTA KOVALEVSKAITĖ & ERIKA RIMKUTĖ Pavyzdžiai produkciniams gebėjimams ugdyti Mokomajame lietuvių kalbos vartosenos leksikone ..... 51

LAURA NIEDZVIEGIENĖ & JURGITA KEREVIČIENĖ Daugiakalbystė specializuotame vertime: filmų pritaikymo aklųjų ir kurčiųjų auditorijoms iššūkiai Lietuvoje ............................................................................................................................... 52 RIMA SABALIAUSKIENĖ Mediacijos veiklų taikymas mokant(is) kalbų pradedančiųjų lygmenyse (A1–A2) ............................ 53

Language in multilingual environment (Russian)

IGOR KOROLYOV & SVITLANA GRYTSENKO Эколингвистический модус в языковой политике Украины ....................................................... 55

VIKTORIA PEHK-IVASCENKO & DINARA MAMBETKAZIEVA Роль преподавателя на онлайн-занятии по РКИ в университете как основа эффективности процесса обучения ................................................................................................................ 56

Language in multilingual environment (Spanish)

AGATA BABINA El uso del microrrelato para el desarrollo de lectoescritura en ELE ................................................ 58 JOSÉ HERNÁNDEZ-ORTEGA & JOSÉ ROVIRA-COLLADO Aprendizaje multicultural de LE/L2: revisión de aplicaciones digitales potenciadas por el confinamiento

por COVID-19 ........................................................................................................................ 59 ALEKSAS EUGENIJUS KULVIETIS

Simplificación del lituano desde la perspectiva hispanohablante. Una propuesta hacia la construcción de una lengua auxiliar ............................................................................................................. 60 MARIA MONTROY Multilingüismo en Santo Tomé y Príncipe. Un nuevo acercamiento desde la subtitulación ................. 61

Language policy implementation (regional, national, institutional levels)

JOHN FREDY GIL BONILLA

Subjectivity and intersubjectivity in political discourse: Theresa May versus Boris Johnson’s post-electoral speeches .................................................................................................................. 63 MANUEL CÉLIO CONCEIÇÃO Language diversity and sustainability of science communication ................................................... 64 INETA DABAŠINSKIENĖ Language policy orientations in post-Soviet locality .................................................................... 65

SEVDA ERDOGAN & RASIT ÇELIK

Reconsidering multilingualism, democracy, and education ........................................................... 66


ELVIRA KÜÜN

Teaching methods used at Ukrainian language and culture Sunday school in Estonia ...................... 67

DAINORA MAUMEVIČIENĖ Translation, translation and language policy at the university of Lithuania ..................................... 68 NAZARII NAZAROV Collision of languages and mythologies: Baltic and Slavic component of the law formulas in the Grand Duchy of Lithuania. From common Indo-European background to Medieval influences..................... 69 KAMILA SAFINA

Language education policy in the bilingual Republic of Tatarstan .................................................. 70 KRYSTYNA WARCHAŁ & PAWEŁ ZAKRAJEWSKI Languages of publication in the social sciences and humanities: The case of Poland ........................ 71

Language teacher professional development

SERVET ÇELIK, SEVCAN BAYRAKTAR ÇEPNI & GÖKHAN ÇEPNI Designing a training program for manuscript preparation and publishing for doctoral students in the field of social sciences ....................................................................................................... 73

DENISE AKEMI HIBARINO

Resignifiying translingual practice concepts in Brazilian language teacher education ....................... 74 SVIATLANA KARPAVA Sustainable multilingualism in EFL classrooms ............................................................................ 75 KRISTINE UZULE Foreign language teachers within the digital competences for educators framework: Programming at C1–C2 levels .......................................................................................................................... 76

Less widely spoken & taught languages

OLESIA LAZER-PANKIV & IULIIA PYSMENNA

Peculiarities of phonetic and orthographic adaptation of Latinisms in English clinical terminology: On the issue of Latin terminological competence formation of foreign medical students ........................ 78 JŪRATĖ RUZAITĖ & EGLĖ KRIVICKAITĖ-LEIŠIENĖ Some lexical properties of Lithuanian learner language: A focus on beginner learners ..................... 79

DORIS HAMBUCH Creative multilingualism in the United Arab Emirates .................................................................. 80 SAMUEL VULLIAMY

The Israel-Palestine conflict online: A critical discourse analysis of Israeli and international news ..... 81

Linguistically sensitive teaching & linguistic mediation

VILMA BIJEIKIENĖ & NEMIRA MAČIANSKIENĖ Linguistically sensitive teaching as a response to challenges of multilingual classrooms: Student teachers’ attitudes .................................................................................................................. 83 TJAŠA DRAŽNIK Pre-service teachers’ perceptions of plurilingual pedagogies ......................................................... 84 JENNY HAAGENSEN

Being a linguistically sensitive teacher during pandemic .............................................................. 85 EIDER SARAGUETA, OIHANE GALDOS & LEIRE ITUIÑO AGUIRRE

Multilingual beliefs and practices in Primary Education: A reflection on Linguistically Sensitive Teaching in the Basque Autonomous Community ..................................................................................... 86


Minority & regional languages

VINCENZO NICOLÒ DI CARO & GIANLUCA LEBANI

Bilingualism and use of the dialect in written messages on Social Media. A first survey in the Sicilian context ................................................................................................................................. 88 STEFANO M. LANZA

Safeguarding dialects by local initiative: The case of bulgnaiṡ ....................................................... 89

PIERGIORGIO MURA An indirect approach to explore attitudes towards a minority language: Adopting the Matched-Guise Technique in Sardinia .............................................................................................................. 90 PEDRO QUINTINO DE SOUSA Lessons from America multilingualism, translingualism and empathy in Cynthia Ozick, Aleksandar Hemon and Viet Thanh Nguyen ................................................................................................ 91

Plurilingual approach to language teaching & learning

TATJANA BICJUTKO & LIGA BELICKA

Introducing plurilingualism in an ESP course: A case of interviewing ............................................. 93 NEUZA COSTA Multilingual research in the FL classroom ................................................................................... 94 SANDRA DESCOURTIS & SANDRINE PELL Fostering critical multilingual language awareness and plurilingual competence through multilingual activities in a US elementary classroom ..................................................................................... 95 GUILÈNE RÉVAUGER

Plurilingualism and transferable strategies: An exploratory analysis of EFL teachers’ perceptions of listening strategies in Reunion Island ........................................................................................ 96

Psycholinguistic perspectives of multilingualism

VAIDA MISEVIČIŪTĖ Teacher -student relationships and students' interaction before pandemic and now ........................ 98 ROXANA-MARIA NISTOR

Values and virtues in higher education. Using an ESP course to teach ethics communication ............ 99 ASHA SUNDARAM

Multilingual pedagogies and practices: A study of teaching learning processes in a linguistically diverse ESL classroom ...................................................................................................................... 100 NINA-SOPHIE SCZEPUREK & JOSJE VERHAGEN The role of caregivers’ language input in early bilingual learners: Relating caregivers’ code-switching and proficiency to children’s receptive vocabulary ..................................................................... 101 TAYLOR RAEANNE SMITH

New perspectives on Lithuanian university students studying English: Motivations and sociolinguistic factors ................................................................................................................................ 102

Virtual language teaching & learning

AURELIJA DAUKŠAITĖ-KOLPAKOVIENĖ Academic integrity in distance learning of English ..................................................................... 104


SUSANA DUARTE MARTINS

Humor and foreign language teaching in a multicultural environment .......................................... 105

JŪRATĖ URBONIENĖ & INDRĖ KOVERIENĖ The impact of intrinsic motivational factors on the EFL student engagement in active or passive learning behaviour studying online ......................................................................................... 106

Poster presentations

NERINGA ANCUTAITĖ & AUDRONĖ RAŠKAUSKIENĖ Translational stylistics and corpus linguistics: An analysis of Stephen King's novel Mr. Mercedes and its translation into Lithuanian ..................................................................................................... 108

ASTA BALČIŪNAITIENĖ Distant learning challenges in EFL classes during the lockdown .................................................. 109 JURGITA CVILIKAITĖ-MAČIULSKIENĖ Nudging to improve students’ involvement in the virtual study process: A case study ................... 110 RAMUNĖ-VITALIJA ILGŪNAITIENĖ Challenges for level A1 lecturers teaching English for true beginners in multinational groups ......... 111

AUŠRA JANKAUSKAITĖ & VYTAUTĖ VITKAUSKIENĖ

Explicitness in translation of National Geographic headlines from English to Lithuanian ................. 112 AYSEL KART ”Translanguaging as a path to educational success?“ - A qualitative study on the use of multilingual resources and self-regulated learning strategies of students in Austrian upper secondary schools ... 113 RAMUNĖ KASPERĖ & JURGITA MOTIEJŪNIENĖ Eye-tracking experiments in human acceptability of machine translation to study societal impacts .......................................................................................................................................... 114

VILMA LEONAVIČIENĖ & AGNĖ PODERYTĖ Lithuanian studies at VMU: Success story ................................................................................ 115 OLGA MEDVEDEVA & HANNAH SHIPMAN Open educational resources: Why, when, and how ................................................................... 116 ALMANTĖ MEŠKAUSKIENĖ, DAIVA PUNDZIUVIENĖ, JŪRATĖ MATULIONIENĖ & TERESĖ RINGAILIENĖ The role of linguistic and cultural mediation in learning the host country’s language ..................... 117

SANDRA PAŠKEVIČIŪTĖ Discourse markers in spoken Lithuanian .................................................................................. 118

ERIKA RIMKUTĖ, JOLANTA KOVALEVSKAITĖ & JURGITA VAIČENONIENĖ Lietuvių kalbos arbitraliosios kolokacijos ir jų atpažinimas ......................................................... 119 VIORIKA ŠESTAKOVA IT terminology: Borrowed lexis .............................................................................................. 120 MARIJA VĖŽIENĖ

Multimodality of academy award acceptance speeches of the best actors and actresses in a leading role .................................................................................................................................... 121


Plenary presentations


GHIL‘AD ZUCKERMANN The University of Adelaide, Australia

Revivalistics is not documentary linguistics

ABSTRACT Revivalistics is an emerging global, trans-disciplinary field of enquiry studying comparatively and

systematically the universal constraints and global mechanisms on the one hand (Zuckermann, 2003, 2009, 2020), and particularistic peculiarities and cultural relativist idiosyncrasies on the other, apparent in linguistic reclamation, revitalization and reinvigoration across various sociological backgrounds, all over the globe (Zuckermann, 2020; Zuckermann & Walsh, 2011, 2014). Too many documentary linguists mislead themselves to believe that they can easily be revivalists too. But there are two crucial differences between revivalistics and documentary linguistics, which are at war between themselves: (1.) Whereas documentary linguists put the language at the centre, revivalists

put the language custodians at the centre. (2.) Whereas in documentary linguistics the Indigenous/minority people have the knowledge of the language, in revivalistics the revivalist is the one with that knowledge. Given that the Aboriginal/minority people are the language custodians, and given that the language custodians are at the centre of the revivalistic enterprise, the revivalist

must be extremely sensitive. A revivalist is not only a linguist but also a psychologist, social worker, teacher, driver, schlepper, financial manager, cook, waiter, babysitter, donor etc. A revivalist must have a heart of gold, “balls” of steel and the patience of a crocodide/saint. Language revival is similar

to co-parenting. But the revivalist is only a step-father. The important biological mother is the Indigenous/minority community. If you are the step-father and your spouse, who is the biological mother, makes what you perceive to be a mediocre decision with regard to your children, you cannot just disapprove of it. After all, the children are your spouse’s more than they are yours. You must work together for the best possible outcome. Similarly, if the community supports a decision that is not linguistically viable, the revivalist can try to inspire the community members, but must accept

their own verdict. That would be difficult for a documentary linguist with poor social skills. This keynote will introduce revivalistics, explore its trans-disciplinarity and various ethical, aesthetic and utilitarian benefits. It will provide examples from the field that demonstrate the complexity of the revivalist’s work and how the revivalist’s work is different from that of the documentary linguist. KEYWORDS Language documentation; Language revival; Aboriginal languages; Contact linguistics; Language

planning; Barngarla; Revivalistics; Language revitalization; Hebrew. REFERENCES Zuckermann, G. (2020). Revivalistics: From the Genesis of Israeli to Language Reclamation in

Australia and Beyond. Oxford University Press. ISBN 9780199812790 (pbk), ISBN 9780199812776 (hbk).

Zuckermann, G., & Walsh (2011). Stop, Revive, Survive: Lessons from the Hebrew Revival Applicable

to the Reclamation, Maintenance and Empowerment of Aboriginal Languages and Cultures. Australian Journal of Linguistics, 31, 111–127.


DÉIRDRE KIRWAN Trinity College Dublin, Ireland

Converting linguistic diversity into educational and social capital: The experience of an Irish primary school

ABSTRACT This presentation will describe the plurilingual approach to education developed and used in Scoil Bhríde (Cailíní) (SBC; St. Brigid’s School for Girls), a linguistically diverse primary school in Dublin.

The goal of this approach is to ensure that immigrant pupils gain maximum benefit from their primary schooling. To do this, the linguistic diversity of the school is used for the benefit of all pupils and the inclusion of learners’ home languages in classroom communication is an essential feature. The development of SBC’s policy and practice, and its approach to plurilingual education, were influenced by the Irish Primary School Curriculum (1999) and the CEFR’s action-oriented approach to the description of language proficiency, its view of the language user/learner as an autonomous social

agent, and the concept of plurilingualism (Council of Europe, 2001). SBC’s pupils achieve high levels of age-appropriate literacy in English (the principal language of schooling), Irish (the second language of the curriculum), French (in the last two years of primary school) and immigrant pupils’ home

languages (included without instruction). The plurilingual approach used in SBC results in significant benefits for all pupils who develop an unusual degree of language awareness and frequently undertake ambitious language learning activities on their own initiative. It also fosters pupils’ self-esteem and promotes social cohesion.

KEYWORDS

Plurilingual Approach; Linguistic Diversity; SBC; Language Awareness.

REFERENCES Little, D., & Kirwan, D. (2019). Engaging with Linguistic Diversity: A Study of Educational Inclusion in

an Irish Primary School. Bloomsbury Academic. Little, D., & Kirwan, D. (2021). A Plurilingual Approach to Language Education at Primary Level:

An Example from Ireland. In U. Lanvers, A.S. Thompson, & M. East (Eds.), Language Learning in Anglophone Countries (pp.405-423). Springer.


SIGITAS LŪŽYS Vytauto Didžiojo universitetas, Lietuva

Tarp daugiakalbystės ir „didžiakalbystės“: kalbos tapatybė

SANTRAUKA A priori priimant daugiakalbystę kaip vertybę, ir ne vien komunikacijai, privalu suvokti, kad ji nėra duotybė ir nėra permanentinė. Ją įgalina gimtoji kalba, kurianti esminę galimybę, taipgi ir prielaidą, kitų kalbų kompetencijai. Tačiau pati kalba, būdama tradicija, t. y. perdavimu – gyvu procesu, yra veikta, veikiama ir bus veikiama – stipriau ar silpniau – kitų kalbų, todėl kalbos tapatybė nesuvokiama be jos curriculum vitae (CV) supratimo. Kalbos dabartis talpina jos praeitį. Taip pat lems ir jos ateitį.

O konkrečios kalbos ateitį prognozuoti įmanoma tik žvelgiant į jos vartotojų sąlytį su daugiakalbyste. Lietuvos geopolitinė padėtis įgalina lietuvių kalbą laikyti tokio sąlyčio apraiškų bei variacijų iliustracija: mažos tautos kalba, kurios teritorija ribojasi tiek su tos pačios kalbinės grupės maža tauta – latviais, tiek su išnykusios giminingos kalbos teritorija, apgyvendinta didžiausios germanų kalbų grupės tautos, XX a. viduryje išstumtos didžiausios slavų tautos, taip pat daugelį amžių vienoje valstybėje buvusiais dabartiniais kaimynais baltarusiais ir lenkais. Istorinis lietuvių kalbos kelias ateina iš daugiakalbystės pasaulio. LDK miestas neįsivaizduojamas be lenkų, gudų, rusėnų, lotynų, jidiš kalbų. Reali

daugiakalbystė negimdė skirties „savas ir svetimas“, kas vėliau, po šimtmečių, nykstant miesto kultūroje daugiakalbystei pasireikš kaip tam tikras susipriešinimas su svetimais, kaip pastangos sukurti tarsi natūralią daugeliui žmonių tapatinimosi skirtį, kuri įtaigoja ir kalbiškai vienija. Daugiakalbystės pasaulyje vyravo suvokimas: visi mes savi, tačiau ir kitokie. Realioji, kasdienė, buitinė daugiakalbystė įgalino tarp kalbų ne tik informacinę komunikaciją, bet ir kontekstinės reikšmės sklaidą, mąstymo ir pasaulėvokos niuansų recepciją. „Didžiakalbystės“ – vienos, svarbiausios, racionaliausios kalbos – įsigalėjimas, „globalios“ kalbos atėjimas lemia naują komunikaciją, kuriai

nereikalinga kelių kalbų kompetencija, nes bendraujama per vieną savotišką tarpininką net ir artimų kaimynų, ir toks bendravimas ilgainiui apima įvairias sritis. Bet bilingvizmas nėra galutinis rezultatas, didžioji kalba išeina iš lingua franka paskirties, tampa pagrindine, drauge bandydama perimti ir gimtosios kalbos funkciją. Koks pastarosios vaidmuo ir likimas?.


Innovations in classroom

language teaching & learning


ANNE-MARIE BARRAULT-MÉTHY, GERMANO VERA CRUZ, MARION

DEL BOVE, MARIE SEYE & MICHAEL NAUGE Université de Bordeaux and EA3816 FoReLLIS Université de Poitiers, France; Université de Poitiers, France; Université Lyon 3, France; Université de Poitiers, France; Université de Bordeaux, France

Defining the gaming profile of students of English for Legal Purposes

ABSTRACT Although the share of video game industry in the global entertainment economy has gone up in

the past decades (Marchand & Hennig-Thurau, 2013), and that students seem to have played video games more since the beginning of the Covid-19 pandemic (Balhara et al., 2020), game play is still marginal in the language classroom (Aden, 2008; Lapaire & Masse, 2008). The present research is a preliminary study before developing a serious game for Bachelor’s degree learners of English for Legal Purposes in order to adjust the future scenario to students’ gamer profiles. What is, then, the gamer profile of students of English for Legal Purposes? To answer this question, two

questionnaires were presented to 2,500 Law Bachelor’s degree students of the University of Bordeaux and Université Lyon 3 (France). The first questionnaire was mostly established along a player satisfaction model called Brain-Hex (Mandryk, 2014) that defines seven broad classes of gamers,

namely Seeker, Survivor, Daredevil, Mastermind, Conqueror, Socialiser and Achiever, as well as sub-classes. Students were then asked to play an existing serious game about the United Kingdom Parliament, MP for a Week. They eventually responded to another questionnaire on the effects of the game on their understanding of the English for Legal Purposes lecture and of the lecture on game

play, followed by a personality model test, the Big Five Inventory (Plaisant et al., 2010). Early results of the questionnaires will be presented. KEYWORDS Play; Informal Learning; Serious Game; English for Legal Purposes; Game-Mediated Language Learning; Blended Learning; Brainhex; Big Five Inventory.

REFERENCES Aden, J. (2008). Compétences interculturelles en didactique des langues : développer l’empathie par

la théâtralisation [Intercultural Competencies in language didactics: developing empathy through dramatisation]. In J. Aden (Ed.), Apprentissages des langues et pratiques artistiques

[Language learning through artistic practice] (pp.67–102). Éditions le Manuscrit. Balhara, Y. P., Kattula, D., Singh, S., Chukkali, S., & Bhargava, R. (2020). Impact of lockdown

following COVID-19 on the gaming behavior of college students. Indian Journal of Public Health, 64, Suppl S2, 172–176.

Lapaire, J.-R., & Masse, J. (2008). Danser la grammaire de l’anglais [Dancing English Grammar]. In J. Aden (Ed.), Apprentissages des langues et pratiques artistiques [Language learning through artistic practice] (pp.149–176). Éditions le Manuscrit.

Mandryk, R. L. (2014). BrainHex: A Neurobiological Gamer Typology Survey. Entertainment Computing, 5(1), 55–62.

Marchand, A., & Hennig-Thurau, T. (2013). Value Creation in the Video Game Industry: Industry Economics, Consumer Benefits, and Research Opportunities. Journal of Interactive Marketing, 27(3), 141–157. https://doi.org/10.1016/j.intmar.2013.05.001

Plaisant, O., Courtois, R., Réveillère, C., Mendelsohn, G. A., & John, O. P. (2010). Validation par analyse factorielle du Big Five Inventory français (BFI-Fr). Analyse convergente avec le NEO-PI-R [Validation by factor analysis of French Big Five Inventory (BFI-Fr). Convergent analysis with NEO-PI-R]. Annales médico-psychologiques, 168, 97–106.


GIEDRĖ BALČYTYTĖ-KURTINIENĖ Vilnius University, Lithuania

Music and language commonalities: English pronunciation through music

ABSTRACT Language and music commonalities and the effect of the integration of the two realias have been the focus of research by many scholars in a vast majority of fields, ranging from neurology to

cognitive sciences and education. There is extensive emerging evidence that music instruction in an EFL classroom positively affects the acquisition of English pronunciation and in particular the aspects of English connected speech: rhythm, elision, assimilation, linking and other. The current study aims at examining the mutual counterparts of language and music and pointing the areas of prosodic structural overlapping as well as testing the effect of musical activities to the development of EFL university students’ connected speech skills. An experiment was conducted with a cohort of

28 EFL students who were exposed to selected sentence patterns through musical expertise. The subjects of the test group demonstrated a better skill in stressing, strong/weak syllable production, vowel reduction and linking. Overall, the results revealed a positive language and music

integration transfer, moreover, it was observed, that the correspondents with enhanced musical aptitude benefited most, which in turn supports several didactic theories as well as the previous research on learner types and the better pronunciation performance of auditory learners.

KEYWORDS Music; Pronunciation; Integration; Rhythm; Connected Speech; Linking. REFERENCES Besson, M., Schon, D., Moreno, S., Santos, A., & Magne, C. (2007). Influence of Musical Expertise and

Musical Training on Pitch Processing in Music and Language. Restorative Neurology and Neuroscience, 25, 1–12.

Brown, S., Pfordresher, P., & Chow, I. (2017). A Musical Model of Speech Rhythm. Psychomusicology: Music, Mind and Brain, 27(2).

Haut, M. H., & Hoemberg, V. (2014). Handbook of Neurologic Music Therapy. Cambridge University Press.

Mennen, I., & De Leeuw, E. (2014). Beyond Segments. Studies in Second Language Acquisition, 36(02), 183–194.

Mora, C. F., & Gant, M. (2016). Melodies, Rhythm and Cognition in Foreign Language Learning. Cambridge Scholars Publishing.

Patel, A. D. (2003). Rhythm in Language and Music. Parallels and Differences. New York Academy of Sciences.

Peelle, J. E., & Davis M. H. (2012). Neural Oscillations Carry Speech Rhythm through Comprehension. Frontiers Psychology, 6.


BÜŞRA SÖYLEMEZ Ankara University, Turkey

Education in an era of technological revolution and foreign language learning

ABSTRACT This study aims to examine the digital transformation in education and establish a philosophical background for the aims, pedagogy, curriculum and competences for an innovative, technology-

enhanced foreign language education. Along with the advances in technology, the world has gone through major changes in society, industry and informatics, which requires a rethinking of education. The technological revolution has caused a change in the key jobs and the skills demanded, and we need to review and discuss the school structures, curriculum and the pedagogy accordingly (Thayer-Bacon, 2019). According to the Future of Jobs report, among the most important skills for 2025 are active learning and learning strategies, analytical thinking and innovation, complex problem solving,

and creativity (World Economic Forum, 2020). In this context, the current society is in an evolution of “a new understanding of knowledge, learning and identity formation” for learners (Selander, 2008, p. 267). Within this scope, the current study will provide an overview of the influence of technological

revolution on education and its philosophical foundations. Then, it will focus on the implications for foreign language learning in terms of reinterpreting the objectives and the learning outcomes, key competences for learners, the pedagogy and the curriculum. The claim is that the technology-enhanced foreign language learning should be based on innovative approaches, but at the same time,

it needs to be revised with theoretically- coherent justifications in terms of the philosophy of education. KEYWORDS Philosophy of Education; Technological Revolution; Foreign Language Learning; Digital Education; Innovative Pedagogies.

REFERENCES Selander, S. (2008). Designs of learning and the formation and transformation of knowledge in an era

of globalization. Studies in Philosophy and Education, 27, 267–281. doi:10.1007/s11217-007-9068-9

Thayer-Bacon, B. J. (2019). Redefining work and education in the technological revolution. Studies in Philosophy and Education, 38, 581–590. https://doi.org/10.1007/s11217-019-09649-0

World Economic Forum (2020). Future of jobs. Geneva.


VIGILIJA ŽIŪRAITĖ & MARÍA JOSÉ DE URRAZA Vytautas Magnus University, Lithuania

ICT tools for reducing stress in the language-learning process

ABSTRACT Stress is always present in the language-learning process. There are students who are struggling with the learning process and with high expectations, as well as their teachers, who are sometimes overwhelmed with their workload, professional development, and performance pressures. Effectively integrated information and communication technology (ICT) can help to reduce stress in the process of learning a language. ICT is often argued to increase motivation and is also linked with learner

autonomy (Duda, 2005). ICT is believed to have the potential to improve the overall learning situation (Benson, 2001). Therefore, ICT can also be considered as a great asset when it comes to class management, while providing help for students and teachers to collaborate and to reduce anxiety and stress. This paper retraces a number of our own experiences with ICT usage in a variety of contexts in order to manage stressful situations in the classroom. Firstly, we tried to indicate what causes stress for students when they learn a new language. Then, it was also important to understand and explain how a teacher can empower the use of different ICT tools. Finally, a selection of ICT tools was chosen

and used to collect different insights on stress reduction in the classroom. The collected data and practical examples will give language teachers a clear idea how concrete ICT tools can help reach students more effectively, while simplifying resource sharing and reducing stress. KEYWORDS

ICT Tools; Language-Learning Process; Stress Reduction; Class Management. REFERENCES Benson, P. (2001). Teaching and researching autonomy in language learning. Pearson Education. Duda, R. (2005). Assumptions and hidden agendas in ICT materials: How does autonomization come

in? In J. M. Debaisieux, & A. Boulton (Eds.), TIC et autonomie dans l’apprentissage des langues, 28, 67–75. CRAPEL.

Huang, J. (2012). Overcoming foreign language classroom anxiety. Nova Science.


Intercultural communication in

language teaching & learning


NATIA BOTKOVELI Vytautas Magnus University, Lithuania

Constructing Soviet citizen in English language textbooks: A case study of Georgia

ABSTRACT This paper aims at examining the processes of Soviet identity construction in English language textbooks published from 1930 to 1991 in Georgian Soviet Socialist Republic (GSSR). Research on

foreign-language textbooks has pointed out their ideologically laden nature. As Wang has put it, “textbooks are never a neutral vehicle in forming and transforming knowledge” (2016, p. 2), as they always serve the interests of certain groups. The highly ideological context of foreign language teaching and learning in the Soviet Union presents us with an interesting setting to investigate how locally-produced representations of the foreign language and culture help to construct two imagined communities (Anderson, 1991; Kanno & Norton, 2003) of speakers at once, i. e. community of

learners and community of foreign language speakers. My paper will focus precisely on the discursive constructions of Soviet vs “English-speaking” communities in English-language textbooks and how they are supposed to shape learners’ affiliation and engagement with each of these imagined

communities. The data for this case study comes from a corpus of 23 English-language textbooks, published between 1930 and 1991 in the GSSR and used in secondary-levels of education (grades 5 through 10 or 11). The multimodal analysis of these textbooks reveals that the target culture and English-speaking community is constructed via ideological juxtaposition of the Soviet

lifestyle vs Western culture. The paper shows how the English language textbooks were being used as tools to form imagined communities and highlights the ways of constructing the icon of the perfect Soviet citizen in opposition with “the Capitalists”. KEYWORDS Soviet Textbooks; Georgia; Teaching English; Linguistic Ideologies; Imagined Communities; Linguistic Propaganda.

REFERENCES Anderson, B. (1991) Imagined communities. Reflections on the Origins and Spread of Nationalism.

Verso.

Kanno, Y. & B. Norton. (2013). Imagined Communities and Educational Possibilities: Introduction. Journal of Language, Identity, and Education, 2(4), 241–249.

Wang, D. (2016). Learning and becoming: Ideology and national identity in textbooks for international learners of Chinese. Cogent Education, 3(1). doi: doi.org/10.1080/2331186X.2016.1140361.


ADRIAN REXGREN Stockholm University, Sweden

Multicultural second-language classrooms in Sweden: Native speakers of Spanish and their learning experience

ABSTRACT Culturally diverse and multilingual groups are interacting more than ever thanks to international mobility and the internet, and at the forefront of this interaction is language as a tool for

communication. According to García (2009), translanguaging, understood as the use of multiple languages in real-life communicative situations, is a dynamic skill that school pedagogy has still failed to include in a more substantiated way to teaching practice. That entails that, if pedagogic strategies in the 21st Century are to catch up with the current diversity that a globalised world brings along into current educational settings, language teaching would need revamping. This study examines the multicultural classrooms where global citizens learn a new language. It presents the way Banks’

(1993) dimensions of multicultural education are operated during classes, and learners’ life-changing transformations due participation in such tuition. This journey conveys different meanings and create impressions that trigger manifold interpretations. The participants are Latin-American native speakers

of Spanish who completed the national programme of Swedish as a second language for migrants in different Stockholm folk high schools. The findings suggest that the intended learning process and materials reflect an absence of a structurally multicultural educational practice, but at the same time show the presence of some educational factors that undoubtedly fit into the category of multicultural.

Surrounded by such contradictory circumstances, themes related to life changes, flexibility of school, divergent visions of historical-political and economic and developments; and critical views of education seem to unfold at individual level according to their accounts. KEYWORDS Multicultural Education; Transformative Learning; Translanguaging; Comparative Education; Critical Education Theory.

REFERENCES Banks, J. (1993). Multicultural Education: Historical Development, Dimensions, and Practice. Review

of Research in Education, 19(1), (3–49). doi: doi.org/10.2307/1167339

García, O. (2009). Bilingual Education in the 21st Century: A Global Perspective. Basil/Blackwell. Mezirow, J. (1997). Transformative Learning: Theory to Practice. New Directions for Adult Education,

74(2), (5–12). doi: doi.org/10.1002/ace.7401.


MAGDALENA STECIĄG & URSZULA MAJDAŃSKA-WACHOWICZ University of Zielona Góra, Poland

Lingua receptiva: Polish and Czech students in search of mutual understanding. The role of communication strategies in receptive

intercultural communication

ABSTRACT The presented pilot study investigates the role of communication strategies in intercultural communication and their impact on mutual intelligibility with reference to semi-spontaneous dialogues taken by Polish and Czech students in real-time. The research is conducted within a theoretical framework of receptive multilingualism and specifically lingua receptiva (LaRa), defined as

“the ensemble of those linguistic, mental, interactional as well as intercultural competences which are creatively activated when listeners are receiving linguistic actions in their ‘passive’ language or variety” (Rehbein, ten Thije & Verschik, 2011, p. 249). It is also inspired by the project on the intelligibility between closely related languages (Gooskens, et. al. 2018) which shows low rates of

understanding the Polish language by the Czech listeners and the Czech language by the Polish listeners when exposed to reading and listening tasks. Different types of research instruments were used to provide new qualitative and quantitative data: the audiovisual recording of the students

performing the task followed by the checklist, including key statements necessary to evaluate if the task was performed successfully, the audiovisual recording of retrospective comments of the participants, and the transcripts. The results of the research demonstrate a strong effect of communication strategies for LaRa to be successful in the spoken discourse. In light of the pilot study, it can be stated that LaRa may enhance speakers’ confidence and the skills of interpretation of the message. It also improves openness and motivation to interact effectively.

KEYWORDS Lingua Receptive; Polish-Czech Communication; Closely Related Languages; Communication Strategies; Mutual Intelligibility. REFERENCES Gooskens, Ch., van Heuven, V. J., Golubović, J., Schüppert, A., Swarte, F., & Voigt, S. (2018). Mutual

intelligibility between closely related languages in Europe. International Journal of Multilingualism, 15(2), 1–25. doi: 10.1080/14790718.2017.1350185

Rehbein, J., ten Thije, J.D., & Verschik, A. (2011). Lingua receptiva (LaRa) – remarks on the quintessence of receptive multilingualism. International Journal of Bilingualism, 16(3), 248–264. doi: 10.1177/1367006911426466

Nieporowski, P., Steciąg, M., Zábranský, L. (2020). ‘It is natural for everyone to speak their language’. Lingua receptiva in the Polish-Czech borderland – a sociolinguistic approach.

Journal of Multilingual and Multicultural Development, 1–17. doi: 10.1080/01434632.2020.1806856


Issues in translation

and interpreting


LINA ABRAITIENĖ Vilnius University Kaunas Faculty of Humanities, Lithuania

Surtitles – a stage for multilingual theatre

ABSTRACT The theatre being so dynamic and significant in its forms of expression is recognised as an exclusive

form of art worldwide. Theatre is a stage for mixing and revealing a number of cultures, their diversity, and peculiarities, as well as the use of a number of languages which happens to be a primary form of expression in theatre. Thus, the phenomenon of multilingualism is invoked. The use of more than one language is induced by the processes and changes of globalisation, making the theatre adjust to them while touring globally. As multilingualism in theatre reflects the theatre-goer’s needs and establishes strong connections between cultures, the means of rendering multilingualism and meeting the audience’s needs are introduced. Thus, surtitles, a mode of

audiovisual translation, are employed as a tool of multilingual theatre accessibility and comprehensibility to any foreign audiences. However, having in mind the constraints of surtitling, the rendition of multilingualism is challenging. The issue, which arises concerning the case of multilingualism in translation, is the transference of multilingual features without losing the initial

purpose and aimed effect of their inclusion. Therefore, this study aims to identify translation strategies selected by the theatre translator to deal with multilingualism. Moreover, the presentation of multimodal elements in the surtitles is considered as well. Descriptive and analytical methods of

analysis are applied while examining the selected staging of Kaunas State Musical Theatre and National Kaunas Drama Theatre. KEYWORDS AVT; Multilingualism; Surtitles; Theatre; Translation.

REFERENCES Bartoll, E. (2004). Parameters for the Classification of Subtitles. In P. Orero (Ed.), Topics in

Audiovisual Translation. John Benjamins. Corrius, M., & Zabelbescoa, P. (2011). Language variation in source texts and their translations:

The case of L3 in film translation. International Journal of Translation Studies, 23(1), 113–130.

Desblache, L. (2008). Challenges and Rewards of Libretto Adaptation. In J. Díaz Cintas, &

G. Anderman (Eds.), Audiovisual Translation: Language Transfer on Screen (pp. 1–82). Palgrave-Macmillan.

Martinez-Sierra, J. J., Marti Ferriol, J. L., De Higes, I., Prats Rodriguez, A., & Chaume, F. (2010). Linguistic Diversity in Spanish Immigration Films. A Translational Approach. In V. Berger, & M. Komori (Eds.), Polyglot Cinema: Migration and Transcultural Narration in France, Italy, Portugal and Spain. LIT Verlag.


EMRAH ATASOY Cappadocia University, Turkey

Translating Thomas More into Turkish: Domestication and foreignization strategies in Utopia (1516)

ABSTRACT Thomas More’s seminal text, Utopia (1516), a highly significant text of utopian literature, or the founding text of the literary tradition of utopianism, as some scholars argue, has been translated numerous times into Turkish. More’s text has become crucial as an inspirational source in the quest

for utopia, which the utopian scholar Lyman Tower Sargent describes as “a non-existent society described in considerable detail and normally located in time and space” (1994, p. 9). Although there does not exist a rich tradition of utopianism in Turkish literature, there has been a growing interest in the literary genre over the last decades, which has accordingly resulted in a substantial increase in the quantity and quality of such utopian and dystopian works to be produced and to be translated. More’s text has been translated from such languages as English, German, French, and Latin into Turkish, but

there exists only one translation from Latin, the original language of the source text. In this regard, this presentation will seek to compare and analyze these different translations of More’s Utopia with

specific references to the domestication, which can be described as “an ethnocentric reduction of the foreign text to target language cultural values, bringing the author back home” (Venuti, 1995, p. 20) and foreignization, which “allows the readers to experience the ‘otherness’ of a foreign text” (Ajtony, 2017, p. 96) strategies.

KEYWORDS Thomas More; Utopia; Domestication; Foreignization; Turkish; Utopian Literature. REFERENCES Ajtony, Z. (2017). Taming the stranger: Domestication vs foreignization in literary translation. Acta

Universitatis Sapientiae, Philologica, 9(2), 93–105. doi: 10.1515/ausp-2017-0020 Sargent, L. T. (1994). The three faces of utopianism revisited. Utopian Studies, 5(1), 1–37.

http://www.jstor.org/stable/20719246 Venuti, L. (1995). The Translator’s Invisibility: A History of Translation. Routledge.


DONATA BERŪKŠTIENĖ Vytautas Magnus University, Lithuania

Contrastive analysis of ECJ judgments and EU directives ‘in the light of’ lexical bundles

ABSTRACT Recent years have seen a surge in the research on formulaicity in different discourses and different genres. Formulaicity, which includes different types of formulaic language, such as phrasal verbs, idioms, phrases, collocations, and lexical bundles (Biber et al., 1999), has also been noted as one of the characteristic features of legal language (Goźdź-Roszkowski, 2011; Jablonkai, 2010; Breeze,

2013; Biel, 2017). The present paper focuses on lexical bundles, which are considered “recurrent discourse building blocks” (Biber et al., 1999). Based on a corpus-driven and formulaic approach, this paper aims to identify and compare the prevailing 4-word lexical bundles in two genres of legal texts, namely court judgments of the European Court of Justice and directives of the European Union, with the focus on their structural characteristics. In addition, the present study seeks to find out the shared lexical bundles between the two genres and investigate possible translation patterns that might be used to render these bundles from English into Lithuanian. For the purpose of this study, two 1-

million-word comparable corpora of court judgments and directives were compiled. The quantitative and qualitative analysis of the selected lexical bundles uncovered a number of differences between the use and possible translation equivalents of lexical bundles in the two genres of the legal texts. KEYWORDS Lexical Bundles; Court Judgments; Directives; Corpus-Driven Analysis; Possible Translation Equivalents.

REFERENCE Biber, D., Johansson, S., Leech, G., Conrad, S. M., & Finegan, E. 1999. Longman grammar of spoken

and written English. London: Longman. Breeze, R. (2013). Lexical bundles across four legal texts. International Journal of Corpus Linguistics

18(2), 229–253.

Goźdź-Roszkowski, S. (2011). Patterns of linguistic variation in American legal language: a corpus-based study. Frankfurt am Main: Peter Lang GmbH.

Jablonkai, R. (2010). A corpus-linguistic investigation into the lexis of written English EU discourse:

An ESP pedagogic perspective. PhD dissertation. Faculty of Pedagogy and Psychology, Eötvös Loránd University, Budapest.


RAMUNĖ KASPERĖ Kaunas University of Technology, Lithuania

An experimental study assessing machine translation post-editing effort in Lithuanian

ABSTRACT Researchers agree that machine translation (MT) quality in many language pairs is still far from publishable (Koponen, 2016). However, machine translation post-editing has become a routine practice in the translation industry worldwide. The purpose, domain and MT quality determine the post-editing effort exerted by a linguist/translator for the preparation of the final text. This study

aims at finding out the post-editing effort needed to produce a near- human publishable quality, or in other words, full post-editing quality of machine translated text in the English-to-Lithuanian language pair. The research conclusions are made based on two different types of post-editing effort indicators defined by Krings (2001) in his ground- breaking work (Castilho et al., 2018), i.e., temporal (time spent) and technical (number of edits), as well as post-edit actions (PEA), following Blain et al.’s (2011) PEA typology. The data for analysis are obtained via a screen recording experiment using TRANSLOG-II, a programme recording human writing processes (Carl, 2012). This study is the first

attempt to analyse the post-editing effort following neural machine translation performed in Lithuanian as a morphologically rich, yet under-resourced, language. The study demonstrates some insightful results that may be beneficial for translator and post-editor trainers from the pedagogical and theoretical perspectives as well as for translation industry representatives from the practical perspective. KEYWORDS

Machine Translation; Post-Editing; Temporal Effort; Technical Effort; Post-Edit Actions. REFERENCES Blain, F., Senellart, J., Schwenk, H., Plitt, M., & Roturier, J. (2012). Qualitative analysis of post-editing

for high quality machine translation. Machine Proceedings of the 13th Machine Translation Summit (pp. 164–171).

Carl, M. (2012). Translog - II: A program for recording user activity data for empirical reading and writing research. Proceedings of the Eight International Conference on Language Resources and Evaluation, European Language Resources Association (ELRA).

Castilho, S., Doherty, S., Gaspari, F., & Moorkens, J. (2018). Approaches to human and machine translation quality assessment. In J. Moorkens & at al. (Eds.), Translation Quality Assessment. Machine Translation: Technologies and Applications (pp. 9–38).

Koponen, M. (2016). Is machine translation post-editing worth the effort? A survey of research into

post-editing and effort. The Journal of Specialised Translation, 25, 131–148. Krings, H. P. (2001). Repairing Texts: Empirical Investigations of Machine Translation Post- Editing

Processes. Kent State University Press.


OLENA MATERYNSKA Institute of Philology, Taras Shevchenko National University of Kyiv, Ukraine

Media ecology and new challenges for translation ABSRTRACT This research highlights the anthropomorphic representation of war in the German, English and

Ukrainian mass media within the general framework of media ecology being a part of the project "Ecolinguistic modes of discursive space of Ukraine in the European multicultural continuum" (registration number 2020.02 / 0241) supported by the National Research Foundation of Ukraine. Media ecology within the ecolinguistic mode of discursive studies aims at the awakening of the ecolinguistics consciousness, harmonising the coexistence of different languages and cultures in a multicultural, multilingual continuum, preserving the speakers' identity (Mey, 2018, p. 214). The semantics of the anthropomorphic metaphors of war makes them a real challenge for translation

because of the multilayer meanings implied and their powerful manipulative impact on the readership. The study combines the traditional linguistic paradigm (the theory of conceptual metaphor, the semantic, contextual, discursive (Caple, Huan & Bednarek, 2020, p. 6) analysis), translation studies framework and an ecolinguistic approach to explore the translation of the anthropomorphic

metaphors of war as an element of media environment (Strate, 2017, p. 162). The analysed contexts are derived from the mass media publications (2014–2021). The empirical data obtained has been verified with the sociolinguistic and psycholinguistic experiments (questionnaires), enabling a better

understanding of the formation of the anthropomorphic profile of war by the speakers of the contrasted languages. It has been shown that the role of a translator / interpreter (often journalist at the same time) is changing to that of a mediator and peacemaker maintaining the ecological balance in a speech community. KEYWORDS

Media Ecology; Anthropomorphic Metaphor; The Anthropomorphic Image of War; Socio- and Psycholinguistic Experiment; Ecological Consciousness. REFERENCES Caple, H., Huan, C., & Bednarek, M. (2020). Multimodal News Analysis across Cultures. Cambridge

University Press. Mey, J. L. (2018). The pragmatics of Metaphor. An ecological view In A. F. Fill, & H. Penz (Ed.),

The Routledge Handbook of Ecolinguistics (pp. 211–223). Routledge. Strate, L. (2017). Media Ecology: An Approach to Understanding the Human Condition. Peter Lang

Publishing.


INGRIDA EGLĖ ŽINDŽIUVIENĖ Vytautas Magnus University, Lithuania

Translation of gender in European languages: A case study of D. H. Lawrence’s short story “Sun”

ABSTRACT The aim of the article is to examine possibilities and challenges for translation of gender and to discuss the impact of translation to the overall impression of a literary text. Gender and related issues remain problematic in research of translation of fiction. Feminist theory and “development of gay and lesbian studies alongside theoretical works that question duality of gender”, do not always provide

answers for translators (Castro, p. 7). In addition, cultural differences and transcultural aspects often determine (im)possibility of translation. The case study of a short story “Sun” by one of the most famous British modernists, D. H. Lawrence (1885–1930), can be viewed as a challenge for translators. The research into gender issues in translation of this short story into French, German, Italian and Lithuanian initiates transcultural explorations of the role of gender in translation of fiction. According to Olga Castro, “what most current approaches to gender and translation share is a common interest in scrutinizing how an interdisciplinary understanding of gender conceptualizations can be fostered in

relation to translation” (Castro, p. 8). These views become most important when translating D. H. Lawrence’s works that contain a great number of symbolic references and understatements. As Luise von Flotow and Joan W. Scott observe, “the translatability of concepts which are deemed to be or are presented as ‘universal’, and which must adapt or change when they move into local idioms and systems” remains an urgent problem of translation (von Flotow & Scott, p. 353). Mainly, translatability into different languages becomes the central issue when examining D. H. Lawrence’s short story “Sun”.

KEYWORDS Translation; Gender; Modernism; British Literature; Symbolism; Transculturality. REFERENCES Castro, O. (2013). Introduction: Gender, language and translation at the crossroads of disciplines.

Gender and Language, 7(1), 5–12. Equinox. Von Flotow, L., & Scott, J. W. (2016). Connecting the Transdisciplines: Translation Studies and Gender

Studies. Border Crossings: Translation Studies and Other Disciplines, 349–374. John

Benjamins.


Language in multilingual

environment (French)


LAURINE DALLE

Laboratoire LHUMAIN, Université Paul Valéry – Montpellier 3, France

Marqueurs d’identification de la dyslexie dans un contexte de bi/plurilinguisme successif

SOMMAIRE Enseignants et professionnels de santé sont nombreux à se demander comment caractériser les difficultés de langage oral et/ou écrit pouvant être rencontrées par des enfants parlant plusieurs langues (Paradis et al., 2011) : s’agit-il de difficultés en lien avec la situation de bi/plurilinguisme, l’appropriation d’une autre langue en cours, sont-elles liées à une pathologie du langage ? Comment

faire la distinction entre difficultés transitoires et trouble instrumental (Sanson, 2010) ? Notre recherche porte sur des enfants bilingues successifs arabophones apprenants du français langue seconde (désormais L2). Nous avons réalisé une étude de cas multiples (Yin, 2009) auprès de quatre enfants bilingues dont deux dyslexiques et deux non dyslexiques. Quatre enfants monolingues ont constitué les groupes contrôle. Des données spontanées et expérimentales ont été recueillies et analysées. Chez les sujets dyslexiques, des faiblesses en perception et production de parole ainsi qu’en manipulation d’unités phonologiques sont mises en évidence. Cela ne constitue toutefois pas des

marqueurs suffisants pour évoquer une dyslexie car de telles difficultés sont également relevées chez une enfant bilingue non dyslexique. Les résultats en lecture et en production orthographique montrent des difficultés similaires chez les dyslexiques bilingues et monolingues : le déchiffrage et la reconnaissance orthographique des mots sont déficitaires. La production orthographique est particulièrement faible et des erreurs phonétiques sont effectuées. Cela n’est pas relevé chez les sujets non dyslexiques. Ainsi, la dyslexie chez des sujets bilingues peut être identifiée si l’on prend en compte les performances en phonologie, en lecture et en orthographe.

MOTS-CLES Bilinguisme Successif ; Dyslexie ; Appropriation Du Français L2 ; Phonologie ; Lecture ; Production Orthographique. REFERENCES BIBLIOGRAPHIQUES

Paradis, J., Genesee, F., & Crago, M. B. (2011). Dual Language Development and Disorders : A Handbook on Bilingualism and Second Language Learning. Paul H. Brookes Publishing Company.

Sanson, C. (2010). Troubles du langage, particularités liées aux situations de bilinguisme. Enfances & Psy, 48(3), 45–55. doi : doi.org/10.3917/ep.048.0045

Yin, R. K. (2009). Case Study Research : Design and Methods. SAGE.


LAURINE DALLE, JÉRÉMI SAUVAGE & NATHALIE AUGER Laboratoire LHUMAIN, Université Paul Valéry – Montpellier 3, France

Utiliser les langues des élèves en cours de sciences : exemple du projet Binogi

SOMMAIRE En France et au Canada, il est nécessaire de développer des outils et ressources pour favoriser la réussite scolaire des apprenants de langues dans les STIM (sciences, technologie, ingénierie et mathématiques). Le projet « Plurilingual Pedagogies and Digital Technologies to support Learning » (2020–2022) a pour objet d’examiner comment des élèves de 10 à 14 ans s’approprient le contenu

multilingue d’un outil en ligne pour accéder au contenu des STIM. L’interface Binogi est utilisée, proposant des courtes vidéos et des quiz dans plusieurs langues. Nos objectifs de recherche sont de mesurer le niveau d’engagement des élèves dans l’apprentissage des contenus STIM, de nous intéresser à la mesure dans laquelle les fonctionnalités multilingues favorisent les progrès scolaires, d’examiner la propension des élèves à accéder aux contenus scolaires en français, et de recueillir les expériences des enseignants concernant l'utilisation de cette technologie. Dans cette communication, nous proposons de présenter des premiers résultats collectés auprès de six

enseignants de France en sciences et en mathématiques. Nous leur avons demandé d’explorer les ressources en ligne sur Binogi avec leurs élèves et soumis un questionnaire de début d’étude. Les enseignants s’appuient sur la plateforme majoritairement avec des élèves plurilingues nouvellement ou récemment arrivés. La facilité d’utilisation des langues disponibles pour visionner les vidéos, activer des sous-titres ou faire les quiz sont mis en avant par tous les enseignants : les apprenants peuvent accéder aux notions abordées en classe dans une langue avec laquelle ils sont à l’aise (Cummins, 1981 ; Herzog-Punzenberger et al., 2017) et faire des liens entre leurs langues

(Auger, 2014). MOTS-CLES Plurilinguisme ; approche plurilingue de l’enseignement et de l’apprentissage ; français langue seconde ; pratiques pédagogiques innovantes ; contenus STIM.

REFERENCES BIBLIOGRAPHIQUES Cummins, J. (1981). The role of primary language development in promoting educational success for

language minority students. In California State Department of Education (Ed.), Schooling and

language minority students : A theoretical framework. Herzog-Punzenberger, B., Le Pichon, E., & Siarova, H. (2017). Multilingual education in the light of

diversity : Lessons learned. NESET II report, Luxembourg : Publications Office of the European Union.

Auger, N. (2014). Langue(s) de scolarisation, langue(s) seconde(s) et langue(s) étrangère(s) : quelles articulations ? Etudes de linguistique appliquée (ELA), Le français langue seconde, regards croisés, 174, 165–173.


DAINA KAZLAUSKAITĖ, JŪRATĖ ANDRIUŠKEVIČIENĖ &

LIUDMILA DULKSNIENĖ Vytautas Magnus Université, Lituanie ; Université lituanienne des sciences de la santé, Lituanie

Développer l‘autonomie des apprenants avec la classe inversée

SOMMAIRE La pandémie de Covid a eu, et continue d’avoir, une incidence majeure sur la plupart de nos activités, notamment en matière d’éducation aux langues. Le travail à distance nous a ouvert plusieurs possibilités mais, également, nous a dévoilé quelques lacunes de l’enseignement, et en premier lieu, l’incapacité de certains de nos apprenants de travailler en autonomie. Pour y remédier, nous

proposons de faire recours à la pédagogie inversée afin de motiver nos apprenants et de développer leur autonomie surtout que les TICE nous offre de très nombreux moyens simples pour la mettre en œuvre efficacement. Dans un premier temps, nous définirons les notions de l’autonomie et celle de classe inversée et expliciterons le principe du fonctionnement de celle-ci par rapport à la classe traditionnelle. Dans un second temps, nous présenterons différents types de cette approche et ses atouts. Finalement, nous en proposerons quelques exemples concrets. En préparant cet exposé, nous nous sommes penchés sur les travaux de Marcel Lebrun, le matériel de la maison d‘éditions Hatier,

Héloïse Dufour et autres chercheurs traitant du sujet. MOTS-CLES Autonomie ; classe inversée ; motivation ; travail en groups.


VITALIJA KAZLAUSKIENĖ Université de Vilnius, Lituanie

Les collocations en français et leur acquisition SOMMAIRE L’acquisition de la compétence lexicale est complexe, dans la mesure où il ne suffit pas pour les

apprenants de distinguer la forme et la signification d’un élément lexical pour savoir comment l’intégrer correctement dans le contexte langagier. La question de la fréquence amène à caractériser les cas particuliers de cooccurrences lexicales en tant que collocations (Anctil & Tremblay, 2016). D’après Tutin et Grossmann, « on caractérise souvent les collocations par le fait que le sens est transparent en réception, alors que, pour un locuteur non-natif, il est difficile de produire les lexèmes adéquats » (Tutin & Grossmann, 2002). Nous tenterons de vérifier cette affirmation en comparant le corpus de la langue française et celui d’apprenants et de définir les régularités des combinaisons

lexicales dans l’interlangue du FLE des apprenants lituaniens en atteinte du niveau B1. Grâce au corpus à notre disposition, nous avons extrait certaines caractéristiques des collocations propres à l’interlangue. Les collocations nomino-adjectivales sont fréquentes, les collocations verbales sont moins nombreuses. Le corpus révèle aussi que la combinaison des mots n’est pas toujours typique du

français standard. Le processus d’interférence et d’hybridation peut être vu comme une contamination essentielle des collocations, tant au niveau lexical que syntaxique. Les résultats de cette étude montrent que l’analyse des constructions collocationnelles est capable de révéler les rapports entre

compétence et performance des locuteurs. Ce type de données pourrait en outre constituer la base de diverses démarches scientifiques relatives à l’apprentissage des langues étrangères. MOTS-CLES Collocation ; cooccurrence ; corpus ; FLE.

REFERENCES BIBLIOGRAPHIQUES Anctil, D., & Olivier, T. (2016). Les collocations : des combinaisons de mots privilégiées. Dictionnaire

Lexique. Logiciels d’aide à la rédaction, 21(3). Martinez, C. (2018). Comment faciliter l’apprentissage des collocations aux apprenants non natifs. Une

approche didactique et linguistique. Synergies pays riverains de la Baltique, 12, 35–45. Kazlauskiene, V. (2018). Syntagme nominal en FLE : analyse d’un corpus d’apprenants lituaniens.

Thèse de doctorat. Université de Vilnius.

Ramisch, C. (2012). A generic and open framework for multiword expressions treatment : From acquisition to applications [Un environnement générique et ouvert pour le traitement des expressions polylexicales]. Thèse de doctorat. Grenoble Alpes University, France.

Tutin, A., & Grossmann, F. (2002). Collocations régulières et irrégulières : esquisse de typologie du phénomène collocatif. Revue française de linguistique appliquée, 7(1), 7–25. Université de Grenoble.



environment (German)


DIANA BABUŠYTĖ & JUSTINA DAUNORIENĖ Institut für Sprachen und Kulturen im Ostseeraum, Philologische Fakultät, Universität Vilnius

Multilinguale Kompetenz bei Philologiestudierenden: Ergebnisse einer Fallstudie über Mehrsprachigkeit als Ressource im Daf-

unterricht ZUSAMMENFASSUNG Der vorliegende Beitrag geht der Frage über die Wichtigkeit des Vorwissens der Lernenden und die

Vernetzung der Sprachen beim Sprachenlernen nach. Die Förderung individueller Mehrsprachigkeit wird sowohl im universitären als auch im schulischen Bildungsbereich immer wieder betont. Ebenso im Gemeinsamen Europäischen Referenzrahmen für Sprachen wird auf die Rolle der Sprachenvernetzung und auf die Fähigkeit der Lernenden, ihre mehrsprachige Kompetenz beim Lernen einer Fremdsprache zu benutzen, hingewiesen. Im vorliegenden Vortrag wird dem Schwerpunkt multilingualer Kompetenz in Angesicht neu entwickelter Studienprogramme mit Haupt- und Nebenfach sowie mit den

zahlreichen Möglichkeiten, eine weitere Fremdsprache als Wahlfach zu lernen, an der Philologischen Fakultät der Universität Vilnius besondere Aufmerksamkeit geschenkt. Im HS 2020 wurde eine Fallstudie durchgeführt, um zu ermitteln, ob und wie die Philologiestudierenden ihr mehrsprachiges

Repertoire als Ressource beim Deutschlernen sehen. Zu diesem Zweck sollten die Studierenden, die Germanistik als Hauptfach, als Nebenfach studieren oder Deutsch als Wahlfach lernen, ein Fragebogen ausfüllen. Das Ziel dieser Untersuchung war herauszufinden, ob den Studierenden die Vorkenntnisse in anderen Sprachen beim Deutschlernen helfen oder ob sie die Einflüsse der Muttersprache und

weiterer Fremdsprachen als Interferenzphänomene sehen und sie eher negativ beurteilen. Nach einem kurzen Überblick über die wichtigsten Konzepte der Mehrsprachigkeitsdidaktik und Modelle des multiplen Sprachenlernens werden im Vortrag die Ergebnisse aus der Analyse der Befragung präsentiert. Die aus der Befragung gewonnenen Daten verdeutlichen die Einstellungen der Studierenden gegenüber der Mehrsprachigkeit, präsentieren die Fähigkeit der Studierenden, ihre multilingualen Fähigkeiten und ihre sprachlernbezogenen Erfahrungen beim Erwerb des Deutschen als Fremdsprache einzusetzen, und zeugen von der Sprachbewusstheit der Lerner.

SCHLÜSSELWÖRTER Deutsch als Fremdsprache; Fremdsprachenerwerb; multilinguale Kompetenz; multiples Sprachenlernen; Sprachbewusstheit.

LITERATUR

Grasz, S. (2017). Hilfe oder Hindernis? Meinungen finnischer Sprachstudierender über Mehrsprachigkeit als Ressource beim Deutschlernen. Zeitschrift für Interkulturellen Fremdsprachenunterricht, 22(2), 56–65.

Hufeisen, B. (2010). Theoretische Fundierung multiplen Sprachenlernens - Faktorenmodell 2.0. Jahrbuch Deutsch als Fremdsprache, 36, 200–207.

Juhásová, J. (2016). Sprachbewusstheit und ihr Einsatz von Jugendlichen, die Deutsch als Tertiärsprache in der Slowakei lernen. Zeitschrift für Interkulturellen Fremdsprachenunterricht,

21(2), 27–41.


RŪTA EIDUKEVIČIENĖ & GINTARĖ GELŪNAITĖ-MALINAUSKIENĖ Vytautas-Magnus-Universität, Litauen

Verhandlungsstrategische Funktionen des Code-Switchings in den multilingualen (deutsch-, englisch-, litauisch-, russischsprachigen)

Geschäftsverhandlungen ZUSAMMENFASSUNG Bei den mit deutschen Partnern zusammenarbeitenden litauischen Unternehmen sowie den in Litauen

ansässigen deutschen Unternehmen ist in der letzten Zeit ein Bedarf an Kenntnissen über effektive Zusammenarbeit entstanden, was sich auch in der wachsenden Anzahl an Fachseminaren zur interkulturellen Kommunikation widerspiegelt. In Litauen fehlen jedoch valide sprach- bzw. kommunikationswissenschaftlichen Untersuchungen, die die deutsch-litauische Geschäftskommunikation eingehend erläutern, geschweige denn aufgrund des authentischen Materials aus der Arbeitspraxis analysieren. In dem Vortrag sollen multilinguale interkulturelle

Geschäftsverhandlungen am Beispiel der ausgewählten mehrsprachigen Gespräche analysiert werden, wobei ins Zentrum des Interesses die Fragen nach den verhandlungsstrategischen Funktionen des Code-Switchings rücken. Obwohl in den Gesprächen die dominierende Kommunikationssprache

Englisch oder Deutsch ist, können mehrere Fälle des Code-Switchings nicht nur ins Deutsche oder Englische, sondern auch ins Russische festgestellt werden. Die Beteiligten gehen in einer Geschäftsverhandlung von verschiedenen Zielvorstellungen aus, wollen aber eine gemeinsame Vereinbarung treffen, sodass man annehmen kann, dass der Sprachwechsel in diesen

Kommunikationssituationen gezielt eingesetzt wird und zur Realisierung von unterschiedlichen Strategien dienen soll. Im ersten Schritt wird die Analyse der Grobstruktur der Gespräche durchgeführt, um feststellen zu können, ob ein Ziel / Teilziel erreicht wird. Danach folgt die gesprächslokale Mikroanalyse des Code-Switchings, um aufzeigen zu können, auf welche Weise und wozu die Sprache gewechselt wird und welche verhandlungstrategischen Funktionen das Code-Switching in den konkreten Gesprächen erfüllt. Abschließend soll in Bezug auf die theoretischen Ansätze der interaktionalen Soziolinguistik festgestellt werden, wie die Beteiligten sich jeweils dabei

helfen, mithilfe von Sprachwechsel das Gesprächsziel zu erreichen. Die exemplarische Analyse bezieht sich auf die theoretisch-methodologischen Ansätze von Schegloff, Kallmeyer, Blom, Gumperz, Auer, David.

SCHLÜSSELWÖRTER interkulturelle Fachkommunikation; multilinguale Geschäftsverhandlungen; Code-Switching;

interaktionale Soziolinguistik; Konversationsanalyse. LITERATUR Auer, P., & Eastman, C. E. (2010). Code-Switching. Handbook of Pragmatics. John Benjamins

Publishing Company. David, M. K. (2003). Role and Functions of Code-Switching in Malaysian Courtrooms. Multilingua

Journal of Cross-Cultural and Interlanguage Communication, 5–20. doi:

doi.org/10.1515/mult.2003.005 Gumperz, J. J. (1970). Verbal Strategies in Multilingual Communication. Working Paper Nr. 36,

Language-Behavior Research Laboratory. University of California, Berkeley. Gumperz, J. (2001). Interactional sociolinguistics: A personal perspective. In D. Schiffrin, D. Tannen,

& H. Hamilton (Ed.), The Handbook of Discourse Analysis (pp. 215–228). Blackwell. Kallmeyer, W., & Schütze, F. (1976). Konversationsanalyse. Studium. Linguisitk, 1, 1–28. Schegloff, E. A. (2007). Sequence organization in interaction. A primer in conversation analysis.

Band 1. Cambridge University Press.


MICHAEL LOENZ Ruhr-Kolleg Essen, Deutschland

Ist "Einfache Sprache" wirklich einfach? ZUSAMMENFASSUNG Nicht nur in Deutschland geht ein Trend in der öffentlichen und mittlerweile auch in der akademischen

Kommunikation hin zum Gebrauch „einfacher Sprache“, einer Sprache mit reduzierter Syntax und Semantik. Dieses Konzept geht von der Grundannahme aus, daß ein akademischer, behördlicher o.ä. Textproduzent häufig die überwiegende Anzahl möglicher und angezielter Hörer/Leser gar nicht erreiche, da sie in der Textrezeption nicht so geübt sind, daß sie in solchen Texten gewohnheitsmäßig verwendeten „komplexeren“ Textstrukturen oder „elaboriertere“ Wortwahlen zu entschlüsseln in der Lage seien. Vertreter dieses Ansatzes betonen den emanzipatorischen Charakter eines solchen Sprachgebrauches, da dadurch ein breiterer Adressatenkreis erschlossen werde. In meiner

Präsentation möchte ich dieser Begründung entschieden widersprechen und sprachliche Emanzipation auf einen nicht- reduktiven Sprachgebrauch zurückführen. Dazu soll mir u.a. auch ein Vergleich mit der Sprachpolitik der Französischen Revolution dienen. Die damalige Nationalversammlung hatte in einem Beschluß vom Januar 1794 angeordnet, für alle Bürger nicht-französischer Muttersprache – das

waren zu der Zeit etwa zwei Drittel der Bevölkerung Frankreichs -, und nicht nur für die Kinder, einen umfassenden Unterricht in französischer Sprache, der gleichen Sprache für alle einzuführen - und gleichzeitig durch denselben Lehrer und im selben Unterricht eine Unterrichtung über die Bürger- und

Menschenrechte vorzusehen. So sollten alle Bürger befähigt werden, an der Gestaltung ihrer Lebenswelt aktiv und umfassend teilzuhaben. Im Vergleich mit dem diesem Beschluß zugrundeliegenden Konzept soll deutlich werden, daß die Forderung nach „Einfacher Sprache“ eher anti-emanziptorische Konsequenzen hat. SCHLÜSSELWÖRTER

Einfache Sprache; Demokratisierung; sprachliche Emanzipation; gesellschaftliche Teilhabe. LITERATUR Kellermann, G. (2014). Leichte und Einfache Sprache – Versuch einer Definition. Aus Politik und

Zeitgeschichte, 9(11), 7–10. Münch, R. (2015). Mehr Bildung, größere Ungleichheit. Ein Dilemma der Aktivierungspolitik. In

St. Mau, & N. Schöneck (Ed.), (Un-)Gerechte (Un-)Gleichheiten (S. 65–73). Suhrkamp.

Searle, J. (1969). Speech Acts. An Essay in the Philosophy of Language.



environment (Italian)


MORENO BONDA Università di Vytautas Magno, Lituania

L’attestazione del sistema colori-punti cardinali in area baltica. Un modello cognitivo multilingue

ESTRATTO Le indagini filologiche volte a ricostruire il significato primo e i processi di integrazione linguistica degli esonimi Baltico e Balti non hanno ricondotto a etimi certi. Le più autorevoli ipotesi – formulate nel periodo intercorso tra la menzione del Balticum Mare in Adamo di Brema (XI sec.) e gli studi di V. N. Toporov (1975) – sono state riassunte e considerate da P. U. Dini nell’introduzione a Le lingue

baltiche (1997) senza, tuttavia, condurre a conclusive proposte (Bojtar, 1999). Alla luce dello stato della questione, questo intervento riassume i risultati di una ricerca condotta avvalendosi di alcuni principi metodologici elaborati dalla linguistica cognitiva di R. W. Langacker (1986): si è studiata in particolare la relazione spaziale tra alcuni toponi, limnonimi e coronimi il cui ‘il valore semantico enciclopedico’ è sembrato preliminarmente coerente con un condiviso sistema di rappresentazione e denominazione del territorio. I limiti cronologici e topografici della ricerca sono definiti dalle fonti primarie a cui si è fatto ricorso: dalla menzione della Witland per riferirsi alle terre dei Prussiani

nell’Orosio anglosassone (tardo IX secolo) fino alla menzione dell ’Uksinė jūra in Simonas Daukantas per indicare il mar Nero nel XIX sec. I dati raccolti segnalano l’attestazione in area baltica del sistema turcico-slavo che distingue i punti cardinali ricorrendo a colori. Numerose sono le attestazioni di rigidi e ricorsivi rapporti semantico-spaziali tra toponimi che si costruiscono in opposizioni quali bianco-nero (ovvero “nord-ovest”-“nord-est”) o nero-dorato (“centro”), o, ancora, nero-rosso (“sud” o “sud-est”). Si conclude riconoscendo la manifestazione di un produttivo modello cognitivo che, tuttavia, resta di difficile individuazione perché espresso da una pluralità di lingue che raramente lo riproducono

ricorrendo a più facilmente riconoscibili prestiti lessicali. PAROLE CHIAVE Baltico; Balti; Punti cardinali; Simbolismo dei colori; mare di Kara; Uksinė jūra; Witland. BIBLIOGRAFIA CITATA

Bacic, J. (1995). Red Sea-Black Russia: Prolegomena to the History of North Central Eurasia in Antiquity and the Middle Ages. Columbia university press.

Bonda, M. (2021). The Encyclopaedic meaning of Erythros in Ancient Greek Toponyms. A Cognitive

Approach to the Definition of the Colours-Cardinal Points System. Studies About Language, 39 (pending review).

Dini, P. U. (1997). Le lingue baltiche. La nuova Italia. Langacker, R. W. (1987). Foundations of Cognitive Grammar, 1. Stanford university press.

MacKenzie, D. A (1922). Colour Symbolism. Folklore, 33(2), 136–169. Mazzella, F. (2004). Dal Wessex all’Estland. La Baltia antica nell’Orosio anglosassone. In V. Dolcetti

Corazza (Ed.), I Germani e gli altri (pp. 253–268). Edizioni dell’Orso. Rutherfurd-Dyer, R. (1983). Homer's Wine-Dark Sea. Greece & Rome, 30, 125–128. Wolfe P. M. (2020). Linguistic Change and the Great Vowel Shift in English. University of California

Press.


NOVELLA DI NUNZIO Università di Vilnius, Lithuania

Umberto Saba in Lituania ESTRATTO Nella seconda metà del Novecento, grazie alle traduzioni uscite su diverse riviste («Draugas», «Aidai»,

«Metmenys»), oppure accolte all’interno di volumi antologici (XX a. vakarų poetai, 1969; Italijos balsai, 1989), i lettori di lingua lituana possono entrare in contatto con la poesia italiana contemporanea: Leopardi, Montale, Ungaretti, Saba e poi ancora d’Annunzio, Govoni, Pavese, Pasolini. Si tratta, nella maggio parte dei casi, di pubblicazioni effettuate all’estero e curate dalla classe intellettuale lituana in esilio. In questo intervento ci si focalizzerà in particolare sul caso di Saba. Verranno analizzate le proposte traduttive di Povilas Gaučys e Andrius Sietynas (Alfonsas Nykas-Niliūnas), senza trascurare le più recenti traduzioni sabiane pubblicate da Ramunė Brundzaitė sulla

rivista «Hieronymus» nel 2017, anno che l’Associazione dei traduttori letterari lituani ha dedicato alla letteratura italiana. La tecnica del close reading, unita a uno sguardo volto a comparare diverse traduzioni lituane di uno stesso testo sabiano, consentirà di mettere in evidenza alcune rilevanti questioni di ordine linguistico, traduttivo e culturale.

PAROLE CHIAVE Traduzione; poesia; modernismo; Saba; poesia narrativa.

BIBLIOGRAFIA CITATA Zemella, T., & Talone, S. M. (Ed.) (2016). Il traduttore visibile. Rime e viaggi. Monte Università

Parma. Buffoni, F. (2007). Con il testo a fronte. Indagine sul tradurre e l’essere tradotti. Interlinea. Formicola, C. (2005). Tradurre poesia! Tradurre poesia?. Paolo Loffredo.

Buffoni, F. (2002). Ritmologia. Il ritmo del linguaggio. Poesia e traduzione. Marcos Y Marcos. Marina, P. (2009). La tentazione della leggerezza. Studio su Umberto Saba. Olschki. Carrai, S. (2017). Saba. Salerno.


EGLĖ GASPARAITYTĖ

Università di Vytautas Magno, Lituania

Analisi e tipologizzazione dei neologismi emersi in concomitanza con la pandemia COVID-19

ESTRATTO A partire dal 2019, la comunità globale è stata colpita dalla pandemia di COVID-19, un virus la cui diffusione ha trasformato, in Italia come nel resto del mondo, il modo di vivere – con i lockdown, il distanziamento sociale e le autoquarantene, e ha introdotto nuovi oggetti, professioni e concetti quali il covid-manager, la mascherina di comunità, e il reddito di quarantena. Il grande numero di

neologismi entrati nella lingua italiana in relazione con la pandemia da un lato indicano la gravità e la novità di una situazione che non ha eguali nella storia recente; dall’altro è un’occasione per studiare in tempo reale le modalità di formazione di nuovi termini o i criteri secondo i quali alcuni forestierismi entrano e sono integrati nella lingua italiana. Quindi questa presentazione cercherà di indicare quali tendenze si osservano nelle modalità di formazione dei neologismi nella lingua italiana e quali regole si seguono per la formazione, l’integrazione di calchi, prestiti e neosemismi. Applicando un metodo descrittivo e di analisi sincronica si analizzano termini ed espressioni raccolti in un corpus linguistico

creato ad hoc con i neologismi più comuni e meglio integrati per il periodo tra la fine del 2019 e il primo semestre del 2021. Lo studio ha rilevato che la maggior parte delle nuove parole sono prestiti non adattati. Si può concludere che l'italiano tende a non adattare le parole derivate dall'inglese. PAROLE CHIAVE Neologismi; coronavirus; lockdown; quarantenare; tamponare; DAD.

BIBLIOGRAFIA CITATA Serianni, L., Della Valle, V., & Patota, G. (2000). Il lessico. La norma, l'uso, i testi (pp. 429–442).

Archimede Edizioni. Dardano, M., & Trifone, P. (2009). Il lessico. Grammatica italiana con nozioni di linguistica (pp. 626–

647). Zanichelli. Gendron, A. M., & Messina, C. (2015). Neologia e norme. Criteri terminologici per la creazione e la

valutazione dei neologismi (pp. 111–127). Université de Neuchâtel. Cancelleria federale, Sezione di terminologia (2014). Vademecum di neologia terminologica.

Cancelleria federale, Sezione di terminologia.


ALICE GASPARINI Università G. D’Annunzio, Chieti e Pescara, Italia

Valutare l’efficacia di attività linguistiche digitali ESTRATTO L’utilizzo dei Learning Analytics nel settore dell’acquisizione di una lingua seconda è attivo da molti

anni e sta assumendo sempre più importanza e rilevanza grazie alla grande diffusione di dispositivi connessi alla rete usati per studiare e formarsi, risultati fondamentali nel corso della pandemia che ancora coinvolge tutto il mondo (Viberg, 2020; Godwin-Jones, 2021). Il presente contributo illustra una sperimentazione che prevede l’impiego dei dati analitici volti alla valutazione dell’efficacia didattica di un ambiente di apprendimento e delle risorse di italiano per stranieri in esso contenute. Il corso dedicato a un livello A2–B1 è organizzato in cinque unità didattiche corrispondenti a cinque luoghi diversi rilevanti per ogni apprendente straniero. Ognuna contiene attività linguistiche

interattive, create con un software autore chiamato H5P. L’ambiente di apprendimento e le relative risorse sono state sperimentate sia in presenza che online con gruppi di apprendenti di italiano come lingua seconda. La valutazione sulla base dell’analisi dei dati ottenuti da strumenti di raccolta qualitativi e quantitativi. È stato impiegato un software per la raccolta di dati analitici (Learning

Analytics) con l’obiettivo di monitorare le interazioni dei discenti con il sistema e le risorse linguistiche. A completamento, sono stati utilizzati anche metodi di analisi qualitativi, come interviste, osservazione dei discenti nel corso dell’uso dei due ambienti e questionari. L’analisi ha dati utili indicazioni sulla

modalità di navigazione dei discenti all’interno dell’ambiente di apprendimento, sulla facilità d’uso e sul coinvolgimento dell’ambiente stesso e delle risorse inserite. PAROLE CHIAVE Virtual teaching and learning; Italian as L2; effectiveness; engagement; Learning Analytics.

BIBLIOGRAFIA CITATA Chapelle, C. (2003). English language learning and technology: Lectures on applied linguistics in

the age of information and communication technology. John Benjamins Publishing. Ferguson, R. (2012). Learning analytics: Drivers, developments and challenges. International Journal

of Technology Enhanced Learning, 4(5/6), 304–317. Godwin-Jones, R. (2021). Big data and Language learning: Opportunities and. Special issue Language

Learning & Technology, 25(1), 4–19, University of Hawaii National Foreign Language Resource

Center, http://hdl.handle.net/10125/44747 Kukulska-Hulme, A., & Shield, L. (2004). Usability and Pedagogical Design: are Language Learning

Websites Special?. ED-MEDIA 2004, Lugano, Switzerland, 4235–4242. Pardo, A, Ellis, R., & Calvo, R. (2015). Combining observational and experiential data to inform

the redesign of learning activities. Proceedings of the fifth international conference on learning analytics and knowledge— LAK ’15, 305–309.

Viberg, O., Wasson, B., & Kukulska-Hulme, A. (2020). Mobile-assisted language learning through

learning analytics for self-regulated learning (MALLAS): A conceptual framework. Australasian Journal of Educational Technology, 36(6), 34–52

http://hdl.handle.net/10125/44747


JURGITA MACIJAUSKAITĖ-BONDA Università di Vytautas Magno, Lituania

I realia etnografici nella traduzione lituana del romanzo “Il cuore selvatico di ginepro” di Venassa Roggeri

ESTRATTO Umberto Eco in Dire quasi la stessa cosa afferma che la traduzione non è solo la trasposizione da una lingua all’altra, ma anche il passaggio tra diverse culture ovvero tra due enciclopedie di conoscenza. Pertanto, traducendo non è solo importante il rispetto delle regole linguistiche, ma anche tenere sempre presenti “gli elementi culturali” nel senso più ampio dell’espressione. L’intervento è

destinato specificamente alla trattazione della resa dei realia etnografici nel romanzo Laukinė kadagio širdis, traduzione lituana dell’originale italiano di Vanessa Roggeri. Pubblicato per la prima volta nel 2013, il romanzo è stato tradotto in lituano nel 2015 da Eglė Kupšytė. Le vicende narrate sono ambientate nella Sardegna del XIX sec., nella comunità della cittadina di Baghintos, i cui abitanti seguono antiche tradizioni di culto. Il romanzo è pertanto ricco di realia etnografici, ovvero oggetti e concetti legati a folclore, tradizioni, mitologia, cultura popolare tanto materiale quanto immateriale, e ad un’antica forma mentis. La trasposizione dei realia può essere a buon titolo considerata uno dei più

rilevanti problemi di traduzione di micro-unità testuali. Alle numerose sfaccettature del problema corrispondono altrettante strategie traduttive: la ricerca di corrispondenti linguistici e culturali, la semplice trascrizione dei nomi, la sostituzione con ampie spiegazioni o chiarimenti in nota ecc. La ricerca condotta permette di concludere che nella resa del romanzo in lingua lituana la traduttrice, nella maggior parte dei casi, ha correttamente interpretato e rappresentato il valore culturale dei realia etnografici, ma si notano anche alcuni errori che rendono difficile la lettura di alcuni passi non permettendo al lettore di apprezzare i riferimenti all’informazione culturale. Gli approcci traduttologici

più frequentemente adottati da Eglė Kupšytė sono: 1) esplicazione o chiarimento in nota oppure nel testo e 2) preservazione del realia culturale, ovvero preservazione dei realia originali in forma autentica o per mezzo di trascrizione senza integrazione con chiarimenti degli aspetti culturali. PAROLE CHIAVE Realia etnografici; significato culturale; folklore; traduzione; strategia traduttiva.


FABRIZIO MAZZELLA Università di Vytautas Magno, Lituania

La lingua italiana in Svizzera: l’identità linguistica italiana nella Confederazione Elvetica

ESTRATTO La lingua italiana è una delle quattro lingue ufficiali della Svizzera. Il ruolo dell’italiano nella Confederazione Elvetica si è evoluto a contatto con le altre lingue nazionali dello Stato, dando luogo a un idioma vivace e in continua evoluzione. Diverso da quello in uso nella Repubblica Italiana, l'italiano della Svizzera fa della nostra lingua un idioma parlato al di là del confini nazionali e dell'Unione

Europea. Il lessico della lingua italiana in Svizzera è naturalmente condizionato dalla presenza di enti politici e amministrativi del tutto diversi da quelli italiani. E alcuni elvetismi sono perfino penetrati nella lingua italiana. La lingua italiana della Svizzera risente inoltre in misura minore dell’invasività della lingua inglese in tutti gli ambiti lessicali, rendendo il Ticino e il Grigioni italiano, dove l’italiano è lingua dello Stato, una zona italofona scevra dai condizionamenti degli anglicismi, così frequenti nell’italiano contemporaneo. Qual è dunque il ruolo della lingua italiana nei cantoni in cui essa è lingua ufficiale e nel resto del paese? E in quale misura essa contribuisce all’evoluzione della lingua italiana

contemporanea? PAROLE CHIAVE Lingua italiana in Svizzera; italiano svizzero; Ticino; Grigioni italiano. BIBLIOGRAFIA CITATA Berruto, G., Moretti, B., & Schmid, S. (1990). Interlingue italiane nella Svizzera tedesca. Osservazioni

generali e note sul sistema dell'articolo. In E. Banfi, & P. Cordin (a cura di), Storia dell'italiano e forme dell'italianizzazione. Bulzoni.

Pandolfi, E. M., & Casoni, M.(2009). L'italiano svizzero, aspetti del contatto linguistico e della sociolingzistica della traduzione.

Bianconi, S. (1994). Lingue nel Ticino: un'indagine qualitativa e statistica. Osservatorio linguistico della Svizzera italiana. Bellinzona.



environment (Latvian)


DIĀNA LAIVENIECE & LINDA LAUZE Liepājas Universitāte, Latvija

Kļūdu identificēšana un novēršana svešvalodu apguvē un lietojumā: studentu pieredze

KOPSAVILKUMS Temats aptver plašāka pētījuma otro posmu, kura mērķis ir konstatēt kļūdu cēloņus, kā arī to novēršanas iespējas svešvalodas apguves un lietošanas procesā. Pētījuma pirmajā posmā (Laiveniece & Lauze, 2020) tika noskaidrota studentu vispārējā attieksme pret kļūdām, runājot svešvalodā, kā arī viņu individuālā pieredze par aizrādījumiem uz pieļautajām kļūdām, par kļūdu labošanu un to ietekmi

uz svešvalodas prasmes uzlabošanu. Pētījuma idejas un dizaina izvēli ietekmējuši klasiski pētījumi (Corder, 1967; Touchie, 1986; James, 1998) par kļūdu nozīmi L2 apguvē. Šī pētījuma posma jautājumi ir vairāki.

• Vai, runājot svešvalodā, ir pieļaujamas kļūdas?

• Vai kļūdas ir normāla parādība svešvalodas apguves procesā, kam nav jāpievērš uzmanība, vai tomēr – slikta valodas lietojuma pazīme, kas jāizskauž?

• Cik lielā mērā kļūdu rašanos ietekmē dzimtā valoda, cita iepriekš apgūta svešvaloda,

nepietiekama mācīšanās, nepietiekama vingrināšanās valodas lietojuma praksē?

• Kas jādara, lai kļūdas svešvalodas lietojumā novērstu? Pētījumam izvēlētā metode ir sociolingvistiska aptauja, kas ietver slēgtus un atvērtus jautājumus, kā arī ļauj noskaidrot vispārīgu informāciju par respondentu (dzimumu, vecumu, izglītību) un viņa lingvistisko biogrāfiju (dzimto valodu, apgūtās svešvalodas un to skaitu). Anketu apstrādei izmantota satura analīze un kvantitatīvā metode. Pētījuma rezultātā secināts, ka studentu attieksme pret kļūdām svešvalodas apguves un lietojuma procesā ir ļoti demokrātiska – kļūdas ir pieļaujamas un tās tiek vērtētas kā dabiska

svešvalodas lietojuma blakusparādība. Par svarīgākajiem apstākļiem, kas ietekmē kļūdu rašanos, tiek uzskatīti individuāli ietekmējamie faktori, proti, nepietiekama mācīšanās un vingrināšanās svešvalodas lietojumā. Lai kļūdas novērstu, studenti visbiežāk vēršas pie skolotāja vai citas personas, kas labi zina konkrēto svešvalodu, vai arī izmanto Google. ATSLĒGAS VĀRDI

Svešvalodas apguve; valodas kļūda; kļūdu cēloņi; kļūdu novēršana; lingvistiskā attieksme; studenti.

ATSAUCES Corder, S. P. (1967). The significance of learners’ errors. In J. C. Richards (Ed.), Error analysis:

Perspectives on second language acquisition (ll. 19–27). Longman. James, C. (1998). Errors in language learning and use: Exploring error analysis. Longman. Laiveniece, D., & Lauze, L. (2020). Valodas kļūdas svešvalodu apguves procesā: studentu pieredzes

atspoguļojums. In D. Laiveniece (red.). Valodu apguve: problēmas un perspektīva, XIVI: zinātnisko rakstu krājums (ll. 352–368). LiePA.

Touchie, H. (1986). Second Language Learning Errors. Their Types, Causes, and Treatment. JALT Journal, 8(1), 75–80. http://jalt-publications.org/sites/default/files/pdf- article/art5_8.pdf.


DACE MARKUS, DINA BETHERE, KĀRLIS MARKUS,

AGRITA TAURIŅA & TIJA ZĪRIŅA Liepājas Universitāte, Latvija

Valodas politikas īstenošana Latvijas pirmsskolā:

mazākumtautību skolēnu latviešu valodas prasme (the presentation was made in Latvian)

ABSTRACT The paper will introduce with language policy implementation on national level and current situation in

pre-school education institutions of minorities in Latvia, considering the regional distribution. It has been observed that there is growing trend in pre-school educational establishments of Latvia to register children of ethnic minorities in groups with Latvian as a daily language; nevertheless, there are also groups for children with Russian as a dominating daily language. Educational policy documents in Latvia theoretically stipulate bilingual methodology used in pre-school establishments for ethnic minorities in order to ensure that children will be prepared to begin classes in Grade 1 at

least bilingually or in Latvian and learn one more foreign language (usually – English). The skills of Latvian language of minority children were analyzed. Following the requirements and the content of the education programmes and within the framework of the national research programme “Latvian

language”, a group of researchers developed a Latvian language skills test consisting of pictures for pre-school children. In the summer of 2019 the group of researchers recorded speeches of those children who would begin schooling in the autumn of 2019 – in Kurzeme (75 children) and in Riga (75 children). Recordings were continued in the summer of 2020 (75 children in Kurzeme, 75 children

in Riga), and in Latgale (75 children). The following recommendations were offered to language and educational policy makers - only a real bilingual environment of the language usage should be implemented in a pre-school establishment for minorities. KEYWORDS Language policy; Education; Pre-school; Minorities; Latvian Language Skills.

REFERENCES Asher, J., & Garcia, R. (1969). The optimal age to learn a foreign language. Modern Language Journal,

53, 334–341. Bérešová, J. (2019). Supporting objectivity in testing speaking skills. Educational Alternatives. Journal

of International Scientific Publications, 17, 8–15. www.scientific- publications.net. Likumi lvlatvijas republikas tiesību akti (2020). Izglītības likums [Law on Education].

https://likumi.lv/doc.php?id=50759 Markus, D., & Zirina, T. (2019). Assessment tools of Latvian language aquisition: Problems and

application versions. INTED 2019 Proceedings. 13th International Technology, Education and Development Conference (pp.3242–3247), Valencia, Spain. https://iated.org/inted/publication.

Ministru Kabineta 2018. gada 21. novembra noteikumi Nr. 716 “Noteikumi par valsts pirmsskolas izglītības vadlīnijām un pirmsskolas izglītības programmu paraugiem” [Cabinet of Ministers

No. 716 adopted on the 21st of November 2018 “Regulations Regarding the State Guidelines for Pre-school Education and the Model Pre-school Education Pro grammes” (came into effect on the 1st of September 2019)].

Tomme-Jukēvica, I. (2018). Bilingvālo rusofono pirmsskolas vecuma bērnu latviešu runas specifika [The Latvian Speech Specifics of the Russophone Bilingual Pre-schoolers]. Doctoral thesis.Ventspils: Ventspils Augstskola.


Language in multilingual environment (Lithuanian)


INGRIDA GALKAUSKIENĖ, JŪRATĖ HELSVIG,

JŪRATĖ PATACKAITĖ & VIOLETA ŽEMAITIENĖ Vilniaus kolegija, Lietuva

Nuotoliniam mokymui(si) skirtos priemonės „Lietuvių kalba

užsieniečiams: pažingsniui ir vaizdžiai“ rengimo patirtis SANTRAUKA Lietuva kaip ir kitos ES valstybės sprendžia migracijos politikos klausimus ir vykdo su šia politika susijusius įsipareigojimus. Europos komisijos veiksmų plane (2020) nurodoma, kad integracijos

procese dalyvaujanti priimančios šalies visuomenė, turi sudaryti sąlygas ir galimybes visiškam imigrantų ekonominiam, socialiniam, kultūriniam ir politiniam dalyvavimui. Taigi, visi turime prisidėti, užtikrinant sėkmingą atvykusių asmenų ir jų šeimos narių integraciją Lietuvoje. Viena iš priemonių, padedančių užsieniečiams integruotis į darbo rinką, visuomenę, šalies kultūrą - valstybinės kalbos mokėjimas. Tačiau neturint tinkamų kalbos mokymo(si) priemonių, kalbos išmokimo galimybės atvykusiems asmenims yra ribotos. Viena iš sėkmingiausių praktikų laikoma, kai anksčiau atvykusieji

užsieniečiai įtraukiami į mokymosi procesą kartu su naujai atvykusiais asmenimis. Kitas teigiamai vertinamas valstybinių kalbų mokymosi metodas – naudojimasis dvikalbėmis mokymo(si) priemonėmis, o mažinant socialinę atskirtį yra skatinama mokyti(s) savarankiškai namuose. Todėl

Vilniaus kolegijos Užsienio kalbų centro kalbininkai, turėdami patirtį mokant kalbų pagal Erasmus+ programą atvykusius studijuoti į Kolegiją bei siekdami prisidėti prie užsieniečių integracijos į visuomenę Lietuvoje, dalyvauja projekte „Kalbos mokymasis – sėkmingos socialinės integracijos dalis“. Šiame projekte, kurį finansuoja Prieglobsčio, migracijos ir integracijos fondas, jie rengia

nuotoliniam mokymui(si) skirtą modulį „Lietuvių kalba užsieniečiams: pažingsniui ir vaizdžiai“. Parengtu moduliu galės naudotis tiek mokytojai, ketinantys dirbti su užsieniečiais, tiek patys užsieniečiai, norintys pramokti lietuvių kalbos ir pasiekti vieną Bendrųjų Europos kalbų metmenų lygį. Pranešime pateikiamas iki šiol parengtų lietuvių kalbos mokymo(si) priemonių vertinimas, pristatoma pati priemonė ir rekomendacijos darbui su ja, dalijamasi sunkumais, su kuriais susidūrė Užsienio kalbų centro dėstytojai, rengdami suaugusiam vartotojui skirtą priemonę.

PAGRINDINĖS SĄVOKOS Nuotolinis mokymas(is); integracija; užsieniečiai; valstybinė kalba; lietuvių kalbos mokymas. LITERATŪRA

Lietuvos Respublikos Seimas (2018). Demografijos, migracijos ir integracijos politikos 2018–2030 strategija, 2018 m. rugsėjo 20 d. Nr. XIII-1484.

Lietuvos Respublikos Vyriausybė (2020). Nutarimas „Dėl Lietuvos migracijos politikos gairių patvirtinimo“. Nauja redakcija nuo 2020-02-29, Nr. 166.

Europos komisija (2020). Trečiųjų šalių piliečių integravimo veiksmų planas. Briuselis. Lietuvos Respublikos socialinės apsaugos ir darbo ministerija (2018). Užsieniečių integracijos į

visuomenę 2018–2020 metų veiksmų planas, 2018 m. gruodžio 21 d. įsakymas Nr. A1-755. Europos Sąjungos Taryba (2018). Tarybos rekomendacija dėl bendrųjų mokymosi visą gyvenimą

gebėjimų, 2018 m. gegužės 22 d., Nr. C-189/01. https://eur-lex.europa.eu/legal-

content/LT/TXT/PDF/?uri=CELEX:32018H0604(01)&from=GA


GABRIELIUS EDVINAS KLIMENKA Vytauto Didžiojo universitetas, Lietuva

Pandemžodžių kūrimas kaip žaidimas kalbinėmis dviprasmybių asociacijomis ir pritaikymas kalbų mokyme

SANTRAUKA Žaidžiant žodinėmis asociacijomis ir dviprasmybėmis, kaip atliepas į COVID-19 pandemiją bei karantiną gimė pandemžodžių idėja. Pastebėta, kad pandemžodžiai plinta lietuvių kalboje, kai kurie žodžiai, surandant tinkamas asociacijas, pakeičiant žodžio darybą ar raidžių išdėstymą, įgyja visiškai naują prasmę. Šios prasmės ir darybos paprastai nenaudojamos bendrinėje kalboje, tačiau naudingos

kaip žaidimo ir kalbos pažinimo forma. Mokantis kalbą, žaidžiant asociacijomis ir dviprasmybėmis, galima labiau pažinti ir atskleisti kalbos grožį. Tokie bandymai apžaisti žodžius ar naudotis kalbos prasminiais dariniais paprastai būdingi anglakalbėms ir rusakalbėms šalims, nes šios kalbos atrodo labiau tinkamos. Pandemžodžių kūrimas taip pat yra ir bandymas parodyti Lietuvių kalbos grožį, taip pat atskleidžia, kad lietuvių kalba taip pat tinkama kurti naujadarus aktualiomis temomis bei žaisto dviprasmybėmis. Nesistematizuoto pandemžodžių kūrimo pavyzdžių esama ir kitose kalbose, tačiau apsistosime tik ties lietuvišku kontekstu. Metodologija: Asociacijų analitinis metodas. Tikslai: Pristatyti

pandemžodžių atsiradimo istoriją ir kūrimo principus; pristatyti žaidimo kalbinėmis dviprasmybių asociacijomis galimybes lietuvių ar kitos kalbos mokyme. Rezultatai: Pandemžodžių kūrimo procesas reikalauja gero kalbos pažinimo bei gebėjimo suvokti dviprasmybes, tad mokymosi procese lavinamas lingvistinis dėmuo bei analitinis bei asociatyvusis mąstymas. Išvados: Pandemžodžių kūrimo principai padeda ne tik lavinti kalbinius įgūdžius, bet leidžia atliepti ir į laikmečio aktualijas. Kalbų mokymosi procese pandemžodžių pobūdžio žodžiai, leidžia giliau pažinti tiek savo tiek svetimą kalbą.

PAGRINDINĖS SĄVOKOS Pandemžodžiai; dviprasmybės; kalbiniai žaidimai; koronalogizmai; nestandartinė lingvistika. LITERATŪRA Aleksaitė, A., & Urniežiūtė, R. (2020). Pandemžodžiai Lietuvoje ir svetur. Gimtoji kalba, 4(634), 17–

22.

Aleksaitė, A., & Urniežiūtė, R. (2020). Pandemijos kalba ir mes. Gimtoji kalba, 11(641), 3–7. Ganusauskaitė, A., Blažienė, A., & Vveinhardt, J. (2020). Kūrybingumo ir kitų su kūryba susijusių

žodžių apibrėžčių diskurso analizė lietuvių kalbos žodynuose. Visuomenės saugumas ir viešoji

tvarka, 24, 70–87. https://doi.org/10.13165/PSPO-20-24-06 Klimenka, E., & Klimenka, G. E. (2020). Pandemžodžiai – ekstremaliosios naujakalbės žodynėlis.

https://www.bernardinai.lt/2020-03-25-pandemzodziai-ekstremaliosios-naujakalbes-zodynelis/


JOLANTA KOVALEVSKAITĖ & ERIKA RIMKUTĖ Vytauto Didžiojo universitetas, Lietuva

Pavyzdžiai produkciniams gebėjimams ugdyti Mokomajame lietuvių kalbos vartosenos leksikone

SANTRAUKA Mokomasis lietuvių kalbos vartosenos leksikonas – leksinė bazė, skirta lietuvių kalbos kaip svetimosios mokymui(si). Šis elektroninis išteklius parengtas vykdant projektą „Užsienio baltistikos centrų ir Lietuvos mokslo ir studijų institucijų bendradarbiavimo skatinimas“ (Nr. 09.3.1-ESFA-V-709-01-0002). Leksikonas, kuriame pateikta apie 3700 leksinių vienetų (žodžių ir frazių), parengtas remiantis

konkrečiu tekstynu – Mokomojo tekstyno (Kovalevskaitė & Rimkutė, 2020) rašytine dalimi (apie 620 tūkst. žodžių). Dažniausiems ir visuose A1–B2 kalbos lygiuose tekstyne pavartotiems žodžiams (jų yra apie 700) aprašyti buvo naudojami su konkrečiomis reikšmėmis susieti vartosenos modeliai, atspindintys būdingą leksinę, semantinę ir gramatinę žodžio aplinką, bet reikšmių apibrėžtys nepateiktos. Leksikono rengimo tikslas – pasiūlyti medžiagos produkciniams gebėjimams (Pribušauskaitė et al., 2009) ugdyti, todėl visiems leksiniams vienetams pateikta pavyzdžių: dažniausiems žodžiams pavyzdžiai pateikti prie kiekvieno vartosenos modelio, iliustruojant kiekvieną

modelio elementą (gramatinį junglumą, semantinę aplinką, kolokatus). Retesniems žodžiams, susietiems su kuriuo nors pagrindiniu antraštyno žodžiu, taip pat pateikiama dažniausią jų aplinką iliustruojančių pavyzdžių, tik jų gerokai mažiau (didžiajai leksikono antraštinių vienetų daliai (2572 vienetams) pateikti 1–4 pavyzdžiai, 424 vienetams – 5–9 pavyzdžiai, 633 vienetams – 10–50 pavyzdžių, o mažiausiai daliai dažnų antraštinių vienetų (60) nurodyta 51–163 pavyzdžiai). Iš viso leksikone pateikta 28550 vartosenos pavyzdžių. Remiantis tekstyno duomenimis, leksikone siekta pateikti tipišką žodžio ar žodžių junginio vartoseną iliustruojančius pavyzdžius, t. y. atrinkti

produkavimui skirtus pavyzdžius (angl. encoding examples, Humble 2001; Frankenberg-Garcia 2015). Pavyzdžių atrankai taikyti tipiškumo, informatyvumo ir aiškumo kriterijai. Pavyzdžiai supratimui (angl. decoding examples) buvo daugiausia pateikiami perkeltinės reikšmės pastoviesiems žodžių junginiams – frazeologizmams – iliustruoti. Pasak Frankenberg-Garcia (2015, p. 295), gerų supratimui skirtų pavyzdžių nauda prilygsta apibrėžtims.

PAGRINDINĖS SĄVOKOS Lietuvių kalba; pavyzdžiai; aktyviojo tipo žodynas; vartosenos modeliai; Mokomasis tekstynas; leksikonas.

LITERATŪRA Frankenberg-Garcia, A. (2015). Dictionaries and encoding examples to support language production.

International Journal of Lexicography, 24(4), 490–512.

Humblé, Ph. (2001). Dictionaries and Language Learners. Haag & Herchen. Kovalevskaitė, J., & Rimkutė, E. (2020). Mokomasis lietuvių kalbos tekstynas: naujas išteklius lietuvių

kalbos besimokantiesiems. Darnioji daugiakalbystė, 17, 201–233. https://sciendo.com/article/10.2478/sm-2020-0019.

Pribušauskaitė, J., Ramonienė, M., Stumbrienė, V., & Vilkienė, L. (2009). Lietuvių kalbos kaip svetimosios mokymas. Keletas metodikos klausimų. VU leidykla.


LAURA NIEDZVIEGIENĖ & JURGITA KEREVIČIENĖ Vilniaus universitetas, Lietuva

Daugiakalbystė specializuotame vertime: filmų pritaikymo aklųjų ir kurčiųjų auditorijoms iššūkiai Lietuvoje

SANTRAUKA Daugiakalbystės klausimas dažnai kyla audiovizualinio vertimo kontekste, kai diskutuojama apie dubliavimą, subtitravimą ar užklotinį vertimą. Tie patys aspektai aktualūs subtitruojant daugiakalbius filmus kurtiesiems ir neprigirdintiesiems bei atliekant jų garsinį vaizdavimą akliesiems. Šie du audiovizualinio vertimo būdai, kurių rezultatas priklauso nuo filmo originalaus garso takelio ypatumų,

susiduria su didesniais iššūkiais, kadangi produkto turinį akliesiems ir kurtiesiems turi perteikti papildomai įtraukdami specifinius audiovizualinio vertimo instrumentus (akliesiems – papildomą garso takelį, o kurtiesiems – specializuotus subtitrus). Tokią kompleksinę užduotį neretai apsunkina daugiakalbystės aspektas. Šio pranešimo tikslas – apžvelgti daugiakalbystės perteikimo akliesiems ir kurtiesiems būdus Lietuvos kūrėjų filmuose. Bus diskutuojama apie užsienio autorių siūlomus daugiakalbių filmų pritaikymo būdus, pristatomos Lietuvos mokslininkų įžvalgos bei aptariami Lietuvos kūrėjų filmų pritaikymo aklųjų bei kurčiųjų auditorijoms praktiniai principai. Atliekant daugiakalbių

filmų perteikimo specializuotai auditorijai analizę, buvo taikytas deskriptyvinis-analitinis tyrimo prieigos būdas. Tyrimas atskleidė, kad Lietuvos kūrėjų filmuose daugiakalbystės perteikimas aklųjų ir kurčiųjų auditorijai yra kūrybiškumo reikalaujantis procesas. Įprasta tirtų daugiakalbių filmų praktika yra kitakalbį tekstą išversti ir jo lietuvišką turinį pateikti subtitruose. Aklųjų auditorijai toks prieigos būdas yra netinkamas, todėl tenka pasitelkti papildomas informacijos perteikimo strategijas. Kalbant apie daugiakalbystės perteikimą kurtiesiems ir neprigirdintiesiems, pastebėta, kad nors įprasti subtitrai filmo turinį iš dalies ir atskleidžia, informacija apie patį daugiakalbiškumą, jo ypatumus lieka

neperteikta. Tam reikėtų parengti specializuotus subtitrus, kas Lietuvoje yra nedažna praktika. PAGRINDINĖS SĄVOKOS Daugiakalbystė; audiovizualinis vertimas; specializuotas vertimas; subtitravimas kurtiesiems ir neprigirdintiesiems (SKN); garsinis vaizdavimas akliesiems.

LITERATŪRA Corrius, M., Espasa, E., & Zabalbeascoa, P. (2019). The Multilingual Text: A Challenge for Audio

Description. In M. Corrius, E. Espasa, & P. Zabalbeascoa (Red.), Translating Audiovisuals in

a Kaleidoscope of Languages (pp. 147–171). Peter Lang. De Higes-Andino, I. (2014). The Translation of Multilingual Films: Modes, Strategies, Constraints and

Manipulation in the Spanish Translations of „It‘s a Free World...“. Linguistica Antverpiensia, New Series. Themes in Translation Studies, 13, 211–231.

https://lanstts.uantwerpen.be/index.php/LANS-TTS/article/view/47 Diaz Cintas, J. D. (2011). Dealing with Multilingual Films in Audiovisual Translation. In W. Pöckl,

I. Ohnheiser & P. Sandrini (Red.), Translation – Sprachvariation – Mehrsprachigkeit. Festschrift für Lew Zybatow zum 60. Geburtstag (pp. 215–233). Peter Lang.

Iturregui-Gallardo, G. (2018 (online)). Rendering multilingualism through audio subtitles: Shaping a categorisation for aural strategies. International Journal of Multilingualism, 2020, 17(4), 485–498. https://doi.org/10.1080/14790718.2018.1523173

Szarkowska, A., Żbikowska, J., & Krejtz, I. (2013). Subtitling for the deaf and hard of hearing in multilingual films. International Journal of Multilingualism, 10(3), 292–312. https://doi.org/10.1080/14790718.2013.766195


RIMA SABALIAUSKIENĖ Vytauto Didžiojo universitetas, Lietuva

Mediacijos veiklų taikymas mokant(is) kalbų pradedančiųjų lygmenyse (A1–A2)

SANTRAUKA Tarpininkavimas (mediacija) kaip viena iš pagrindinių kalbinių veiklų (kartu su recepcija, interakcija ir produkcija) jau pristatoma 2001 m. Bendruosiuose Europos kalbų metmenyse (BEKM). Vis dėlto,

mediacijos samprata šiame veikale nėra išplėtota, todėl dažnai sutapatinama su vertimu žodžiu ir raštu (Stathopoulou, 2013). 2018 m. atnaujintuose Europos kalbų metmenyse (angl. Companium Volume) šiai kalbinei veiklai skiriamas ypatingas dėmesys, pateikiamas mediacijos kaip kalbinės veiklos samprata bei skalės, aprašančius mediacijos gebėjimus priklausomai nuo lygmens. Mediacija nėra naujas fenomenas, ji plačiai sutinkama mūsų kasdieniniame gyvenime ir yra natūrali kalbų mokymo(si) proceso veikla, tačiau iki pasirodant BEKM (2001) ji nebuvo išskiriama ir nagrinėjama kaip atskira kalbinė veikla. Naujas požiūris į kalbos mokymąsi davė postūmį šios srities tyrinėjimams.

Kai kuriose Europos šalyse (pvz. Vokietijoje, Graikijoje, Ispanijoje ) (Navarro Ortiz, 2020) mediacijos veiklos jau seniai įtrauktos ne tik į mokyklų programas, bet ir į oficialius kalbų egzaminus. Lietuvoje ši sritis dar menkai nagrinėta ir mediacija mokymosi programose iki šiol nebuvo išskiriama kaip atskira

kalbinė veikla. Svarbu pabrėžti, kad mediacija reikalauja specifinių gebėjimų, geros kalbos žinios negarantuoja, kad besimokantysis gebės sėkmingai tarpininkauti (Stathopoulou, 2013). Todėl tiek mokytojai, tiek besimokantieji turėtų būti susipažinę su šios veiklos samprata, tipais ir jos teikiamomis

galimybėmis. Pranešime aptariama mediacijos sąvoka, jos rūšys ir strategijos. Remiantis Atnaujintuose Europos kalbų metmenyse pateiktomis A1–A2 gebėjimų skalėmis, VDU UKI kartu su partneriniais universitetais Lenkijoje, Suomijoje ir Čekijos vykdomo Erasmus+ projekto MiLLaT (Mediation in Language Learning and Teaching) medžiaga ir internete prieinama gerąja kitų šalių patirtimi, analizuojami praktiniai pavyzdžiai kaip mediacijos veiklos gali būti pritaikomos jau pradedančiųjų lygmenyse (A1–A2). Šio pranešimo tikslas- pasidalinti su kolegomis šia patirtimi, apžvelgti galimybes įtraukti mediaciją į mokymo programas, išdiskutuoti teorines ir praktines

galimybes tai padaryti.

PAGRINDINĖS SĄVOKOS Mediacija; tarpininkavimas; recepcija; produkcija; interakcija; kompetencija.

LITERATŪRA

Council of Europe (2001). Common European Framework of Reference for Languages: Learning, teaching, assessment (CEFR). https://rm.coe.int/1680459f97

Council of Europe (2018). Common European Framework of Reference for Languages: Learning, Teaching, Assessment Companion Volume with New Descriptors.

https://www.coe.int/en/web/education/-/the-cefr-companion-volume-with-new- descriptors-is-now-available-online-

Navarro Ortiz, E. (2020). La mediación entre lenguas en las escuelas oficiales de idiomas: un recurso didáctico al servicio del multilingüismo. Trabajo de fin de máster, UNED. http://e-spacio.uned.es/fez/eserv/bibliuned:master-Filologia-FPESL- Enavarro/NAVARRO_ORTIZ_ESTELA_TFM.pdf

Piccardo, E, North, B., & Goodier, T. (2019). Broadening the Scope of Language Education: Mediation,

Plurilingualism, and Collaborative Learning: The CEFR Companion Volume. Journal of e-Learning and Knowledge Society, 15(1), 17–36.

Stathopoulou, M. (2013). Investigating Mediation as Translanguaging Practice in a Testing Context: Towards the Development of Levelled Mediation Descriptors. Proceedings of the International

Conference Language Testing in Europe: Time for a New Framework? University of Antwerp, Belgium, May 2013.



environment (Russian)


IGOR KOROLYOV & SVITLANA GRYTSENKO Киевский национальный университет имени Тараса Шевченко, Украина

Эколингвистический модус в языковой политике Украины

АННОТАЦИЯ Национальный язык является не только важной составляющей внутренней политики государства, но и неотъемлемым фактором межгосударственных отношений, одним из элементов и индикаторов геополитических трансформаций. В социокультурном пространстве Украины вопрос осуществления эффективной языковой политики актуален в контексте развития государственности и реализации евроинтеграционной стратегии. Согласно статье шестой Закона Украины «Об основах национальной безопасности Украины», «обеспечение развития и

функционирования украинского языка как государственного во всех сферах общественной жизни на всей территории Украины» (Закон України 2003) является приоритетной задачей для сохранения национальных интересов. Языковая ситуация в современной Украине социолингвистами (Радевич-Винницкий 2009 и др.) определяется как билингвальная, поскольку на территории Украины «конкурируют» в коммуникативном, социальном (демографическом) и других аспектах два языка – украинский и русский. Сложность языковой ситуации в Украине

обусловлена также и ее территориальной и этнической неоднородностью. В реализации

современной государственной языковой политики необходимо учитывать специфику функционирования национального языка в условиях глобального мультикультурного континуума. Утверждение последнего происходит в результате стремительного развития информационных технологий, позволяющих нивелировать факторы места и времени дискурсивного пространства, а также появления общих для мирового сообщества вызовов, в частности связанных с пандемией COVID-19, когда дистанционный межкультурный способ общения впервые в истории

человечества стал доминирующим. Цель доклада – охарактеризовать социальный эколингвистический модус языковой политики Украины, во многом определяющий тенденции в динамике языковой ситуации, что позволяет фиксировать, прогнозировать (проектировать) и контролировать изменения структуры и статуса языка. Проблема экологии украинского языка актуализирует создание в Украине общегосударственной структуры – Совета при Президенте Украины по украинскому языку в качестве надежной платформы как для обоснованного в научном ракурсе решения вопросов языковой динамики (Гриценко 2021), так и воплощения в

практику результатов этих наработок, сократив дистанцию между формированием новых идей и их внедрением в жизнь.

КЛЮЧЕВЫЕ СЛОВА Эко лингвистический модус; Языковая политика. ЛИТЕРАТУРА

Закон України (2003). Про основи національної безпеки України: Закон України від 19.06.2003 №964-IV. Офіційний вісник України. 2003. №29.

Радевич-Винницький, Я. (2009). Білінгвізм і диглосія в українській мовній ситуації. Науковий вісник Чернівецького університету (С. 475–477). Слов’янська філологія.

Гриценко, П. (2021). Українська мова як чинник державотворення: наукові засади і моделі втілення. Стенограма доповіді на засіданні Президії НАН України 20 січня 2021 року.


VIKTORIA PEHK-IVASCENKO & DINARA MAMBETKAZIEVA Университет Витаутаса Великого, Литва

Роль преподавателя на онлайн-занятии по РКИ в университете как основа эффективности процесса обучения

АННОТАЦИЯ Вынужденное в связи с пандемией удалённое обучение в очередной раз повлекло за собой пересмотр требований к профессиональной деятельности преподавателя вуза. Дистанционная форма, до недавнего времени являющаяся дополнительным методическим приёмом обучения, стала основной (если не единственной). Очевидны трансформации в модели общения и

взаимодействия между студентом и преподавателем. Ключевыми положениями методической концепции электронного обучения являются активный характер познавательной деятельности студента и личностно-ориентированное обучение (Мишиной Ю.В. по Ширшов: 2012, 283). От того, насколько грамотно преподаватель применяет цифровой (в большей степени) учебный материал, эффективно использует приёмы взаимодействия с обучающимися по ту сторону экрана, умело моделирует учебную среду, адекватно и корректно ведёт онлайн-лекцию ((не)вербальное поведение) зависит эффективность обучения в целом. Приходится говорить об

особенной роли преподавателя РКИ, заключающейся в реализации функций менеджера-медиатора кросс-культурного полилога. Выполнять эту роль достаточно трудно без сопроводительного специального обучения через комплексную методическую поддержку преподавателей ИЯ в вузе. Целью настоящей статьи является путём анализа научных публикаций по проблематике внедрения дистанционных технологий в практику преподавания языка, а также интерпретации результатов проведённых опроса местных преподавателей ИЯ и анкетирования слушателей курсов РКИ, с учётом личного преподавательского опыта авторов данной статьи,

обозначить основные особенности роли преподавателя иностранного языка (РКИ в частности) на онлайн-занятии, а также указать перспективы педагогического совершенствования преподавателя иностранного языка в Университете Витаутас Магнус. КЛЮЧЕВЫЕ СЛОВА Онлайн урок; межкультурный полилог; посредничество; познавательное обучение стедентов;

роль учителя. ЛИТЕРАТУРА

Дьякова, Т. А, & Дерябина, Д. А. (2019). Роль и место информационной культуры преподавателя русского языка как иностранного в его профессиональной деятельности (стр.233–240).

Shaklein, V. M, & Mikova, S. S. (2018). National Aspect of Modern RFL Teacher Language Personality // Future Cademy. The European Proceedings of Social & Behavioural Sciences. 18 PSCF

Professional Culture of the Specialist of the Future, Vol. L1 (Стр. 1378–1389). Пашковская, С. С. (2021). Как подставить плечо, а не подножку студентам во время онлайн

обучения русскому языку как иностранному. Русистика, 19(1), Стр. 85–98. Ширшов, Е. В. (2012). Современные тенденции развития дидактики высшей школыв условиях

информатизации общества. Основные тенденции развития дидактики: инновационный потенциал дидактического знания: Материалы международной научно-практической конференции (Стр. 279–287).



environment (Spanish)


AGATA BABINA Liepāja University, Latvia

El uso del microrrelato para el desarrollo de lectoescritura en ELE RESUMEN El microrrelato cómo un género relativamente nuevo entre otros ha tenido una gran repercusión en

el ámbito académico español en la última década. El género luce mucha más popularidad en los estudios hispánicos y anglosajones que en otras lenguas. La introducción del microrrelato en el aula de ELE hasta ahora ha sido propuesta en varias memorias de máster pero aún es muy escasa en su investigación a nivel científico. Los beneficios de la introducción de este género literario en la didáctica han sido llevados al nivel de tesis doctoral y luego publicados en el manual por Belén Mateos Blanco (Universidad de Valladolid) y poco más. No obstante, estos textos tan breves son buenos referentes socioculturales y sirven tanto para la enseñanza de diferentes aspectos literarios,

lingüísticos, socioculturales cómo para fomentación de la lectoescritura en la lengua extranjera. El hecho de que lectoescritura ha sido destacada cómo una de las ideas principales en el nuevo Estándar de la Enseñanza de Letonia (en vigor desde el septiembre de 2020) seguida por la reciente investigación de Solvita Berra sobre los textos auténticos en la enseñanza de lenguas extranjeras nos

lleva a la exploración del microrrelato cómo texto auténtico y herramienta perfecta para el fomento en la lectoescritura en el aula de ELE en Letonia.

PALABRAS CLAVE Microrrelato; lectoescritura; textos literarios; didáctica; ELE. BIBLIOGRAFÍA Albadalejo, D. (2007). Como llevar la literatura al aula de ELE: de la teoría a la práctica. Revista de

Didáctica ELE. http:// marcoele.com/descargas/5/albaladejo-literaturaalaula.pdf

Berra, S. (2020). Autentiski teksti valodas apguvē: teorijas, pieejas un pieredzes stāsti. LU Latviešu valodas institūts.

Mateos, B. (2020). El microrrelato como herramienta didactica en la ensenanza de ELE. Agilice Digital S. L.


JOSÉ HERNÁNDEZ-ORTEGA & JOSÉ ROVIRA-COLLADO Universidad Internacional de Valencia, España; Universidad de Alicante, España

Aprendizaje multicultural de LE/L2: revisión de aplicaciones digitales potenciadas por el confinamiento por COVID-19

RESUMEN El confinamiento por COVID-19 en Europa ha contribuido decisivamente a la implementación de un modelo didáctico digital sin precedentes en cualquier sistema educativo. La docencia presencial analógica se ha visto desplazada a un espacio de interacción virtual en el que las propiedades multiculturales de aprendizaje incrementan sus potencialidades como también sus diferencias.

La realidad del proceso de digitalización de cada sistema educativo es altamente heterogénea, concediendo a cada centro educativo e, incluso a cada docente, la capacidad de gestión de cómo ofrecer el mejor rendimiento ante dicha situación (Hernández- Ortega & Álvarez-Herrero, 2021; Soto et al., 2020; Trujillo & Salvadores, 2019). La utilización de herramientas digitales como único medio de comunicación entre profesorado y alumnado debería haber potenciado el desarrollo de la competencia digital de todos los agentes implicados, aunque las condiciones individuales, sociales y económicas hayan hecho emerger diferentes brechas que han obstaculizado la completa consecución

de objetivos curriculares (Gabarrón et al, 2020). En la presente comunicación se abordará una análisis descriptivo de las herramientas digitales que han favorecido la didáctica multicultural dentro del ámbito lingüístico. Las prácticas didácticas compartidas en redes sociales (principalmente Twitter, Facebook y, menormente, Instagram) así como en blogs didácticos, permiten establecer distintas jerarquías de uso de aplicaciones digitales (Kessler, 2018; Chen, 2016; Romeo et al., 2017) que han sido la piedra de salvación de docentes y alumnado durante el confinamiento.

PALABRAS CLAVE TIC; Aprendizaje de lenguas; multilingüismo; Semiótica; Alfabetización digital. BIBLIOGRAFÍA Chen, X. (2016). Evaluating Language- learning Mobile Apps for Second-language Learners. Journal of

Educational Technology Development and Exchange, 9(2), 39–51.

Gabarrón, A., Pino, A. M., Salvadores, C., & Trujillo, F. (2020). Tecnología para la enseñanza y el aprendizaje de lenguas extranjeras. La enseñanza de lenguas asistida por ordenador. Pasado, presente y futuro, Pragmalingüística, 28, 238–254.

http://dx.doi.org/10.25267/Pragmalinguistica.2020.i28.12 Hernández-Ortega, J., & Álvarez-Herrero, J. F. (2021). Gestión educativa del confinamiento por

COVID-19: percepción del docente en España. Revista Española de Educación Comparada, 38, 129–150. https://doi.org/10.5944/reec.38.2021.29017

Kessler G. (2018). Technology and the future of language teaching. Foreign Language Annals, 51, 205–218. doi: 10.1111/ flan.12318.

Romeo, K., Bernhardt, E. B., Miano, A., & Leffell, C. M. (2017). Exploring Blended Learning in a Postsecondary Spanish Language Program: Observations, Perceptions, and Proficiency Ratings. Foreign Language Annals, 50(4), 681–696. doi: 10.1111/flan.12295.

Soto, R., Sanz, M. & Boumadan, M. (2020). La realidad de la brecha de conectividad en el ámbito educativo español: análisis de la situación actual, Innoeduca. International Journal of

Technology and Educational Innovation, 6(1), 56–65. http://dx.doi.org/10.24310/innoeduca.2020.v6i1.7741

Trujillo, F. S., & Salvadores, C. M. (2019). Tecnología para la enseñanza y el aprendizaje de lenguas extranjeras: revisión de la literatura. RIED. Revista Iberoamericana de Educación a Distancia,

22(1), 153–169. doi: http://dx.doi.org/10.5944/ried.22.1.22257


ALEKSAS EUGENIJUS KULVIETIS Klaipėda Universidad, Lituania

Simplificación del lituano desde la perspectiva hispanohablante. Una propuesta hacia la construcción de una lengua auxiliar

RESUMEN El presente artículo tiene como objetivo fundamental, describir las características morfológicas del sistema lingüístico lituano y analizar su complejidad para que a través de técnicas comparativas con un segundo idioma, en este caso el español, se determine la posibilidad de diseñar las bases de un idioma controlado o por qué no, una lengua construida, con el fin de simplificar la comprensión del

lituano para los inmigrantes que llegan al país o permita normar la comunicación entre lituano hablantes a nivel mundial, que no llegan a entender o a aprender por completo el idioma. Tal como el esperanto o el interlingua, es posible concretar una propuesta lingüística experimental como herramienta comunicacional para un grupo específico de usuarios, que logre adecuar patrones del lituano con una perspectiva hispanizada. PALABRAS CLAVE

Simplificación lingüística; lengua auxiliar; lingüística comparative; idiomas artificiales.


MARIA MONTROY Universitat Jaume I, España

Multilingüismo en Santo Tomé y Príncipe. Un nuevo acercamiento desde la subtitulación

RESUMEN Santo Tomé y Príncipe (STP) es un país en vías de desarrollo en el que conviven diversas lenguas,

aunque el presente trabajo se centra exclusivamente en el forro. El forro ya no se transmite de padres a hijos ni se estudia en las escuelas, siendo las personas ancianas quienes mayoritariamente mantienen la lengua. A su vez, los ancianos son un grupo social que sufre el abandono y la discriminación de la sociedad. En este contexto, nos preguntamos si la subtitulación sería útil para revitalizar el forro y contribuir a la integración de los ancianos en la sociedad; cuál es la percepción lingüística de ancianos hablantes de forro y la de personas no ancianas de STP y, por último, qué

opinan de las posibilidades de la subtitulación los expertos en Cooperación Internacional (CI), Traducción Audiovisual (TAV) y Cooperación Lingüística (CL) consultados. En esta investigación se utilizó una metodología etnográfica que implica un trabajo de campo con entrevistas, grabaciones, y

observación participante entre otras técnicas, además de la adaptación de los parámetros de subtitulación convencionales a la realidad de STP. Los resultados recogen la percepción de los participantes sobre el forro, la situación de los ancianos y la subtitulación, y desembocan en una propuesta final: la grabación de vídeos en forro y subtitulados en portugués dirigidos a niños,

cuyos protagonistas serían ancianos que fomentarían el aprendizaje de forro y la cultura ancestral a través de historias o canciones y que podrían proyectarse en escuelas o en las comunidades como un cine itinerante. PALABRAS CLAVE Multilingüismo; Santo Tomé y Príncipe; Forro; Santomé; subtitulación; investigación multidisciplinar; revitalización lingüística; cooperación.

BIBLIOGRAFÍA Hagemeijer, T. et al. (2018). Línguas e Políticas Linguísticas em São Tomé e Príncipe (pp. 54–59).

Políticas Linguísticas em Português. Lidel. Montroy, M. (2020). La traducció com a eina per a la cooperación: el cas de São Tomé i Príncipe.

[Tesis doctoral, Universitat Jaume I]. http://hdl.handle.net/10803/670348 PNUD (2002). Relatório do Desenvolvimento Humano em São Tomé e Príncipe. As mudanças de 1990 a 2002 e o

desenvolvimento humano.

Ribeiro de Souza, L. (2015). São Tomé e Príncipe em dois momentos identitários. (Quinta seção: discurso, língua, pátria e ensino). Cadernos de Pós-Graduação em Letras (Mackenzie), 15(1).

http://editorarevistas.mackenzie.br/index.php/cpgl/article/view/9428 San Vicente, F. J. (2010). Guía básica para el conocimiento de la investigación etnográfica.

http://openarchive.icomos.org/id/eprint/1792/1/Guia_basica_para_el_ conocimiento_de_la_i.pdf

http://hdl.handle.net/10803/670348


Language policy

implementation (regional,

national, institutional levels)


JOHN FREDY GIL BONILLA Alcalá de Henare University, Spain/Madrid

Subjectivity and intersubjectivity in political discourse: Theresa May versus Boris Johnson’s post-electoral speeches

ABSTRACT This study explores how Theresa May and Boris Johnson make use of the dimensions of subjectivity and intersubjectivity in their post-electoral speeches. More specifically, these two dimensions relate to the degree to which the speaker assumes personal responsibility for the evaluation of the evidence or whether the assessment is 'potentially' shared by others (Nuyts, 2001). Data for this research were

gathered from 6 post-electoral speeches; 2 delivered by Theresa May and 4 by Boris Johnson. Theresa May’s post-electoral speeches were collected after 8th of June 2017, that is, once she was elected Prime Minister, and Boris Johnson’s post- electoral speeches were collected after 24th of July 2019, that is, once Theresa May resigned and Johnson was elected Prime Minister. The analysis focuses on how these two politicians assume responsibilities in their discourse. In particular, I want to shed light on the following research questions: (1) How do speakers present commitment and responsibility in their discourse? (2) Are there differences and/or similarities between one speaker and the other? On

the basis of the results of this research, it can be concluded that despite that each of these politicians has the same ideological stance, the subjective and intersubjective expressions used seem to be different from one politician to the other. KEYWORDS Subjectivity; Intersubjectivity; Responsibilities; Discourse; Post-Electoral Speeches.

REFERENCES Nuyts, J. (2001). Epistemic Modality, Language, and Conceptualization: A Cognitive-Pragmatic

Perspective. John Benjamins.


MANUEL CÉLIO CONCEIÇÃO Universidade do Algarve - CIAC, Portugal

Language diversity and sustainability of science communication ABSTRACT Communication of science is one of the major issues of our daily life. During times of post- truth, of

massification of information, of social networks and with an apparent uncontrolled circulation of knowledge, specific research is needed in language diversity and language use in order to communicate and to contribute to real societal impact of science. In recent times, in higher education context an international language, a “lingua franca”, has been imposed, reducing diversity and claiming that what is thought, expressed and communicated in other languages seems to be less valued. Monolingualism for internationalization, and for excellence is becoming an old perspective. Considering that science must have impact at different levels of the society, its communication must

reach different receptors and it will not occur without language diversity. We will present some results of our research about the conceptualization, languages and multilingualism to communicate knowledge and to help people in different contexts to acquire/ to use this knowledge. Mainly using examples collected from different languages about pandemic terminology, our aim is to evaluate

the impact of chosen languages and language varieties and communication procedures in the access to knowledge and in the creation of fear or trust in society. Our reflection and analysis will allow us to show evidence of the relevance of research in this interface between languages and knowledge,

enhancing the need of language diversity for the sustainability of science communication. KEYWORDS Language Diversity; Science Communication; Societal Impact; Awareness of Needed Diversity. REFERENCES

Conceição, M. C. (2020). Higher Education Language policies: global trends and local needs, in D. Pieters, & T. Keersmaekers (Eds.), Internationalisation of Universities and the National Language (pp. 45–59), ISBN 978-3-631-81686-8. Peter Lang.

Conceição, M. C. (2020). Language policies and internationalisation of Higher Education, in European Journal of Higher Education. https://doi.org/10.1080/21568235.2020.1778500


INETA DABAŠINSKIENĖ Vytautas Magnus University, Lithuania

Language policy orientations in post-Soviet locality ABSTRACT Throughout the Baltics, the issues of ethnic minorities, language attitudes, education, identity have

played important roles in the process of social, political and economic transformation. Moreover, language policies were always the prerogative of the state. The recent orientations on inclusiveness, cultural and linguistic diversities and equal opportunities made some changes in policy-making process (Spolsky, 2009; Ruiz, 1984). In the complex context of linguistic layers (global lingua franca / state language / minority languages) and attempts to articulate language policies we can observe that minorities in this regard tend to be over- represented from a cultural, educational, and linguistic perspective in comparison to a majority group. This presentation offers critical analysis of language

policies and practices in culturally and linguistically heterogeneous post-soviet town Visaginas (Lithuania), a very special case of ideologically isolated ‘migrant island’ (Baločkaitė, 2010). The town was built in the 70s, as a home for Soviet workers engaged in the construction of the Ignalina Nuclear Power Plant (INPP). The ethnic composition of the town still reminds the former Soviet Union with

52% of the population being ethnic Russians, Belarusians (9.89%), Poles (9.32%), and Ukrainians (5.16%) as Russian-speakers, and Lithuanians as minority with only 17%. We will discuss ‘bottom-up’ vs. ‘top down’ accounts and will show what is happening in everyday linguistic practices

and realities, ranging from ethnolinguistic nationalism, the dominance of Russian, as a post-Soviet heritage, and the post-modern approach of diversity and multilingualism. The hybrid methodological approach is used to exam recent sociolinguistic dynamics. KEYWORDS Ethnic Diversity; Language Policy; Lithuanian; Multilingualism; Russian Speakers.

REFERENCES Baločkaitė, R. (2010). Post-Soviet transitions of the planned socialist towns: Visaginas, Lithuania.

Studies of transition states and societies (STSS), 2(2), 63–81. Ruiz, R. (1984). Orientations in language planning. NABE Journal, 8(2), 15–34.

https://doi.org/10.1080/08855072.1984.10668464. Spolsky, B. (2009). Language policy. Cambridge University Press.

https://doi.org/10.1017/CBO9780511615245


SEVDA ERDOGAN & RASIT ÇELIK Ankara University, Turkey

Reconsidering multilingualism, democracy, and education ABSTRACT The close relationship between democracy and multilingualism has been at the hearth of discussion

worldwide on education reforms. The significance of linguistic issues in education for democracy has been a concern mostly in multilingual societies. Moreover, considering that contemporary democracies are inevitably pluralistic in nature (Rawls, 1993), it is not surprising that some societal issues such as toleration, equality, mutual understanding, and positive interaction in the context of education have become more of a concern for policy makers (Çelik, 2016). Thus, multilingual education plays an important role in democratic education as it may also be seen as respecting otherness and developing intercultural perspective, when it is taken into consideration that democracy is more than

a form of government and intrinsically associated with education (Dewey, 2007). Today, increasingly, countries such as Canada and Australia where immigrants are in the minority are aware of the necessity of adaption to linguistic diversity and taking into account those citizens belonging to linguistic minorities (Dagenaisi, 2013; Clyne & Jupp, 2011). In these countries research has been

widely conducted, a number of legislations has passed and modulated throughout the years. In this regard, multicultural education has been of a great concern for many countries recently (Gelunas, 2015). Despite such attempts, debates on the issue still continues. In this study, some of

the challenges, gaps and omission that occur in trying to reconcile the tension between democracy and multilingualism in the context of education are pinpointed and the need for educational policies addressing these issues are discussed. KEYWORDS Multilingual Education; Multiculturalism; Democracy; Education Policy; Plurality.

REFERENCES Clyne, M. (2011). Multilingualism, multiculturalism and integration. In M. Clyne & J. Jupp (Eds.),

Multiculturalism and Integration: A Harmonious Relationship (pp. 53–72). ANU Press. Çelik, R. (2016). A historical/political justification for the need for multicultural citizenship education

and educators: The case of Turkey and the European Union. Sustainable Multilingualism, 9, 14–31. http://dx.doi.org/10.7220/2335-2027.9.1

Dagenais, D. (2013). Multilingualism in Canada: Policy and education in applied linguistics research. Annual Review of Applied Linguistics, 33, 286–301. https://doi.org/10.1017/S0267190513000056

Dewey, J. (2007). Democracy and education. Echo Library. Gelunas, A. (2015). Multilingualism as a prerequisite of intercultural education: From UNESCO

programmes to sustainable development challenges of modern states. Sustainable Multilingualism, 6, 16–23. http://dx.doi.org/10.7220/2335-2027.6.1

Rawls, J. (1993). Political liberalism. Columbia University Press.


ELVIRA KÜÜN University of Tartu, Estonia

Teaching methods used at Ukrainian language and culture Sunday school in Estonia

According to the census carried out in 2011 (Eesti… 2011), approximately 22,300 Ukrainians reside in Estonia, making Ukrainians the third largest ethnic group in Estonia (see also Küün, 2021, p. forthcoming). For most of them, a language shift has taken place in favor of Russian; next to other sociolinguistic factors, this has been contributed to by the language of instruction in relevant general education school which in most cases has been Russian (Rannut & Rannut, 2010, p. 16). Although

language shift does not mean automatic identity shift (Bilaniuk & Melnik, 2008), the aspiration to maintain one’s own language nevertheless symbolically marks the strength of ethnic roots (Küün, 2021, p. forthcoming). This study describes the role of the Ukrainian language and culture Sunday school, established as an educational and cultural organization for the Ukrainian minority, in supporting Ukrainian identity in Estonia. The study also examines the teaching methods used in relevant educational establishment. The research method employed included semi-structured interviews. It was discovered that parents appreciate efforts by the Sunday school’s organizers to

contribute to their children learning Ukrainian as, in most cases, Ukrainian is no longer widely spoken at home. The main role of the Sunday school is considered to be implementation of relevant families’ language ideology by making sure that students learn to value their heritage language and culture. It was also found that the teaching methods applied at the Sunday school rather promote informal learning. KEYWORDS

Family Language Ideology; Language Management Measures; Sunday School; Teaching Methods; Russian; Ukrainian. REFERENCES Bilaniuk, L., & Melnik, S. (2008). A Tense and Shifting Balance: Bilingualism and Educa- tion in

Ukraine. International Journal of Bilingual Education and Bilingualism, 11, 3–4, 339–372.

http://dx.doi.org/10.1080/13670050802148731 Eesti… 2011. Eesti rahva- ja eluruumide loendus 2011 [Estonian Statistics Executive Agency's

census]; https://www.stat.ee/index.php/et/statistikaamet/rahvaloendus-2021/2011-aasta-

rahva-ja-eluruumide-loendus Küün, E. (2021) (forthcoming). Viie ukraina juurtega pere keelepoliitika mudelid Eesti kontekstis

[Models of language policy of five families of Ukrainian origin in the Estonian context]. Eesti Rakenduslingvistika Ühingu aastaraamat.

Rannut, Ü., & Rannut, M. (2010). Tallinna õpilaste kodukeele uuring, I osa: vene keele mõju Tallinna õpilaste kodukeelele [Tallinn Students' Home Language Survey]. Integratsiooni Uuringute Instituut.


DAINORA MAUMEVIČIENĖ Kaunas University of Technology, Faculty of Social Sciences, Arts and Humanities, Lithuania

Translation, translation and language policy at the university of Lithuania

ABSTRACT The newly developed independent state of Lithuania and emerging modern society in 1918 during all state building and formation processes needed educated people. Patriotic feelings driven intellectuals and members of governments devoted their potential to the state-building processes. A newly established modern university in Kaunas during the first period of the Lithuanian statehood (1918–

1939) became both the cradle of thinkers and developers of new standards of the modern society (Veilentienė, 2011; Zabarskaitė, 2017) and a tool to foster Lithuanianess through the use of Lithuanian. Education was one of strategic priorities of that time and education related state policy was also closely linked with the state language related policy. Due to the historic context, Kaunas used to be a multilingual city and an economic, cultural, social, and educational hub of the time. Translation in its broad sense was an everyday act of business, schooling, cultural performances, religious events and working routines. This article and research aim to explore routine practices

related to translation, language use, mediation, negotiation and translation and language policy at the University of Lithuania. This study applies historical, descriptive and reconstructive translational approaches and is based on the analysis of historiographic and documentary material (articles, documents) that illustrate the existence of language policy in relation to translation. The article also raises the questions of how this data sources could be accessed and interpreted while trying to understand current status of multilingualism, language coexistence, translation practices in the University of Lithuania and Kaunas city as the most Lithuanian city.

KEYWORDS Translation; Translation Policy; Languages; Language Policy; The University of Lithuania; State Building Process. REFERENCES

Veilentienė, A. (2011). University Autonomy in Lithuania in 1922–1940. Parlamento studijos, 11. Zabarskaitė, J. (2017). Relations between Language, Government and Society in Lithuania 1919–

1940. Parlamento studijos, 22.


NAZARII NAZAROV Taras Shevchenko National University of Kyiv, Ukraine

Collision of languages and mythologies: Baltic and Slavic component of the law formulas in the Grand Duchy of Lithuania. From common

Indo-European background to Medieval influences ABSTRACT Multilingual milieu of Grand Duchy of Lithuania was formed by several languages, each of which

(except less numerous, though in no way less important, diaspora groups) belonged to Indo-European languages family. Thus they shared not only some common lexicon, but also common customary law formulas which were firstly encoded in folklore and eventually included into official codes such as Lithuanian Metrica. In the practices of land courts, a lot of archaic customs were preserved up to their extinction in the first half of XIX c. Each of these customs was accompanied by specific vocabulary and formulas. The Book of Kyiv Chamberlain which contains acts from XVI-XVII cc. demonstrates this vital

blend of languages, customs, and worldviews. A lot of elements of custom law can be explained only against the common Balto-Slavic and even Indo-European mythological background (like the role of oaks and bees in the boundary setting). Thus, complex sustainability of language and cultural

interfaces of Early Modern society of Grand Duchy of Lithuania is revealed through the close reading of several seemingly distant texts in Lithuanian, Latvian, Old Ukrainian, and Church Slavonic. It is an important source of contemporary practices of managing multilingual societies.

KEYWORDS Multilinguality; Early Modern Time; Mythology; Customary Law; Formulaic Language; Etymology. REFERENCES Nimchuk V. et all. (1991). Knyha Kyjivs’koho pidkomornoho sudu (1584–1644). Naukova dumka. Švābe A. et all. (1952-1956). Latviešu tautas dziesmas, (Chansons populaires lettonnes), 1–12.

Imanta.

Watkins C. (1987). Indo-European Legal Language and Comparative Law. In W. Meid (Ed.), Studien zum indogermanischen Wortschatz (pp. 305–314). Innsbruck.


KAMILA SAFINA Vytautas Magnus University, Lithuania & Johannes Gutenberg-University Mainz, Germany

Language education policy in the bilingual Republic of Tatarstan ABSTRACT The Russian and Tatar languages are the official languages of the Republic of Tatarstan (Tatarstan),

a federal subject of the Russian Federation. Tatar-Russian and Russian-Tatar bilingualism are one of the linguistic and cultural outcomes of the peaceful co-existence of the Tatars and Russians in the territory of Tatarstan and of the judicious language policy. Language education policy in Tatarstan is governed by the legislative acts of the Russian Federation as well as the Republic of Tatarstan. This research examines the current language education policy in Tatarstan and seeks to ascertain whether there are any contradictions between the Russian and Tatar legislations and which difficulties arise when implementing language education policy at comprehensive schools. To answer these research

questions, the Russian and Tatar formal acts have been analysed and the principals of secondary comprehensive schools of Tatarstan have been interviewed. Ten principals from different localities of the republic (villages, towns and cities) have been involved in the research and contributed to the findings. The investigation has demonstrated that the language education policies of the Russian

Federation and the Republic of Tatarstan have different objectives concerning Tatar language education. The contradictions between the Russian and Tatar legislative acts complicate education management and the implementation of language education legislation in Tatarstan. In essence, it is

significant to define the common aims and modalities of developing the Tatar language education policy in close cooperation between the Russian and Tatar authorities and education workers. KEYWORDS Language Policy; Language Education Policy; Bilingualism; Russian Federation; Republic of Tatarstan; Official, Minority and Regional Languages; Challenges of Education Management.

REFERENCES Shohamy, E. (2006). Language Policy: Hidden Agendas and New Approaches. Routledge. Wigglesworth-Baker, T. (2015). Language Policy and Russian-Titular Bilingualism in Post- Soviet

Tatarstan [Doctoral dissertation, University of Sheffield]. CORE. https://core.ac.uk/download/pdf/30268682.pdf

Council of Europe. (1992). European Charter of Regional or Minority Languages.

https://www.coe.int/en/web/european-charter-regional-or-minority- languages/ text-of- the-charter/


KRYSTYNA WARCHAŁ & PAWEŁ ZAKRAJEWSKI University of Silesia in Katowice, Poland

Languages of publication in the social sciences and humanities: The case of Poland

ABSTRACT Sharing research internationally is a hallmark of modern scholarship. Transformations in higher education and science policies, membership in international organisations, and the pursuit of high-quality research often involve publishing in more than one language. Additionally, the dominance of English as a global language of science has made many scholars reconsider their linguistic practices

(Ammon, 2001; Curry & Lillis, 2014; Kulczycki, 2020). Such considerations are especially complex in disciplines which are strongly embedded in specific language and cultural contexts, such as the social sciences and humanities (SSH). In this talk, we report on the results of a study on multilingual publication practices of Polish SSH scholars. We look into the main languages of publication, the share of foreign language publications in scholars’ output, future language plans, and the main reasons for these decisions. The analysis is based on data collected in a survey among researchers affiliated with 20 Polish universities. A total of 1525 questionnaires were analysed, providing insight into language

choices in 17 SSH disciplines. The findings demonstrate the multilingual nature of communicating research, a model which Sivertsen (2018) considers typical of the SSH; a strong position of the national language; and a dominant position of English as the language of international communication, with a noticeable presence of five other languages. The findings point to the role of international cooperation, projected receivers of the research results, and current evaluation schemes in decisions regarding the language of publication and highlight the need for a research policy that fosters multilingual research practices.

KEYWORDS Multilingual Publishing; Multilingual Researchers; Polish Scholars; Research Dissemination; Social Sciences; Humanities; Research Policy. REFERENCES

Ammon, U. (Ed.) (2001). The dominance of English as a language of science: Effects on other languages and language communities. Mouton de Gruyter.

Curry, M. J., & Lillis, T. M. (2014). Strategies and tactics in academic knowledge production by

multilingual scholars. Education Policy Analysis Archives, 22(32), 1–24. https://doi.org/10.14507/epaa.v22n32.2014.

Kulczycki, E., Guns, R., Pölönen, J. at al. (2020). Multilingual publishing in the social sciences and humanities: A seven-country European study. Journal of the Association for Information

Science and Technology, 71(11), 1371–1385. https://doi.org/10.1002/asi.24336 Sivertsen, G. (2016). Patterns of internationalization and criteria for research assessment in the social

sciences and humanities. Scientometrics, 107, 357–368. https://doi.org/10.1007/s11192-016-1845-1


Language teacher

professional development


SERVET ÇELIK, SEVCAN BAYRAKTAR ÇEPNI & GÖKHAN ÇEPNI Trabzon University, Turkey

Designing a training program for manuscript preparation and publishing for doctoral students in the field of social sciences

ABSTRACT Expressing ideas and arguments effectively in written form is a critical aspect of reporting on scientific research; yet most scholars struggle with academic writing. This issue is especially problematic for foreign language writers (Çelik, 2020). In Turkey, as with many other countries, the principle of the academic world known as “publish or perish” has become an increasing reality in the last few decades. Turkish academics—novice researchers in particular— are under enormous pressure to publish their work in English in well- regarded journals, as this constitutes one of the main criteria for recruitment, contract renewal and promotion at universities. Yet, as the Turkish Council of Higher Education (2007) asserts in its report titled “Turkey's Higher Education Strategy,” Turkish scholars experience major challenges with academic writing in

English, and many early-career academics in the country face serious difficulties in publishing, especially in high-impact-factor international journals, due to poor writing skills (Güven, 2007; Genç & Bada, 2010) and sub-standard use of English and mechanical problems (Olkun, 2006; Yağız & Yiğiter, 2012). Given the intense need to publish their work as a sign of academic productivity, researchers who lack the necessary knowledge and skills relating to the academic writing and the publishing process may jeopardize scientific ethics and integrity for the sake of getting published. For a quick turnaround, they may commit acts of plagiarism—intentionally or unintentionally—or turn to predatory journals that do not follow proper academic standards. This study explores the utility of a nationally funded intensive training program consisting of a series of courses for doctoral-level students to help them develop the knowledge and skills required to facilitate the publication process. We will first describe in detail the content, scope and implementation of the program and later discuss its significance from the perspective of the participating

trainees themselves to model an extra-curricular program that can be replicated in other contexts to increase novice researchers’ skills and confidence in academic writing for publication, and thus, greater dissemination of knowledge and qualitative involvement in academia. KEYWORDS Academic Writing; Scholarly Writing; Writing Journal Articles; Academic Publishing; Research Publishing; Publishing an Academic Article. REFERENCES Çelik, S. (2020). Building critical academic writing skills: The impact of instructor feedback on Turkish ELT

graduate students. TESL-EJ: Teaching English as a Second or Foreign Language, 24(3), 1–18. Genç, B., & Bada, E. (2010). English as a World Language in academic writing. The Reading Matrix, 2(10),

142–151. Güven, I. (2006). Yurtdışı sosyal bilim dergilerinde yayın süreci [Publication process in international social

science journals]. In K. Karakütük (Ed.), Sosyal bilimlerde süreli yayıncılık birinci ulusal kurultay bildirileri [Proceedings of the first national congress of academic publishing in social sciences] (pp. 149–163). TÜBİTAK-ULAKBİM.

Olkun, S. (2006). Eğitimle ilgili uluslararası bilimsel dergilerde yayım yapma süreci: Fırsatlar, sorunlar ve çözüm önerileri [Publishing process in international scientific journals in education: Opportunities, issues and suggestions for solutions]. In K. Karakütük (Ed.), Sosyal bilimlerde süreli yayıncılık birinci ulusal kurultay bildirileri [Proceedings of the first national congress of academic publishing in social sciences] (pp. 43–48). TÜBİTAK-ULAKBİM.

T. C. Yükseköğretim Kurulu [Turkish Council of Higher Education]. (2007). Türkiye’nin yükseköğretim stratejisi [Turkey’s higher education strategy]. Yükseköğretim Kurulu.

Yağız, O., & Yiğiter, K. (2012). Academic writing difficulties and challenges in advanced academic literacy. The Journal of Academic Social Science Studies, 5(8), 1261–1272.


DENISE AKEMI HIBARINO Federal University of Paraná, Brazil

Resignifiying translingual practice concepts in Brazilian language teacher education

ABSTRACT The multilingual turn (May, 2014) has called attention for more dynamic and heterogenous linguistic social practices, challenging the restricted and predominant concept of monolingualism. In relation to language teacher education in Brazil, this perspective has promoted the concept of translingual practices (Canagarajah, 2013, 2017), which has emerged as a potential theme for debates, both in

undergraduate and post-graduate classrooms. In view of this, the main research question was to analyze the impacts of these discussions in students’ research project themes as well as in their concept resignifications. Based on a qualitative interpretive research carried out during 2020–2021, the findings revealed, at first, that the translingual notion is not only related to the use of various linguistic structures but also to the resignified social practices, encompassed by multimodal language (memes and metaphors). Secondly, it was evident that the analyzed data was criss-crossed by students’ diversified featured positionalities both as readers and researchers (Jordão, 2011).

Furthermore, it was also possible to acknowledge how local perspectives are enacted with the development of teacher agency, understood in terms of transformative pedagogical action, as stated by Monte Mór, (2014,2021). In conclusion, this presentation highlights two relevant aspects: one which addresses the relevance of opening more spaces for translingual practices’ problematizations and its resignifications in the context of language teacher education in Brazilian universities. The other is related to the understanding of the university as a space for teaching, learning and researching, combined with theorizing practices.

KEYWORDS Multilingual Turn; Translingual Practices; Language Teacher Education; Resignified Linguistic Social Practices; Teacher Agency; Brazilian Context. REFERENCES

Canagarajah, S. (2013). Translingual Practice: Global Englishes and Cosmopolitan Relations. Routledge.

Canagarajah, S. (2017). Translingual Practice as Spatial Repertoires: Expanding the Paradigm beyond

Structuralist Orientations. Applied Linguistics, 39(1), 1–25. https://doi.org/10.1093/applin/amx041

Jordão, C. M. (2011). A posição de professor de inglês no Brasil: hibridismo, identidade e agência. Letras & Letras, 26(2), 427–442.

http://www.seer.ufu.br/index.php/letraseletras/article/view/25634. May, S. (2014). Introducing the "mutilingual turn". In S. May (Ed.), The multilingual turn: Implications

for SLA, TESOL and Bilingual education (pp. 1–6). Routledge. Monte Mór, W. (2014) The development of agency in a new literacies proposal for teacher education in

Brazil. In E. S. Junqueira & M. E. K. Buzato (Eds.), New literacies, new agencies? A Brazilian perspective on mindsets, digital practices and tools for social action in and out of school (pp. 126–146). Peter Lang.

Monte Mór, W. (2021, March 8). Tecnologia, Linguagem e Sociedade: os desafios das pluralizações [Lecture recording]. Retrieved from: https://www.youtube.com/watch?v=hxIpnbJ2nsw.


SVIATLANA KARPAVA

University of Cyprus, Cyprus

Sustainable multilingualism in EFL classrooms ABSTRACT Due to global migration, multilingualism and multiculturalism have become the norm (Cenoz & Gorter,

2015). It is important to include critical language awareness component in teacher training programs so that there is a link between theory and practice (Young, 2014; Gorter & Arocena, 2020). The outbreak of corona virus disease has affected the higher education sector. During the present crisis e-learning, teaching and assessment have been playing a significant role. This study investigates the issues of inclusive teaching/learning and assessment based on the principles of equity, equality and diversity, and critical digital literacies in EFL classrooms; student engagement and collaboration in on-line environment, the development of critical digital literacy, cognitive, social and self-directed

learning skills and beliefs about multilingualism of students, future EFL teachers in Cyprus, during a teaching methodology, teaching practicum course. The students were asked to write on-line blog entries, based on the discussions/materials covered in class, on the topic of multilingualism, equity, equality and diversity, critical digital literacies in EFL classes, to express their views, perceptions of

and attitudes towards multilingualism, teaching methods, approaches and techniques that can be implemented in linguistically and culturally heterogeneous classes, for inclusive teaching, learning and assessment. The analysis of the data (blog entries and comments, classroom discussions) showed that

students, future EFL teachers, have a positive attitude towards multilingualism and inclusive teaching/learning/assessment and that they should be promoted. This is in line with the previous research by De Angelis (2011), Heyder and Schadlich (2014), Jakisch (2014), Otwinowska (2014) and Haukas (2016). KEYWORDS

Sustainable Multilingualism; Inclusive Teaching; Diversity; Equality; Equity; Critical Digital Literacy. REFERENCES Cenoz, J., & Gorter, D. (2015). Towards a holistic approach in the study of multilingual education. In

J. Cenoz, & D. Gorter (Eds.), Multilingual education: Navigating between language learning and translanguaging (pp. 1–15). Cambridge University Press.

De Angelis, G. (2011). Teachers’ beliefs about the role of prior language knowledge in learning and

how these influence teaching practices. International Journal of Multilingualism, 8(3), 216–234.

Gorter, D., & Arocena, E. (2020). Teachers’ beliefs about multilingualism in a course on Translanguaging. System, 92, 1–10.

Haukas, Å. (2016). Teachers’ beliefs about multilingualism and a multilingual pedagogical approach. International Journal of Multilingualism, 13(1), 1–18.

Heyder, K., & Schadlich, B. (2014). Mehrsprachigkeit und Mehrkulturalitat-eine Umfrage unter

Fremdsprachenlehrkraften in Niedersachsen. Zeitschrift für Interkulturellen Fremdsprachenunterricht, 19(1), 183–201.

Jakisch, J. (2014). Lehrerperspektiven auf Englischunterricht und Mehrsprachigkeit. Zeitschrift für Interkulturellen Fremdsprachenunterricht, 19(1), 202–215.

Otwinowska, A. (2014). Does multilingualism influence plurilingual awareness of Polish teachers of English? International Journal of Multilingualism, 11(1), 97–119.

Young, A. (2014). Looking through the language lens: Monolingual taint or plurilingual tint? Ιn J. Conteh, & G. Meier (Εds.), The multilingual turn in languages education: Opportunities and

challenges (pp. 89–110). Multilingual Matters.


KRISTINE UZULE

Transport and Telecommunication Institute, Latvia

Foreign language teachers within the digital competences for educators framework: Programming at C1–C2 levels

ABSTRACT Teaching in a remote mode has indicated the need to include more diverse materials into classroom teaching to satisfy personal needs of students, which is consistent with the approach of personalization of learning, which according to Zhang et al. (2020), is an objective of current educational systems. Foreign language teachers need to implement personalization of learning in

response to the impoverished and occasionally inconsistent foreign language input in the classroom. Personalization of learning might be achieved through the development of teacher digital competences, which according to the Digital Competences of Educators (DCE) (Redecker & Punie, 2017), range from A1 to C2 levels. Rokenes and Krumsvik (2016) argue that foreign language teachers use digital skills in a limited manner for paperwork purposes and some work with materials. Such operations correspond to A1–B2 DCE levels. Teaching in such contexts call for two research questions: (1) Can A1–B2 DCE competences and C1–C2 DCE competences of foreign language

teachers satisfy the current and future requirements of personalization of learning? (2) Should C1–C2 DCE competences for foreign language teachers include programming skills? The paper aims to prove that more productive personalization of learning can be attained by teachers with C1–C2 DCE competences, which should include some knowledge of a programming language, such as Python. The aim will be achieved considering Zhang et al. (2020) approach in accord with which personalization of learning depends on two factors – available technology and factors impacting the study context. The research methodology has included content and needs’ analysis methods.

KEYWORDS Digital Competences; Foreign Language Teachers; Personalization of Learning. REFERENCES Redecker, C. & Punie, Y. (2017). European Framework for the Digital Competences of Educators

(DigCompEdu). JRS Science for Policy Report of the European Commission. https://op.europa.eu/en/publication-detail/-/publication/fcc33b68-d581-11e7-a5b9-01aa75ed71a1/language-en.

Rokenes, F. M. and Krumsvik, R. J. (2016). Prepared to teach ESL with ICT? A study of digital competence in Norwegian teacher education. Computers and Education, 97, 1–20. http://dx.doi.org/10.1016/j.compedu.2016.02.014

Zhang, L., Basham, J. D., & Yang, S. (2020). Understanding the implementation of personalized

learning: A research synthesis. Educational Research Review, 31, 1–15. https://doi.org/10.1016/j.edurev.2020.100339


Less widely spoken &

taught languages


OLESIA LAZER-PANKIV & IULIIA PYSMENNA Taras Shevchenko National University of Kyiv, Ukraine

Peculiarities of phonetic and orthographic adaptation of Latinisms in English clinical terminology: On the issue of Latin terminological

competence formation of foreign medical students ABSTRACT The analysis of phonetic and orthographic peculiarities of medical terms and term-elements borrowed

from Latin has revealed that the process of their phonetic and orthographic adaptation in English clinical terminology often takes place irregularly and not systematically, which gives rise to controversy concerning both lexicographic representation of medical terms and the issues of linguodidactics. About 8,000 clinical terms selected from various lexicographic English-language sources have been studied on the basis of etymological and comparative approaches. An emphasis was made on the peculiarities of borrowing and adaptation of the most common Latin term-elements

and terms in English clinical terminology. All conclusions have been verified by the results of quantitative analysis. The main tendencies in the process of phonetic and orthographic development of Latin terms in English are determined as follows: (1) imitation of classical Latin spelling of terms;

(2) ‘simplification’ of classical Latin spelling; (3) syncretism of the first and second tendencies (parallel use of classical Latin and ‘simplified’ variants as synonyms). The analysis has also identified in some cases the phenomenon of ‘hypercorrectness’ (excessive application of the rules of phonetic and orthographic adaptation in the reproduction of Latinized ancient Greek term-elements in English

clinical terminology that is not etymologically justified). The lack of unified norm of phonetic and orthographic development of Greek-Latin terms and term- elements in English clinical terminology is reflected in all analyzed reference sources, complicating the lexicographic description of medical terms and the process of forming terminological competence of foreign medical students. KEYWORDS Clinical Terminology; Latin Language; Phonetic and Orthographic Development of Latinisms;

Terminological Competence. REFERENCES Brown, A. O. (2014). Lexical access, knowledge transfer and meaningful learning of scientific

terminology via an etymological approach. International Journal of Biology Education, 3(2). https://pdfs.semanticscholar.org/2617/f58e5a0ad494202887bc94ef15de3fc68820.pdf.

Bujalková, M., & Džuganová, B. (2015). English and Latin corpora of medical terms – a comparative study. IJHSSE, 2(12), 82–91.

Kachlika, D., Bozdechovac, I., Cech, P., Musil, V., & Baca, V. (2009). Mistakes in the usage of anatomical terminology in clinical practice. Biomed Pap Med Fac Univ Palacky Olomouc Czech Repub, 153(2), 157–162.

Qreshat, J. Y. (2019). The history of loan words in English and its impact on the English Lexicon. Journal of Critical Reviews, 6(6). http://creativecommons.org/licenses/by/4.0/.

Wermuth, M. C., & Verplaetse, H. (2018). Medical terminology in the Western world: Current situation. In A. Alsulaiman, & A. Allaithy (Eds.), Handbook of Terminology, Vol. 2, Terminology in the Arab world (pp. 84–108). John Benjamins Publishing Company.


JŪRATĖ RUZAITĖ & EGLĖ KRIVICKAITĖ-LEIŠIENĖ Vytautas Magnus University, Lithuania

Some lexical properties of Lithuanian learner language: A focus on beginner learners

ABSTRACT The aim of this research is to explore the productive vocabulary that beginner learners of Lithuanian as a foreign language (LFL) use when speaking and writing. LFL, being a lesser used and lesser taught language, has been studied to a rather limited extent (e. g. Dabašinskienė & Čubajevaitė (2009), Ramonaitė (2015, 2017a, 2017b)), and learner corpora were not available for a rather long time.

The present study is based on the newly developed Lithuanian Learner Corpus (LLC) and is limited to the subcorpus of beginner texts (103,148 tokens). The research is based mainly on frequency lists and generated with the AntConc software. The questions addressed here are as follows: (a) What are the most frequent lexical items in Lithuanian learner language (LLL) in level A1?; (b) How are different lexical items distributed in spoken and written texts?; (c) What do n-grams show about the usage patterns of these lexical items in LLL? The preliminary results show that the lexical diversity in beginner LLL is rather low. The most frequent lexical items are nouns, while verbs, adverbs, and

especially adjectives are considerably less frequent. The lexical sets of the most frequent items appear to be tightly linked to the textbook curriculum. The analysis of 4-grams and 3-grams shows that vocabulary in A1 is used in highly formulaic patterns. Thus, beginner learners of Lithuanian use minimal lexical resources and focus mainly on the referential function of language; lexical items used for pragmatic purposes are scarcely used, which may point to some limitations in the existing teaching resources and curricula.

KEYWORDS Lithuanian; Learner Language; Learner Corpus; Vocabulary; Beginner Level; Spoken and Written Output. REFERENCES Dabašinskienė, I., & Čubajevaitė, L. (2009). Acquisition of case in Lithuanian as L2: error analysis.

Eesti Rakenduslingvistika Uhingu Aastaraamat, 5, 47–66. Ramonaitė J. (2015). Kaip lietuviškai šneka užsieniečiai? Lietuvių kaip antrosios kalbos veiksmažodžio

įsisavinimas. Baltistica, 50(2), 295–330.

Ramonaitė J. (2017a). Bendratis lietuvių kaip antrojoje kalboje. Baltistica, 52(1), 81–104. Ramonaitė J. (2017b). Ką sako tokios užsieniečių sudaromos formos kaip valgu ar žinėjau? Lietuvių

kalba, 11, 1–25.


DORIS HAMBUCH United Arab Emirates University, United Arab Emirates

Creative multilingualism in the United Arab Emirates ABSTRACT Siemund, Al-Issa, and Leimgruber conclude their study of multilingualism in the United Arab Emirates

with the statement that “the UAE provides a fascinating language contact situation that promises to extend our knowledge of language mixture and levelling in world Englishes contexts” (Siemund, Al-Issa & Leimgruber, 2020). My presentation demonstrates how the situation in question manifests itself in the arts. Analyses of poetry by Zeina Hashem Beck, of spoken word performance by Afra Atiq, and of selected short films illustrate the various ways in which creative expression in the UAE reflects and shapes everyday polyglossia. While in some of the examples, the presence of different languages relates to the speaker’s personality, the setting requires code-switching for the sake of authenticity in

others. While the main interaction is between the official language, Arabic, and the lingua franca, English, there are variations of both, as well as other languages, such as French and Tagalog that complicate the use and reception of creative multilingualism in the UAE. My study concludes that multilingual creative expression in the UAE effectively reflects the language contact situation outlined

by Siemund, Al-Issa, and Leimgruber, and that studies of this situation benefit from interdisciplinary research.

KEYWORDS Afra Atiq; Creative Multilingualism; Film; Poetry; Spoken Word; Zeina Hashem Beck. REFERENCES Siemund, P., & Al-Issa, A., & Leimgruber, J. R. A. (2020). Multilingualism and the role of English in

the United Arab Emirates. World Englishes, 8(3), 1–14. https://doi.org/10.1111/weng.12507


SAMUEL VULLIAMY Vytautas Magnus University, Lithuania

The Israel-Palestine conflict online: A critical discourse analysis of Israeli and international news

ABSTRACT Critical Discourse Analysis has been used frequently in order to examine the language of news media but has been less frequently applied to reports relating to the Israel-Palestine conflict, despite its protracted and evocative status. This paper takes a CDA approach to the examination of the language of online news articles regarding violent attacks against Israeli civilians and members of the military.

These incidents, representing new forms of attacks, include stabbings, car rammings and shootings that took place within Israel and the Palestinian Territories between January 2019 and February 2020. The data set consists of 208 articles collected from Western and Middle Eastern news sources in English or Hebrew and representing a range of political ideologies concerning the conflict. MAXQDA software was used to analyse the data in order to address the following research questions: (1) How is ideology reflected in the language of news articles? (2) Which linguistic techniques are the most open to manipulation by pro-Israeli or pro-Palestinian ideologies and how? (3) How can the language of

news articles influence and reproduce ideology in media consumers? Several linguistic techniques were identified including foregrounding, transitivity, nominalisation and selective use of lexis which allow news producers to inspire sympathy, portray victimhood and attribute agency or blame. Combinations of these techniques were used in ways favourable to and consistent with the ideology of the news producer allowing for the same events and sequences of events to be conveyed as greatly differing stories depending on that ideology.

KEYWORDS Critical Discourse Analysis; News; Media; Ideology; Conflict; Power; Israel; Palestine. REFERENCES Fairclough, N. (1989). Language and Power. Longman. Fairclough, N., & Wodak, R. (1997). Critical Discourse Analysis. In T. Van Dijk (Ed.), Discourse

Studies: A Multidisciplinary Introduction (pp. 258–284). Sage. Fowler, R. (1991). Language in the News: Discourse and Ideology in the Press. Routledge. Van Dijk, T. (2009). News, Discourse and Ideology. In K. Wahl-Jorgensen & T. Hanitzsch. (Eds.),

The Handbook of Journalism Studies (pp. 191-204). Routledge. Wodak, R., & Meyer, M. (2001). Methods of Critical Discourse Analysis. Sage.


Linguistically sensitive teaching &

linguistic mediation


VILMA BIJEIKIENĖ & NEMIRA MAČIANSKIENĖ Vytautas Magnus University, Lithuania

Linguistically sensitive teaching as a response to challenges of multilingual classrooms: Student teachers’ attitudes

ABSTRACT Living in increasingly multilingual communities and the subsequent learning in multilingual classrooms have become a complex reality and a significant challenge opting for peaceful, harmonious, and inclusive societies of the 21st century (c.f. Cummins, 2019; Cummins & Persad, 2014; García & Otheguy, 2019). In response to the complexity of teaching and learning in multilingual classrooms,

scholars from 7 European countries have joined in an action research project (LISTiac; listiac.org) aimed at political reforms for successful introduction of linguistically sensitive teaching (LST) in European general education. The current paper presents part of a broader study into the attitudes and beliefs of student teachers, i.e., students (N=63) in pedagogical or philological first-cycle programs at Vytautas Magnus University, with regard to the application of LST in teaching practices. Following the methodological framework developed by LISTiac research team and the focus group model offered by Breen (2006), the study has revealed that student teachers demonstrate high awareness of how

the lack of LST in the classroom can hinder the learning process and how its integration can be didactically achieved and ultimately facilitate the creation of an inclusive classroom. Given the novelty of LST and plurilingual approaches in Lithuanian general education and its increasing diversity, more research not only into the relevant aspects of teacher education but also into the actual practices in the multilingual classrooms is highly recommendable. KEYWORDS

Linguistically Sensitive Teaching; Plurilingual Approach; Student Teachers; Inclusive Classroom; Attitudes. REFERENCES Breen, R. L. (2006). A practical guide to focus-group research. Journal of Geography in Higher

Education, 30(3), 463–475. Routledge. https://doi.org/10.1080/03098260600927575

Cummins, J. (2019). Should Schools Undermine or Sustain Multilingualism? An Analysis of Theory, Research, and Pedagogical Practice. Sustainable Multilingualism, 15, 1–26. https://doi.org/10.2478/sm-2019-0011

Cummins, J., & Persad, R. (2014). Teaching through a Multilingual Lens: The Evolution of EAL Policy and Practice in Canada. Education Matters, 2(1), 3–40.

García, O., & Otheguy, R. (2020). Plurilingualism and translanguaging: Commonalities and divergences. International Journal of Bilingual Education and Bilingualism, 23(1), 17–35.

https://doi.org/10.1080/13670050.2019.1598932

http://listiac.org/


TJAŠA DRAŽNIK

University of Ljubljana, Faculty of Education, Slovenia

Pre-service teachers’ perceptions of plurilingual pedagogies ABSTRACT In light of the growing diversity in European schools, equity-centred plurilingual pedagogies have

gained prominence across the political, educational and scientific spectrum. This gives particular weight to this study, which aims to contribute to the understanding of the complexity of factors that promote the mainstreaming of plurilingual pedagogies. The concept of Linguistically Sensitive Teaching (LST) was used as a lens to study pre-service teachers’ perceptions of plurilingual pedagogies in their educational context in Slovenia. More specifically, the study aims to examine pre-service teachers’ perceptions of the relevance of plurilingual pedagogies for their future profession and to identify the factors that pre-service teachers consider relevant for the implementation of

plurilingual pedagogies in education. Written qualitative data from 27 pre-service primary education teachers from the Faculty of Education of the University of Ljubljana were analysed. Reflection prompts were used to stimulate and guide critical engagement of the participants within the context of LST: a video, a document and a SWOT analysis template. The findings illustrate pre-service teachers’

awareness of the relevance and the benefits of plurilingual pedagogies for their profession and their understanding of the complexity of factors, specifically in relation to teachers’ knowledge, attitudes, and skills, that promote the mainstreaming of plurilingual pedagogies. The study highlights how

guided reflection can support pre-service teachers’ training in plurilingual pedagogies within initial teacher education. As such, the study has positive implications for preparing future teachers to better respond to the needs of linguistically and culturally diverse classes. KEYWORDS Plurilingual Pedagogies; Initial Teacher Education; Pre-Service Teachers.

REFERENCES Bergroth, M., & Hansell, K. (2020). Language-aware operational culture – Developing in- service

training for early childhood education and care. Apples –Journal of Applied Language Studies, 14(1), 85–102. http://dx.doi.org/10.17011/apples/urn.202006043978

Council of Europe (2001). CEFRL: The Common European Framework of Reference for Languages: Learning, teaching, assessment. Press Syndicate of the University of Cambridge.

http://www.coe.int/lang-CEFR. European Commission (2017). Preparing teachers for diversity: the role of initial teacher education.

Final report to DG Education, Youth, Sport and Culture of the European Commission. Publications Office of the European Union. https://doi.org/10.2766/637002

Lau, S. M. C., & van Viegen, S. (2020). Plurilingual Pedagogies, 42. Springer International Publishing. https://doi.org/10.1007/978-3-030-36983-5

Peček, M., & Skubic Ermenc, K. (2016). Educating teachers to teach in culturally and linguistically

heterogeneous classrooms. Sodobna Pedagogika/Journal of Contemporary Educational Studies, 67(2), 8–25.


JENNY HAAGENSEN Åbo Akademi University, Finland

Being a linguistically sensitive teacher during pandemic ABSTRACT OECD learning compass 2030 places well-being of society as a shared goal for all (OECD, 2021).

The Covid-19 pandemic with online learning has affected many students’ well-being negatively (Save the Children, 2020). The point of departure in this paper is that student - teacher relationships are connected to student well-being (Hughes, 2011), and having a linguistically sensitive teacher supports building trust and good relations. Students who use their entire language repertoire get a chance to feel competent and capable (Manyak, 2004). The aim of this paper is to explore how teachers and teacher educators experience distance education, with focus on being linguistically sensitive and supporting student well-being. The research questions are: What narratives can be identified in

the data regarding (1) Linguistically sensitive teaching online and (2) Student-teacher relationships during distance education? The data was collected at a Swedish-speaking teacher education in Finland and consists of 10 video-recorded interviews with teachers and teacher educators. The data is analysed inductively through narrative content analysis (Atkins & Wallace, 2012). The results show

that the teachers found it challenging to incorporate LST in online teaching, because of the need for focusing on technical issues and helping the students adjust. They also experienced difficulties in forming and maintaining good student-teacher relationships as the interaction was moved to

the online arena. The results implicate the need for strengthening teachers’ ability of LST in order to prepare for future online teaching. The importance of building good relationships before eventual crises can also be stressed. KEYWORDS Linguistically Sensitive Teaching; Well-Being; Teacher Education; Distance Education; Online

Teaching; Multilingualism. REFERENCES Atkins, L., & Wallace, S. (2012). Qualitative research in education. SAGE. Hughes, J. N. (2011). Longitudinal effects of teacher and student perceptions of teacher-student

relationship qualities on academic adjustment. Elementary School Journal, 112(1), 38–60. Manyak, P. C. (2004). “What did he say?” Translation in a primary-grade English immersion class.

Multicultural Perspectives, 137(2), 12–18. OECD (2021). OECD Future of Education and Skills 2030. http://www.oecd.org/education/2030-

project/. Save the Children (2020). ‘Children at risk of lasting psychological distress from coronaviruslockdown’:

Save the Children. https://www.savethechildren.net/news/%E2%80%98children-risk-lasting-psychological-distress-coronavirus-lockdown%E2%80%99- save-children.


EIDER SARAGUETA, OIHANE GALDOS & LEIRE ITUIÑO AGUIRRE The University of the Basque Country UPV/EHU, Basque Country (Spain)

Multilingual beliefs and practices in Primary Education: A reflection on Linguistically Sensitive Teaching in

the Basque Autonomous Community ABSTRACT Due to multilingual environments in Europe, the number of multilingual students at schools has

considerably increased (Vertovec, 2007). Traditionally, languages have been taught separately and that fact has restricted the use of students’ whole linguistic repertoire. However, new lines of research have demonstrated the usefulness of multilingualism, among others, the benefits that pedagogical translanguaging could entail (Leonet, Cenoz & Gorter, 2017). In this context, Linguistically Sensitive Teaching (LST) gives teachers the opportunity to make multilingualism visible in their classrooms (Llompart & Birello, 2020). This qualitative research study was carried out in the Basque Autonomous

Community (BAC), where Basque and Spanish are official languages and English is taught as a Foreign Language. Most students' families choose Basque as the language of instruction (Basque Government, 2020) even though in many cases the minority language is not the students’ first language. The study

analyses in-service primary teachers’ perspectives on multilingual education. Data was collected through observations, a focus group discussion and semi-structured interviews. 106 primary multilingual students and eight in-service language and content teachers were observed during a month by two researchers. Findings from the study show that in-service primary teachers are

flexible when using languages in different lessons, believe in transferences across languages and highlight the value of language to learn content. Although these in-service primary teachers are aware of the usefulness of putting LST into practice and they are willing to teach and use languages in a flexible way, the analysis of the data showed that uncertainty is also present among the participants. KEYWORDS

Linguistically Sensitive Teaching; Multilingual Education; Minority Language; Primary Education; Pedagogical Translanguaging. REFERENCES

Basque Government (2020). Department of education: Basque Autonomous Community. https://www.euskadi.eus/web01apeusadi/eu/eusadierazle/graficosV1.apl?idioma=e&indicador

=80. Leonet, O., Cenoz, J., & Gorter, D. (2017). Challenging Minority Language Isolation: Translanguaging

in a Trilingual School in the Basque Country. Journal of Language, Identity & Education, 16(4), 216–227. doi: 10.1080/15348458.2017.1328281

Llompart, J., & Birello, M. (2020). Migrant and Non-Migrant Origin Pre-Service Teachers’ Beliefs about Multilingualism and Teaching in Multilingual Classrooms: Convergences and Divergences. Sustainable Multilingualism, 17(1), 102–123. doi: https://doi.org/10.2478/sm-2020-0015

Vertovec, S. (2007). Super-diversity and its implications. Ethnic and Racial Studies, 30(6), 1024–1054. doi: 10.1080/01419870701599465


Minority & regional languages


VINCENZO NICOLÒ DI CARO & GIANLUCA LEBANI Ca’ Foscari University of Venice, Italy

Bilingualism and use of the dialect in written messages on Social Media. A first survey in the Sicilian context

ABSTRACT We intend to investigate whether the language attitudes and uses of bilingual speakers (Italian + any Sicilian dialect, a case of dilalìa in Berruto’s terms [1]) while writing on Social Media (SM) are affected by the unbalanced use of the two varieties, given the fact that Italo-Romance dialects seldom have official written codes. We used an online questionnaire featuring a BLP [2, 3] and original questions on

the bilingual speaker’s use of SM and their language attitudes towards the use of their dialects on SM. We administered the questionnaire to 71 participants (aged 18-67, M = 38.6, SD = 14.52) from 20 Sicilian cities, from September to December 2020. The preliminary results show that, on a sample with a slight dominance of Italian (M = 57.2 on a -218/+218 range), 60% of all interactions on 4 different SM per participant (M = 3.89, SD = 1.031) are via written texts, but only 10% of all interactions are in Sicilian. Although only 15.5% of participants declare they give up writing in Sicilian on SM because they are not sure of how to spell words correctly, 60.6% of them agree/strongly agree

on the importance of sites which explain Sicilian grammar. Following Verdoodt’s [4] advice that research should always precede the drawing up of language policies, we aim at addressing the local institutions to promote the teaching of Sicilian grammar to provide bilingual SM users with a set of tools to preserve their bilingualism even in the context of written messages on SM. KEYWORDS Bilingualism; Language Dominance; Social Media; Sicilian Dialects; Language Preservation.

REFERENCES Berruto, G. (1987). Lingua, dialetto, diglossia, dilalìa. In Holtus, G. & Kramer, J. (Eds.), Romania et

Slavia adriatica, Festschrift für Zarko Muljačić (pp. 57–81). Buske. Birdsong, D., Gertken, L. M., & Amengual, M. (2012). Bilingual Language Profile: An Easy- to-Use

Instrument to Assess Bilingualism. COERLL, University of Texas at Austin.

https://sites.la.utexas.edu/bilingual/. Gertken, L. M, Amengual, M., & Birdsong, D. (2014). Assessing Language Dominance with

the Bilingual Language Profile. In P. Leclercq, A. Edmonds, & H. Hilton (Eds.), Measuring L2

Proficiency: Perspectives from SLA (pp. 208–225). Multilingual Matters. Verdoodt, A. F. (2000). The Demography of Language. In F. Coulmas (Ed.), The Handbook of

Sociolinguistics (pp. 33–45). Blackwell Publishers.


STEFANO M. LANZA Vytautas Magnus University, Lithuania

Safeguarding dialects by local initiative: The case of bulgnaiṡ ABSTRACT It is usually assumed that clearly define a border between regional languages (sometimes even State languages) and dialects is not possible. At the European level one can easily admit that, at least in

the last 30 years, the very concept of dialect is not regarded as practical. The European Charter for Regional or Minority Languages (ECRML) states with no doubt that the expression regional or minority languages “does not include […] dialects of the official language(s)” (Article 1). Italy has signed this treaty, but did not ratify it, so that the decision of which (minority or regional) languages to protect and promote lies solely in the hands of the Italian Government. As a result of this, some local languages have gained this special status, namely those who are already recognized as such by the scientific community (i. e. Sardinian, Friulian and Ladin). The logical consequence of this

“language policy” is that safeguarding dialects is a commitment devolved to local organizations. Such is the case of the Bolognese dialect, which has a strong historic tradition, nonetheless enjoying modern vitality thanks to non-profit well organized cultural associations.

KEYWORDS Regional Language; Dialects; Bolognese; Language Policy.


PIERGIORGIO MURA Ca’ Foscari University – Venice, Italy

An indirect approach to explore attitudes towards a minority language: Adopting the Matched-Guise Technique in Sardinia

ABSTRACT Within the indirect approach in language attitudes research, the Matched-Guise Technique (MGT) has long represented the dominant paradigm (Labov, 2001). Some speakers are heard reading the same text in more than one language and get judged on their personalities; as listeners are not aware of the experiment structure, it is possible to see how their evaluations of speakers change according to

the language used. Sardinian, despite being an officially protected minority language in Italy, is undergoing a severe process of language shift in favour of Italian (Schjerve, 2017). Although language attitudes are thought to be crucial in reversing such trends (Baker, 1992), sociolinguistic studies have only explored attitudes towards Sardinian with direct methods; therefore, the adoption of an indirect measurement might bring new and more reliable findings. This work focuses on the administration of the MTG, with some speakers reading in both Sardinian and Italian, to school and university students. Are Sardinian voices evaluated differently from the Italian ones? Based on

common trends (Van Herk, 2012) and traditional views in Sardinia (Tufi, 2013), it is conceivable that minority language voices are positively judged on traits related to likability and pleasantness, while majority language voices on socio- economic and cultural traits. In this case, island’s current sociolinguistic conditions would seem to consolidate. If Sardinian ‘guises’ are also favourably rated on status-related traits, this might suggest that the new generations assign enhanced value to the local language, in line with what Sardinia’s language policies have been attempting to do in the last years.

KEYWORDS Language Attitudes; Indirect Method; Matched-Guise Technique; Minority Language; Regional Language; Sardinian; Language Policy. REFERENCES Baker, C. (1992). Attitudes and Language. Multilingual Matters.

Labov, W. (2001). Principles of Linguistic Change, Vol. 2: Social Factors. Blackwell. Schjerve, R. R. (2017). Sociolinguistica e vitalità del sardo. In E. Blasco Ferrer, P. Koch & D. Marzo

(Eds.), Manuale di linguistica sarda (pp.31-44). De Gruyter.


PEDRO QUINTINO DE SOUSA Universidade do Algarve/CIAC, Portugal

Lessons from America multilingualism, translingualism and empathy in Cynthia Ozick, Aleksandar Hemon and Viet Thanh Nguyen

ABSTRACT Multilingualism implies the proficient use of three or more languages ranging from native fluency to contextual usage. Translingualism consists of authors writing in more than one language or one language other than their mother tongue. When applied to literature, multi- and translingualism enhance narratives by using different languages, preemptive translation (writing to be translated from

or into a dominant language) and preventing national claim over novels with intended moral and global reach. This article shows multi- and translingual American literature as the linguistic right to choose English to express the origin and consequences of social, political and military oppression and displacement; also, through the lens of preemptive translation, it intends to confirm the empathic effect of multi- and translingual narratives in monolingual readers. Cynthia Ozick's The Shawl, Aleksandar Hemon’s The Question of Bruno and Viet Thanh Nguyen’s The Refugees demonstrate how multi- and translingual literature in the English speaking context – in detriment of Polish, Bosnian and

Vietnamese – allow the authors to address the horrors of the nazi concentration camps, the siege of Sarajevo, the abandoning of Vietnam and the experience of the new homeland of America. Both monolingual and multilingual, native and non-native English readers become aware of ethnic and immigrant struggles; in sum, multi- and translingual literature ultimately translate as an ethical learning towards the other. KEYWORDS

Multilingualism; Translingualism; Empathy; Ethics; Alexander Hemon; Cynthia Ozick; Viet Thanh Nguyen. REFERENCES Hemon, A. (2012). The Question of Bruno. Picador. Nguyen, V. T. (2017). The Refugees. Grove Press.

Ozick, C. (2007). The Shawl. Phoenix. Pavlenko, A. (2005). Emotions and Multilingualism. Cambridge University Press. Walkowitz, R. L. (2015). Born Translated. The Contemporary Novel in an Age of World Literature.

Columbia University Press.


Plurilingual approach to language

teaching & learning


TATJANA BICJUTKO & LIGA BELICKA Department of English Studies, Centre for Applied Linguistics, Faculty of Humanities, University of Latvia, Latvia; Centre for Applied Linguistics, Faculty of Humanities, University of Latvia, Latvia

Introducing plurilingualism in an ESP course: A case of interviewing ABSTRACT

With the view to the growing wish to overcome native-speakerism as well as the vision of plurilingualism as expressed in the Common European Framework of Reference for Languages Companion Volume (CEFR, 2020), the goal is to discuss possible changes in a university course of English for Specific Purposes (ESP) to enhance students' academic and professional performance. A pilot study was carried out with 110 first-year medical students attending English for Medicine, with the task to conduct an interview with a medical practitioner with all concomitant activities aimed both

at improving students’ professional skills as well as training their overall communicative competence. Addressing the student's communicative repertoire as a totality of interrelated strategies in different languages (CEFR, 2020), the interviewing assignment was meant to clarify the effects of limited use of plurilingualism when training English communicative competence in an ESP course. Using observation,

students' reflection and its content analysis, the conducted pilot study demonstrates students' recognition of a positive impact on their English language and overall communication and mediation skills. Despite the acknowledged difficulties unavoidable in translational issues, the change of explicit

tasks into explicit/integrated assignments allows for a bigger range of language skill development. In addition, the task facilitates raising awareness about the general standards of communication in medicine, both face-to-face and across a range of electronic media. KEYWORDS Plurilingual; Communicative Competences; ESP; CEFR; Interviewing; Mediation Skills.

REFERENCES Council of Europe (2020). The Common European Framework of Reference for Languages: Learning,

Teaching, Assessment – Companion Volume. https://www.coe.int/en/web/ education/-/common-european-framework-of-reference-for-languages-learning-teaching- assessment-companion-volume

Halliday, A. (2006). Native-speakerism. ELT Journal, 60(4), 385–387. https://doi.org/

10.1093/elt/ccl030 Houghton, S. A., Rivers, D. J., & Hashimoto, K. (2018). Beyond Native-Speakerism: Current

Explorations and Future Visions. Routledge. Kecskes, I. (2019). English as a Lingua Franca: The Pragmatic Perspective. Cambridge University

Press.


NEUZA COSTA Universidade do Algarve/CIAC, Portugal

Multilingual research in the FL classroom

ABSTRACT An essential part of language learning at all levels of education is the knowledge of culture, often

taught through predefined linguistic and cultural content. Today, in the midst of a pandemic, as online teaching and learning has become the norm, not the exception, as classrooms worldwide have, in some cases, literally gone global, encouraging culturally and linguistically sensitive teaching increases not only students’ horizons but also provides them with the necessary tools they need to thrive in a globalized, multicultural, multilingual world, where respect for one another’s background is of the utmost importance and value. This article looks at the use of semi-structured research activities to nurture the use of culturally and linguistically sensitive responsive teaching, as students’ and teachers’

use their own multicultural, plurilingual linguistic repertoire in the classroom, as individual and group work is conducted. More specifically, students are encouraged to use their L1 or any other language they feel comfortable with, alongside English (the target language, in this case), in order to conduct research and discuss their findings with colleagues. Findings show that the active participation of both

students and teacher, involves reading and, listening comprehension tasks, as well as writing and speaking production tasks, during which not only the target language is required, but also other languages are used to enrich the negotiation, as well as the acquisition of language and content.

Further analysis indicates a higher degree of involvement in the research conducted, thus greater participation in the classroom and use of the target language. KEYWORDS Foreign Language Acquisition; Linguistically Sensitive Teaching; Multilingualism; Multiculturalism; Language Diversity; Translanguaging.

REFERENCES Conceição, M.C. (2020). Language policies and internationalization of higher education. European

Journal of Higher Education, 10(3), 231-240. DOI:10.1080/21568235.2020.1778500.


SANDRA DESCOURTIS & SANDRINE PELL

University of Wisconsin-Madison, USA

Fostering critical multilingual language awareness and plurilingual competence through multilingual activities in

a US elementary classroom

ABSTRACT This presentation draws on a classroom-based research between a Midwestern University in the United

States and an elementary school that seeks to examine collaborative learning through multilingual inquiry. We present the design and implementation of a multilingual teaching unit aimed at increasing critical multilingual language awareness (CMLA) and understanding of diversity amongst students in third and fourth grade. Introducing CMLA explicitly from early grades makes students aware of the various languages and cultures that exist and helps them develop open mindedness, community among peers and plurilingual competence. Our research questions investigate how transforming

multilingualism and linguistic diversity from a problem into a resource, impacts both English dominant and language minoritized students. Drawing on the 5 domains of Language Awareness (James & Garrett, 1991) and on the Linguistic and Cultural Collaboration in the Classroom framework (Prasad &

Lory, 2019), multilingual activities were designed related to different translations of the French story, Le Petit Prince d’Antoine de Saint Exupéry (1943). The data collected over one semester with 130 students include classroom observations and activity booklets. Data were analyzed thematically through the prism of CMLA domains. These activities led to critical reflection about how languages

work, their similarities and their differences. Findings highlight how CMLA activities created a context for power shifts between English dominant and language minoritized students. This research gives teachers practical tools to raise children’s CMLA and develop their plurilingual competence (Coste, Moore & Zarate, 2009), as a way to support more equitable classrooms and ultimately a more equitable society. KEYWORDS

Multilingualism; Language Awareness; Plurilingual Competence; Classroom-Based Research; Linguistic Diversity; Collaborative Learning. REFERENCES

Prasad, G., & Lory, M. P. (2020). Linguistic and Cultural Collaboration in Schools: Reconciling Majority and Minoritized Language Users. TESOL Quarterly, 54(4), 797–822.

James, C., Garrett, P., & Candlin, C. N. (2014). Language awareness in the classroom. Routledge. Coste, D., Moore, D., & Zarate, G. (2009). Plurilingual and pluricultural competence. Language Policy

Division. Council of Europe.


GUILÈNE RÉVAUGER

The University of Reunion Island, France

Plurilingualism and transferable strategies: An exploratory analysis of EFL teachers’ perceptions of listening strategies in Reunion Island

ABSTRACT This paper will offer an introductory analysis of the representations of the concept of plurilingual competence and one of its fundamental principles. One of the core assumptions beneath the plurilingual competence such as defined by the Council of Europe is that some skills or subskills are transferable. The focus will here be put on L2 listening comprehension. Researchers have already

shed light on the types of strategies, low-level and high-level listening processes (Vandergrift, 2003), strategy use (McDonough, 1999), cognitive processes (Sweller, 1994) or the conditions of fruitful training (Gaonac’h, 2003; Roussel, Gruson & Galan, 2017). Yet, in-the-field language teaching rests on a variety of didactic traditions which do not grant transferable skills the same powers. In France, EFL teaching follows a rather monolingual tradition, and the focus has been traditionally put on the end product rather than the process. The purport of this paper is to conduct an exploratory research on the ways EFL teachers address subskills and transferable strategies. Our context is set in

secondary education in Reunion Island, a French overseas multilingual territory. Through an analysis of comments in an online forum, we will first examine the perceptions prospective teachers have of plurilingualism and strategies (N=36). We then offer to explore representations of listening strategies and the ways in which tangible and transferable strategies are taught. In order to do so we will resort to qualitative research through the analysis of classroom observation reports. KEYWORDS

Plurilingual Competence; Representations; Listening; Transferable Strategies; Reunion Island. REFERENCES Gaonac’h, D. (2003). Comprendre en langue étrangère. In D. Gaonac’h and M. Fayol (Eds.), Aider les

eleves à comprendre : du texte au multimedia (pp. 137–154). Hachette. McDonough, S. H. (1999). Learner strategies: State of the art. Language Teaching, 32, 1–18.

Roussel, S., Gruson, B., & Galan, J.-P. (2019). What types of training improve learners’ performances in Second Language listening comprehension? International Journal of Listening, 33(1), 39–52.

Sweller, J. (1994). Cognitive load theory, learning difficulty, and instructional design. Learning and Instruction, 4(4), 295–312.

Vandergrift, L. (2003). Orchestrating strategy use: Toward a model of the skilled second language listener. Language Learning, 53, 463–496.


Psycholinguistic perspectives

of multilingualism


VAIDA MISEVIČIŪTĖ Vytautas Magnus University Lithuania

Teacher -student relationships and students' interaction before pandemic and now

ABSTRACT Teacher-student relationships and students’ interaction in the classroom is regaining attention among researchers due to the particularities of virtual learning environment. Looking at the previous studies, multiple researchers seem to agree that positive teacher- student and student-student relationships greatly influence students’ learning outcomes. Unfortunately, when the learning moved into online

platforms, student and teacher interactions got diminished for various reasons from technological ones (poor Internet connection or lack of camera) to personal ones (unwillingness to be on display, discomfort hearing your voice through headphones). The aim of this study is to examine and understand how students’ evaluation and value of teacher-student and peer relationships change along with changing learning environment. The study has been carried out in 4 different semesters— pure face to face environment before pandemic (Fall 2019), half face to face and half online semester (Spring 2020), full online semester (Fall 2020) still a novelty, and another full online semester

(Spring 2021) where everyone feels zoomed out. C1 level English language students at the university level have been participating in a collaborative process assignment, at the end of which they were asked to evaluate teacher’s feedback and peer collaboration based on a questionnaire. Even though the teacher has been employing student engagement into online learning methods, the results show a slowly increasing distrust in teacher’s feedback and peer evaluations suggesting that student attitudes towards the teacher, peers and motivation towards learning are also slowly decreasing.

KEYWORDS Teacher-Student Relationships; Evaluation; Virtual Learning. REFERENCES Daweli, T. W. (2018). Engaging Saudi EFL Students in Online Peer Review in a Saudi University

Context. Arab World English Journal, 9(4), 270–280.

https://doi.org/10.24093/awej/vol9no4.20 Hislop, J., & Stacke, E. (2017). ESL students in peer review: An action research study in a university

English for Academic Purposes course. University of Sydney Papers in TESOL, 12, 9–44.

Martin, A. J., & Collie, R. J. (2019). Teacher–student relationships and students’ engagement in high school: Does the number of negative and positive relationships with teachers matter? Journal of Educational Psychology, 111(5), 861–876. https://doi.org/10.1037/edu0000317

Mulligan, A., Hall, L., & Raphael, E. (2013). Peer review in a changing world: An international study

measuring the attitudes of researchers. Journal of the American Society for Information Science & Technology, 64(1), 132–161. https://doi.org/10.1002/asi.22798

Skinner, E. A., & Pitzer, J. R. (2012) Developmental Dynamics of Student Engagement, Coping, and Everyday Resilience. In S. Christenson, A. Reschly, & C. Wylie (Eds.), Handbook of Research on Student Engagement. Springer, Boston, MA. https://doi.org/10.1007/978-1-4614-2018-7_2

White, J., Morgan, B., & Fuisting, B. (2014). Peer Review in EFL Writing: Teacher Attitudes.

Perspectives (TESOL Arabia), 22(2), 20–27.


ROXANA-MARIA NISTOR Babeș-Bolyai University, Romania

Values and virtues in higher education. Using an ESP course to teach ethics communication

ABSTRACT Teaching has always been an ethical profession (Fisher, 2013; Campbell, 2000), and given the globalised world we are living in and the highly globalised labour market, instructors’ mission is no

longer to prepare students for local jobs only, but for international jobs as well. Therefore, the subjects taught in Higher Education Institutions (HEI) should not only prepare students for using specialised knowledge (hard skills) in specific professional contexts, but they should also instil values and virtues – those soft skills that are also essential on the (international) labour market. Consequently, ethics communication has become a pillar (Monteiro, Leite & Rocha, 2018) in higher education studies, as it plays an outstanding role in the teaching process and in making sure that

students – as future young graduates – have a strong work ethic. As such, our presentation focuses on how an English for Specific Purposes course at the Faculty of European Studies within Babeș-Bolyai University (Romania) can help students acquire not only the necessary specialised vocabulary for their

field of study, but also the values and virtues required for an appropriate work ethic and the ability to put themselves in other people’s shoes when faced with an ethical dilemma to make sure that their solution maximizes the benefits of everyone involved.

KEYWORDS ESP; Ethics Communication; Higher Education; Values & Virtues; Soft Skills. REFERENCES Campbell, E. (2000). Professional Ethics in Teaching: Towards the Development of a Code of Practice.

Cambridge Journal of Education, 30(2), 203–221. Fisher, Y. (2013). Exploration of Values: Israeli Teachers' Professional Ethics. Social Psychology of

Education, 16(2), 297–315. Monteiro, F., Leite, C., & Rocha, C. (2018). Ethical Education as a Pillar of the Future Role of Higher

Education: Analysing its Presence in the Curricula of Engineering Courses. Futures, 111, 168–180.


ASHA SUNDARAM Jawaharlal Nehru University, India

Multilingual pedagogies and practices: A study of teaching learning processes in a linguistically diverse ESL classroom

Abstract Indian education system advocates the promotion of multilingualism and multilingual pedagogy in teaching and learning of languages. The recent educational policies of India with regard to English language teaching supports the inclusion of learners’ home languages in the curriculum and value them as cultural, semiotic, cognitive knowledge and recognizes multilingualism as a resource

(NCF,2005). Teaching and learning of English in India should be guided by a pedagogy rooted in multilinguality that would keep the multiplicity of languages and cultural practices among children at the centre of classroom transactions (Agnihotri, 2010). The objective of the paper is to present the multilingual pedagogies and strategies practised by teachers and learners in a linguistically diverse ESL classroom. The research questions include: (i) What are the pedagogical practices implemented by the teachers in teaching of English? (ii) What are the multilingual learning strategies practised by learners in learning of English? Data analysis from a qualitative framework included focus group

interviews and classroom observations. Key findings suggest that teachers’ instructional designs were structured with in a sociocultural framework giving space to learners’ home languages, drawing heavily on cultural knowledge of the learners and encouraging collaborative and peer learning. Learning strategies of the learners included language mixing, and switching, translanguaging, extensive use of translations etc. The teachers and learners consider multilingual approach in English classes as meaningful and participatory that complements English language learning. The language practices are always in interaction with the social contexts in which they operate (Gracia, 2011)

leading to sustainable multilingualism. KEYWORDS Multilingualism; Multilingual Approach; Pedagogies; Strategies; ESL Classroom; Teachers; Learners. REFERENCES

Agnihotri, R. K. (2010). Multilinguality and the teaching of English in India. EFL Journal, 1(1), 1–13. Garcia, O. (2011). From language garden to sustainable languaging: Bilingual education in a global

world. Perspective: A publication of the national association for bilingual education. Sept/Oct:

5–10. National Curriculum Framework, NCF (2005). National council of educational research and training.

New Delhi.


NINA-SOPHIE SCZEPUREK & JOSJE VERHAGEN University of Amsterdam, The Netherlands

The role of caregivers’ language input in early bilingual learners: Relating caregivers’ code-switching and proficiency to children’s

receptive vocabulary

ABSTRACT Previous studies point towards a need to further dismantle qualitative input variables to examine if linguistically richer environments can be associated with bilingual children’s language skills (Driessen et al., 2002; MacLeod et al., 2012). Qualitative input properties relate to the type of exposure a bilingual child receives, e. g. whether the child receives native or non- native input (Fernald, 2006). Another way of approaching the type of exposure a bilingual child receives is whether the child is

exposed to caregivers’ code-switching (CS) and subsequently mixed input. The current study looks at the effects of caregivers’ (native) language proficiency and caregivers’ CS on children’s receptive vocabulary of the majority language Dutch. Seventy- two bilingual children with a mean age of 35 months, who were exposed to Dutch and (an)other language(s) at home, were tested on a Dutch

receptive vocabulary task (i.e., The Peabody Picture Vocabulary Test). Information on caregivers’ proficiency and children’s home input situations was assessed using an electronic questionnaire. Linear mixed regression analyses showed that the amount of native Dutch input at home by children’s

caregivers was a significant predictor of children’s vocabulary knowledge. The amount of CS provided by caregivers did not come out as a significant predictor. Our findings suggest that native input may provide a higher frequency of complex structures and/ or (types of) words necessary for the child’s vocabulary development. We also cannot provide evidence for the notion that caregivers’ use of CS has a negative effect on children’s language skills.

KEYWORDS Vocabulary Knowledge; Early Bilinguals; Input Quality; Native Input; Caregivers’ Code-Switching. REFERENCES Driessen, G., Van der Slik, F., & De Bot, K. (2002). Home language and language proficiency: A large-

scale longitudinal study in Dutch primary schools. Journal of Multilingual and Multicultural Development, 23(3), 175–194. https://doi.org/10.1080/01434630208666464

Fernald, A. (2006). When infants hear two languages: Interpreting research on early speech perception by bilingual children. In P. McCardle & E. Hoff (Eds.), Childhood bilingualism: Research on infancy through school age (pp. 19–29). Multilingual Matters.

MacLeod, A. A. N., Fabiano-Smith, L., Boegner-Pagé, S., & Fontolliet, S. (2012). Simultaneous bilingual language acquisition: The role of parental input on receptive vocabulary development. Child Language Teaching and Therapy, 29(1), 131–142. https://doi.org/10.1177/0265659012466862


TAYLOR RAEANNE SMITH Vytautas Magnus University, Lithuania

New perspectives on Lithuanian university students studying English: Motivations and sociolinguistic factors

ABSTRACT In a period of increasing multilingualism in universities, it is crucial to understand the sociolinguistic and pedagogical factors that make language learning successful. Vytautas Magnus University has

adopted a foreign-language learning approach focused on English for specific-purposes and CLIL (content and language integrated learning). In this particular context, we might wonder the effects these language policies have beyond students’ English skills and on more sociolinguistic factors, especially in their perception of English vis-à-vis Lithuania’s linguistic past and the increasing use of “Globish” as a means of communication. This paper will draw on a body of research in pedagogy, second-language acquisition, sociolinguistics and psycholinguistics in order to assess students’

changing motivations towards learning English given the current university climate, focusing on questions related to their perceptions of English and Lithuanian, reflections on their own code-switching practices, and what they believe is the future of the English language in Lithuania. This

paper will be of a descriptive, qualitative nature, involving original data collection in the form of questionnaires, open-ended, guided interviews, assessment of teaching materials, and classroom observations, showing that Lithuanian students feel both an ownership of the English language, and a deep anxiety about speaking it outside of Lithuania.

KEYWORDS Sociolinguistics; Language Identities; Code-Switching; English; EFL. REFERENCES Hogan-Brun, G., & Ramonienė, M. (2004). Changing Levels of Bilingualism across the Baltic Changing

Levels of Bilingualism across the Baltic. International Journal of Bilingual Education and

Bilingualism, 7(1), 62–77. doi: 10.1080/13670050408667801 Kelly, M. (2013). Issues in language policy for higher education. Sustainable Multilingualism [Darnioji

daugiakalbystė], 1(2), 12–22. DOI: 10.7220/2335-2027.2.2 Ruzaitė, J. (2017). Diversity of attitudes to English in non-professional public discourse: A focus on

Lithuania: An analysis of the narratives people tell about English as a global language in the local context of Lithuania. English Today, 33(3), 15–24. doi:10.1017/S0266078417000153

Vaicekauskienė, L., & Šepetys, N. (2018) Lithuanian Language Planning: A Battle for Language and Power. In E. Andrews (Ed.), Language Planning in the Post-Communist Era. Palgrave Macmillan, Cham. doi: 10.1007/978-3-319-70926-0_8


Virtual language

teaching & learning


AURELIJA DAUKŠAITĖ-KOLPAKOVIENĖ Vytautas Magnus University, Lithuania

Academic integrity in distance learning of English ABSTRACT Academic dishonesty has always been an important issue at university level (Baran & Jonason, 2020;

Benson et al., 2019; Morris, 2018). However, due to the spread of COVID-19, a switch of university classes to distance learning environments has brought even more challenges. In 2020, VMU teachers were given recommendations that could help to ensure academic integrity during the assessment of students, but it does not mean it actually was ensured. As a result, in the beginning of 2021, the Order for Distance Language Learning was approved by the IFL Council at VMU, introducing more rules and restrictions. Nevertheless, it would interesting to learn whether the students of English had followed any rules of academic integrity the year before this order, when the teachers tried to ensure

academic integrity as best as they could. Thus, an online questionnaire was administered to 44 students before the start of the spring semester of 2021 and asked to reflect on their academic integrity while studying English in the distance learning environment in 2020. Almost 90% of the respondents were freshmen, so their responses were only about the fall semester of 2020 (they

studied English at intermediate level then). The respondents were provided with a list of 13 statements and asked to choose all the possible ones in order to reflect on their academic integrity and explain their choices in a provided text box. The findings showed that almost 30% of

the respondents had used their notes during tests, midterm tests and examinations, approximately 17% used various Internet resources, and around 14% of them used class materials. KEYWORDS Academic Integrity; Distance Learning; EFL; University Students.

REFERENCES Baran, L., & Jonason, P. K. (2020). Academic dishonesty among university students: The roles of

the psychopathy, motivation, and self-efficacy. PLoS ONE, 15(8). https://doi.org/10.1371/journal.pone.0238141

Benson, L., Rodier, K., Enström, R., & Bocatto, E. (2019). Developing a university-wide academic integrity E-learning tutorial: a Canadian case. International Journal for Educational Integrity, 15(5), 1–23. https://doi.org/10.1007/s40979-019-0045-1

Morris, E. J. (2018). Academic integrity matters: Five considerations for addressing contract cheating. International Journal for Educational Integrity, 14(15), 1–12. https://doi.org/10.1007/s40979-018-0038-5


SUSANA DUARTE MARTINS Linguistics Research Centre of NOVA University Lisbon / Faculty of Social and Human Sciences of

NOVA University of Lisbon, Portugal

Humor and foreign language teaching in a multicultural environment ABSTRACT

According to Pina (2014), humor is rarely present in classrooms. However, “whether in the business world, whether in health or education, there are now several scientific studies that prove the benefits of humor in the most varied areas”, proving that humor is “an important teaching tool that facilitates students' learning” (Idem, p. 9). The Common European Framework of Reference (CEFR) associates the mastery of the humorous uses of the language with proficient C1 users. Considering the difficulty of mastering humor in a foreign language, I will debate strategies designed to provide students with autonomy in understanding humor, developed in a multicultural environment with university students

at C1 level of Portuguese. The students were exposed to a variety of oral texts (radio broadcasts, sketches, and videos) and written texts (humor columns with a critical intent), with a strong multimodal component, from which they undertook oral and written comprehension activities. The work carried out allowed not only the appropriation of elements of the Portuguese and Lusophone

cultures but also the contact with different registers (formal and informal) and linguistic varieties (European and Brazilian Portuguese), allowing access to “a considerable degree of slang and idiomatic usage” (CEFR, 2001, p. 71, 122) and developing critical awareness among learners. As Bouguerra

(2007, p. 380) states humor didactization, namely its “aesthetic-ludic-referential function represents more of a priority than an excess of luxury”, far from being mere entertainment. These activities were remarkably successful during the pandemic, with students reporting that these exercises have helped them to face isolation more positively. KEYWORDS

Humor as a Pedagogical Tool; Humor and Language Teaching; Shared Culture; Language and Culture; Portuguese as a Foreign Language. REFERENCES Bouguerra, T. (2007). Humour et didactique des langues : pour le développement d'une compétence

esthético-ludico-référentielle. Ela. Études de linguistique appliquée, 3(147), 365–382. https://doi.org/10.3917/ela.147.0365

Council of Europe (2001). Common European Framework of Reference for Languages: Learning, Teaching, Assessment. Press Syndicate of the University of Cambridge.

Pina, J. A. E. (2014). Comunicar com humor. Insensatez ou profissionalismo? Pactor.


JŪRATĖ URBONIENĖ & INDRĖ KOVERIENĖ Vytautas Magnus University, Lithuania

The impact of intrinsic motivational factors on the EFL student engagement in active or passive learning behaviour studying online

ABSTRACT This research aims to explore the intrinsic motivational factors influencing students‘ performance when studying online. The study is based on Self-Determination theory looking at a person's achievement for self-efficacy and self-actualisation evoked by innate psychological needs that are the basis for self-motivation and personality growth. The Covid-19 pandemic has challenged

the academic community worldwide forcing a rapid shift from face-to-face educational practices to completely online environments. Both educators and students with limited online learning experience have been trying to navigate through this challenging situation which added a considerable amount of stress and workload. The present situation has stimulated the imperative to rethink and reassess the key motivational factors and basic psychological needs that motivate students to initiate active behaviour and engagement in the learning process. The study was conducted in the spring semester of 2021 administering a questionnaire to 120 students enrolled in the B2 and C1 levels of the English

language courses at Vytautas Magnus University. EFL student behaviour was investigated applying a quantitative analysis of a modified questionnaire based on Self-Determination Theory and Intrinsic Motivation Inventory. The multidimensional measurement device was used to assess seven factors determining students' intrinsic motivation while being engaged in ten synchronous and asynchronous activities when studying online. The research reveals the statistical relationship between such factors as Value, Enjoyment and Importance and the perceived Autonomy, Pressure, Relatedness and Competence. The findings contribute to our understanding of the students' behaviour and provide

educational implications for selecting tools and methods to enhance intrinsically motivated learning. KEYWORDS Online Learning; Self-Determination Theory; Intrinsic Motivational Factors. REFERENCES

Chiu, T. K. F. (2021): Applying the self-determination theory (SDT) to explain student engagement in online learning during the COVID-19 pandemic, Journal of Research on Technology in Education, https://doi.org/10.1080/15391523.2021.1891998

Deci, E. L., & Ryan, R. M. (1985). Intrinsic motivation and self-determination in human behavior. Plenum.

Ryan R. M., & E.L. Deci. (2000). Self-determination theory and the facilitation of intrinsic motivation, social development, and well being. American Psychologist, 55(2000), 68–78.

http://dx.doi.org/10.1037/0003-066X.55.1.68 Schunk, D. H., & Mullen, C. A. (2012). Self-Efficacy as an Engaged Learner. In S. L. Christenson,

A. L. Reschly, & C. Wylie (Ed.), The Handbook of Research on Student Engagement (pp. 219–235). Springer Science.


Poster presentations


NERINGA ANCUTAITĖ & AUDRONĖ RAŠKAUSKIENĖ Vytautas Magnus University, Lithuania

Translational stylistics and corpus linguistics: An analysis of Stephen King's novel Mr. Mercedes and its translation

into Lithuanian ABSTRACT Stephen King is widely known as an author of horror fiction, although he has also produced a trilogy of

crime fiction novels. Because of the scarcity of stylistic research regarding King’s detective novels, the aim of this study has been to perform a comparative stylistic analysis of the original English and the Lithuanian translation of Stephen King’s Mr. Mercedes (2014) / Ponas Mersedesas (2017). Lancsbox (Brezina, Timperley and McEnery 2018) software tools have been used in order to discover and compare the specific keywords and collocation types in both versions of the novel and to investigate how the discovered similarities and differences affect the style of the novel. Methodological

approaches of translational stylistics and corpus linguistics have been used to analyse the data. The first 100 keywords were taken into consideration and grouped into four categories: verbs, adjectives, adverbs and proper nouns. The study revealed that the translation did not change the style

completely. However, some changes of stylistic features were detected. These include more emphasis on some types of verbs which were less stylistically valuable in the original, neutralisation of some swearwords to make the style less vulgar, the usage of more time and place adverbs which are more typical in crime fiction, the verbalisation of the nominal sentences of the original and the usage of

verbs instead of adjectives in some cases when representing characters. These changes were made because of the rules of the target language and because of the decisions made by the translator. KEYWORDS Translational Stylistics; Crime Fiction; Stephen King; Keywords; Collocations; Corpus Linguistics, Stylistics.

REFERENCES McEnery, T. (2009). Keywords and Moral Panics: Mary Whitehouse and Media Censorship. In D. Archer

(Ed.), What's in Word-list? Investigating Word Frequency and Keyword Extraction. Ashgate. Sinclair, J. (1991). Corpus, Concordance, Collocation. Oxford University Press.

Brezina, V., Timperley, M., & McEnery, T. (2018). #Lancsbox v. 4.x [software]. http://corpora.lancs.ac.uk/lancsbox.


ASTA BALČIŪNAITIENĖ Vytautas Magnus University, Lithuania

Distant learning challenges in EFL classes during the lockdown ABSTRACT English as the Foreign Language (EFL) learning challenges in the context of the present pandemic

situation will be discussed in the presentation. Research problem – students lack relevant knowledge about their emotional power so that that they could make decisions to improve their language learning success. Distant language learning requires to create the environment to meet students' expectations and facilitates to cope with arising learning problems. Therefore, it is significant that students develop their emotional power so that they could overcome their learning obstacles. Moreover, it is crucial to foster students’ understanding about themselves, their emotional capacity that could motivate them to make adequate decisions about their meaningful engagement in distant language learning processes.

The aim of the research is to find out and discuss students' distant learning difficulties and to find out how emotional power can drive students’ actions and contribute to their distant language learning. For this reason, it is essential that students concentrate on how to develop their emotional intelligence for their successful learning experiences. Research methods are scientific literature analysis, quantitative

(questionnaire) study and descriptive analysis. The findings of the study demonstrate that students face distant learning difficulties as well as various social psychological problems such as anxiety and uncertainty about the target language use. Moreover, the results show that students lack knowledge

about the importance of emotional power which is a driving force for making adequate decisions and solving language learning challenges. KEYWORDS EFL; Distant Learning; Challenges; Emotional Power; Decision Making; Lockdown.

REFERENCES Çevik, Y. D., Dağhan, G., Somyürek, S., & Mumcu, F. (2020). Reflections on the Implementation an

Online Learning Environment Designed to Improve Students’ Decision-Making Skills. In L. G. Chova, A. L. Martinez., & I. C. Torres (Eds)., Proceedings of the Conference International Technology, Education and Development (INTED2020), 14, 5313–5322. doi: 10.21125/ inted.2020.1438

García, E., & Wiss, E. (2020). COVID-19 and student performance, equity, and U.S. education policy.

Lessons from pre-pandemic research to inform relief, recovery, and rebuilding. https://epi.org/205622

Jung, J., Horta, H., & Postiglione, G. A. (2021). Living in uncertainty: the COVID-19 pandemic and higher education in Hong Kong. Studies in Higher Education, 46(1), 107–120. doi: 10.1080/03075079.2020.1859685

Vindaca, O., Lubkina, V. (2020). Transformative Digital Learning in the Context of Higher Education: Definition and Basic Concepts. In V. Dislere (Ed.), The Proceedings of the International

Scientific Conference Rural Environment. Education. Personality (REEP), 13, 177–184. LLU. doi: 10.22616/REEP.2020.021

Visvizi, A., Lytras, M. D., & Daniela, L. (Eds.). (2018). The Future of Innovation and Technology in Education: Policies and Practices for Teaching and Learning Excellence. Emerald Publishing.


JURGITA CVILIKAITĖ-MAČIULSKIENĖ Vytautas Magnus University, Lithuania

Nudging to improve students’ involvement in the virtual study process: A case study

ABSTRACT Nudge theory, which evolved in behavioural economics in 2008, is based on the assumption that people’s decisions can be directed towards choices that are beneficial to them without preventing access to all available options. A classic example of nudging is donor forms in Australia, where a deliberate decision to become a donor is replaced by a default opt out option not to become one,

thus leading to higher rates of organ donations (Thaler & Sunstein, 2008). Although criticized and called manipulative (Hausman & Welch, 2010), nudge theory has been widely applied in the fields of healthcare, energy, finances and policy making (Hummel & Maedche, 2019). Nudging in education is also employed, especially to facilitate student engagement in higher education or to improve study outcomes (Bird & et.al., 2021; Damgaard & Nielsen, 2018). The case study presented herein describes the effectiveness of two nudges exploited in the virtual learning environment. Both nudges were administered in the form of informative messages in Moodle by default dispatched to the students’

email accounts. The first nudge aimed at reminding the students about the essential course requirements and offering a bonus for indicated action taken. The second nudge encouraged to complete missed assignments and thus achieve course objectives. Whereas both nudges were short, simple and motivating, only the first one showed a significant increase in student activity (29% compared to 3% activity boost after the second nudge). The results partially prove that nudging could be an effective tool in education if properly timed and framed.

KEYWORDS Nudge Theory; A Nudge Architect; A Nudge, Digital Nudging; Motivation; Study Outcomes; Student Involvement. REFERENCES Bird, K. A., et al. (2021). Nudging at scale: Experimental evidence from FAFSA completion campaigns.

Journal of Economic Behavior and Organization, 183, 105–128. https://doi.org/10.1016/j.jebo.2020.12.022

Damgaard, M. T., & Nielsen, H. S. (2018). Nudging in education. Economics of Education Review, 64,

313–342. https://doi.org/10.1016/j.econedurev.2018.03.008 Hausman, D. M., & Welch, B. (2010). Debate: To Nudge or Not to Nudge. The Journal of Political

Philosophy, 18(1), 123–136. http://dx.doi.org/10.1111/j.1467-9760.2009.00351.x Hummel, D., & Maedche, A. (2019). How effective is nudging? A quantitative review on the effect

sizes and limits of empirical nudging studies. Journal of Behavioral and Experimental Economics, 80, 47–58. https://doi.org/10.1016/j.socec.2019.03.005

Thaler, R. H., & Sunstein, C. R. (2008). Nudge: Improving decisions about health, wealth, and happiness. Yale University Press.


RAMUNĖ-VITALIJA ILGŪNAITIENĖ Vytautas Magnus University, Lithuania

Challenges for level A1 lecturers teaching English for true beginners in multinational groups

ABSTRACT The university practice of today counts numerous exchange programmes bringing students from different countries into one classroom. It is an interesting and beneficial experience in higher language

teaching levels. However, the situation is cardinally different in level A1. Two international groups of true beginners from Lithuania, Belarus, Ukraine, Kazakhstan and China participated in the research. How to organize a lecture? Which language should be the language of instruction? How to achieve the best results? What problems do lecturers and students face? The biggest negative factor is that the process is very time consuming. The lecturer has to give instruction in three languages- English, Lithuanian, Russian. That results in the significant loss of lecture’s time, distraction of students’

attention, lowering capacity of teaching/ learning content, lecturers’ dissatisfaction with the fulfilment of their work in the classroom, students’ frustration with the results achieved. A short questionnaire was compiled to find out the students’ opinion, as the best results can be only achieved combining

the attitude of both participating sides- that of the lecturer and the students. The conclusion drawn is that the classes are to be conducted on the basis of the English language, grammar areas are to be presented with the help of visualities in three languages, content of the course is to be revised.

KEYWORDS Multinational; Language Proficiency; Instruction; Distraction; Capacity. REFERENCES Council of Europe (2001). Common European Framework of Reference for Languages: Learning,

Teaching, Assessment. Cambridge University Press. Richards, J. C. (2015). The changing face of language learning: Learning beyond the classroom. Relc

Journal, 46(1), 5–22. Moll, L. C., Amanti, C., et al. (1992). Funds of knowledge for teaching: Using a qualitative approach to

connect homes and classrooms. Theory into Practice, 31(2), 132–141.


AUŠRA JANKAUSKAITĖ & VYTAUTĖ VITKAUSKIENĖ Vytautas Magnus University, Lithuania

Explicitness in translation of National Geographic headlines from English to Lithuanian

ABSTRACT This is a comparative study which examines the linguistic explicitness occuring in the Lithuanian translations of the National Geographic English headlines. The analysed corpus encompasses the headlines from five popular science magazines in English and Lithuanian. 255 headlines are examined. The theoretical part of the research discusses the terms of explicitness and explicitation, as

it is commonly assumed in the field of translatology, explicitness is a universal component which occurs in translation and interpretation as a necessary tool of language mediation. The term explicitness is generally applied to describe the phenomena in translation when the information underlying the message (implicit information) is verbalized in a language. Some theorists classify it as a translation and interpretation strategy (Chesterman, 1997). Mona Baker lists explicitness as a potential universal (Baker, 1996), the concept which is confronted by other linguists (Baumgarten et al, 2008). In this study, explicitness in the target text is regarded as a result of explicitation. The term

explicitation is understood as the process which leads to a higher extent of explicitness in the translated text (Baumgarten et al, 2008). The present research analyses the cases of the use of explicitation as a strategy. The magazine headlines are examined according to the parameters of addition, alteration and subtraction of information. The given criteria of the analysis of explicitation were identified by Nida (Nida, 1964). The study is a qualitative comparative analysis of the selected items. The findings illustrate extensive explicitness in the target text characterized by mostly addition and transformation of the source text items.


AYSEL KART University of Innsbruck, Department of Teacher Education and School Research, Austria

”Translanguaging as a path to educational success?“ - A qualitative study on the use of multilingual resources and self-regulated

learning strategies of students in Austrian upper secondary schools ABSTRACT My doctoral research project explores translanguaging (García & Wei, 2014) and multilingual practices

in classroom from the students' perspective and analyze the relationship between student’s subjective perception on their own languages and their multilingual identities. Despite numerous studies show positive effects and considerable advantages of multilingualism and argue that drawing on students’ home language and cultural backgrounds in classroom teaching validates their identities, the languages of students are hardly taken into account in teaching and learning processes (Gogolin, 2009; Garcia & Tupas, 2019). Drawing on qualitative research methods including interviews and

digital learning diaries, I investigate the individual and self-regulated multilingual learning practices of students with a migration background. The first analysis of the interview data shows that students do not learn exclusively in German when acquiring new subject content or doing their homework but use

their entire linguistic repertoire. The results of the study show that using all their languages helps them improve their academic performance outcomes. The purpose of this poster presentation to contribute to the understanding of how students use their multilingual resources and competencies purposefully and consciously in subject-based learning in monolingual learning settings and what

multilingual learning strategies they develop in dealing with the subject- specific and academic language requirements in upper secondary subject classes as well to shed light on how they use their linguistic repertoires for educational success. KEYWORDS Minority Languages; Trans-/Multilingual Learning; Translanguaging; Multilingual Identities.

REFERENCES García, O., & Wei, L. (2014). Translanguaging. Language, Bilingualism and Education. Palgrave

Macmillan García, O., & Tupas, R. (2019). Doing and undoing bilingualism in education. In A. De Houwer, &

L. Ortega (Eds.), The Cambridge Handbook of Bilingualism (pp. 390–407). Cambridge University Press,

Gogolin, I. (2009). „Bildungssprache“ – The importance of teaching language in every school subject. Science education unlimited. Approaches to equal opportunities in learning science. Waxmann Verlag.


RAMUNĖ KASPERĖ & JURGITA MOTIEJŪNIENĖ Kaunas University of Technology, Lithuania

Eye-tracking experiments in human acceptability of machine translation to study societal impacts

ABSTRACT Various methods, criteria, types of evaluators and error taxonomies are used to assess the quality and acceptability of machine translated text. It is important to understand well which method or a combination of methods works best in a particular setting as “[a]ny TQA method aims to minimise risk, whether this is a risk to communication, to reputation, or a risk of injury or death” (Castilho et

al., 2018). Many factors are at stake, for example, the purpose of translated text, the conditions and requirements set for the text usability, etc. Diversity of approaches to the measurement of machine translation (MT) quality exists and different criteria, including human acceptability, have been discussed (Castilho et al., 2018). The research questions addressed in this study focus on translation quality assessment by humans, the methodological issues overall and complementary research methods used to check the validity and reliability of the findings in studies measuring MT by eye tracking as a method of human amateur or potential user assessment. The conclusions are drawn on

an overview of articles searched in the database of Translation Studies Bibliography in the last decade. Addressing the issue of the most relevant methodologies may provide useful and significant insights into the study of public awareness of machine translation and societal impacts thereof. The study is conducted within a research project on societal impacts of machine translation financed by the Research Council of Lithuania. KEYWORDS

Machine Translation; Translation Quality; Human Acceptability; Amateur Assessment; Eye-Tracking. REFERENCES Castilho, S., Doherty, S., Gaspari, F., & Moorkens, J. (2018). Approaches to human and machine

translation quality assessment. In J. Moorkens J., at al. (Eds.), Translation Quality Assessment. Machine Translation: Technologies and Applications (pp. 9–38).


VILMA LEONAVIČIENĖ & AGNĖ PODERYTĖ Vytautas Magnus University, Lithuania

Lithuanian studies at VMU: Success story ABSTRACT Vytautas Magnus University (VMU) implements and participates in a great scope of initiatives designed

to promote Lithuanian language, culture and teaching. This poster presentation showcases various initiatives organised and / or contributed to by VMU throughout the years to make Lithuania visible in the world and the world here in Lithuania. From long-running conventional academic study programmes, courses and training projects designed for students and teachers, to the inclusive and welcoming initiatives for immigrants, re-emigrants, World Lithuanians and those who want to make it their new home. From physical experience to digital platforms. The success of VMU in the promotion of Lithuanian Studies lies in different approaches designed for this purpose, their synergies and

interdisciplinary projects. It encompasses both the ideological approach of World Lithuanian University oriented at promoting Lithuanian language and implementing joint initiatives with the Lithuanian diaspora and various courses, projects and events that present Lithuanian to foreigners and is closely related to VMU’s international reputation and recognition in various rankings as one of the most

international universities of Lithuania. While most of the projects, courses, studies and initiatives are made possible by the cooperation of various institutions, national and international stakeholders, it is also very important to note that they build a large and close-knit community of people who first and

foremost experience this sense of Lithuanianness, in a very personal way, become its ambassadors and join us in creating new ways for continue this line of work. KEYWORDS Lithuanian Studies; Lithuanian Language and Culture; Language Teaching; Diaspora; Summer Schools.

REFERENCES Dabašinskienė, I., & Kalėdaitė, V. (2012). Child language acquisition research in the Baltic area.

Journal of Baltic studies, 43(2), 151–160. Ramonienė, M. (Ed.) (2019). Emigrantai: Kalba ir tapatybė II. VU leidykla. Valstybinė lietuvių kalbos komisija (2020). Valstybinės kalbos politikos gairės. Valstybinė lietuvių

kalbos komisija. http://www.vlkk.lt/kalbos-politika/lietuvos-kalbos-politikos-gaires

Vilkienė, L. (2015). Kalbinės tapatybės lietuviškumo atosklaida. In: M. Ramonienė (ed.), Emigrantai: kalba ir tapatybė (pp. 135–153). VU leidykla.


OLGA MEDVEDEVA & HANNAH SHIPMAN Vilnius University, Lithuania

Open educational resources: Why, when, and how ABSTRACT Language skills are a key element in the process of creation of a European Education Area in general,

and in eliminating the existing discrepancies between the different EU countries in quality education across various subjects and programmes. The drastic changes in higher education have highlighted the need for critical analysis of the huge amount of freely accessible language learning sources in terms of their applicability and effectiveness for specific purposes and for specific learners. QuILL (Quality in Language Learning) is the Erasmus+ Programme project (project number: 2020-1-PT01-KA226-HE-094809) that aims at providing language lecturers with the skills to identify, assess, use, create digital and ICT based language teaching sources, especially in the area of languages for specific

purposes. The project team will develop three Intellectual products: a database of on-line language learning resources for teaching of 18 European Languages, an online training package for the identification, use and creation of ICT-based language teaching resources for teaching languages at Higher Education level, and guidelines on the methodologies for an effective planning and

implementation of digital and ICT based solution for language teaching in the Higher Education sector (see more at https://quill.pixel-online.org/).

KEYWORDS Open Educational Resources; Language for Specific Purposes; Quality in Language Learning.


ALMANTĖ MEŠKAUSKIENĖ, DAIVA PUNDZIUVIENĖ,

JŪRATĖ MATULIONIENĖ & TERESĖ RINGAILIENĖ

Vytautas Magnus University, Lithuania

The role of linguistic and cultural mediation in learning

the host country’s language ABSTRACT Globalization and migration in the modern world have pointed out the need to reconsider the value of

mediation in the acquisition of a foreign language. The CEFR Companion Volume (2020), supplemented with new descriptors of mediation and plurilingual/pluricultural competence, stresses the importance of the whole plurilingual repertoire of a language learner. Such leading authorities in multilingualism and mediation as Piccardo and North (2017) emphasize that the use of a learner’s linguistic and cultural background can make language learning more meaningful and effective. In this context, the usage of translanguaging is no longer observed as an obstacle but as a tool for raising

motivation and confidence (Duarte, 2020). In order to develop insight into the role of mediation in learning the host country’s language in Great Britain and Lithuania, the study used a survey to explore how mediation activities and strategies can be applied in ESOL and the Lithuanian language for

foreigners (A1 and A2) courses. Furthermore, the research explored the enhancement of mediated language teaching leading to new opportunities to: (1) develop students’ non-linguistic competences and soften linguistic/cultural barriers in a host country; (2) find out how language learners can collaborate with each other and serve as language mediators for their peers; (3) improve learners’

competence of translanguaging. For these reasons, a survey, involving a group of 23 ESOL students and 60 students of the Lithuanian language for foreigners, was conducted. To analyse language learning experiences using mediation and students’ native language (or other languages) when learning the target language, a quantitative research methodology was applied. Short semi- structured interviews with students and teachers were conducted after mediated language lessons. The research results showed that a variety of students’ non-linguistic competences had been developed and learners’ native languages had been successfully used in order to learn the target

language and preserve migrants’ national identity in another country. KEYWORDS Mediation in Language Teaching/Learning; Linguistic Integration of Migrants; Acculturation;

Plurilingual Pluricultural Competence.

REFERENCES Council of Europe (2001). Common European Framework of Reference for Languages: Learning,

Teaching, Assessment. Council of Europe Publishing. https://rm.coe.int/common- european-framework-of-reference-for-languages-learning-teaching/16809ea0d4

North, B., & Piccardo, E. (2017). Mediation and the social and linguistic integration of migrants: Updating the CEFR descriptors. In J. C. Beacco at al. (Eds.), The Linguistic Integration of Adult Migrants/L’integration linguistique des migrants adultes (pp. 83–90). De Gruyter.

https://doi.org/10.1515/9783110477498-011 Duarte, J. (2020). Translanguaging in the context of mainstream multilingual education. International

Journal of Multilingualism, 17(2), 232–247. https://doi.org/10.1080/14790718.2018.1512607


SANDRA PAŠKEVIČIŪTĖ Institute of the Lithuanian Language, Lithuania

Discourse markers in spoken Lithuanian ABSTRACT This poster presents the results of a pilot study of selected discourse markers in spoken Lithuanian.

The aim of this ongoing research is to collect new data of spoken Lithuanian to analyze the use of discourse markers and compare the findings with previous research. Discourse markers are particularly characteristic of spontaneous speech and serve a textual function, which relates to the structuring of discourse and building coherence as well as an interpersonal function as they indicate and help build a relationship between the participants in a conversation. The data is being collected from podcasts, a relatively new source for the analysis of spoken Lithuanian discourse. The current data set contains a transcript of a recording of one Lithuanian podcast (13,686 words).

The methods of corpus linguistics and software Antconc were used to analyse discourse markers nu (well), čia (here), tada (then), ta prasme (I mean, that is) and va/vat (here, so), among others. The poster will discuss their general frequencies as well as their propositional and pragmatic meaning occurrences. It has been observed that four items chosen for the analysis, namely, nu (well), tai (so),

žinai (you know) and ten (there) are among the ten most frequent words in the data set. KEYWORDS

Discourse Markers; Spoken Discourse; Discourse Analysis; Corpus Linguistics; Spoken Corpus. REFERENCES Makauskaitė, I. (2017). Multifunctionality of the Lithuanian tada and English then in Spoken

Discourse: A Cross-linguistic Analysis. Kalbotyra, 68, 96–124. https://doi.org/ 10.15388/Klbt.2016.10320

Masaitienė, D. (2003). Discourse Markers in English and Lithuanian. Kalbotyra, 53(3), 64–70. https://hdl.handle.net/20.500.12259/38879

Müller, S. (2005). Discourse Markers in Native and Non-native English Discourse. John Benjamins Publishing Company.

Šinkūnienė, J., Jasionytė-Mikučionienė, E., Ruskan, A., & Šolienė, A. (2020). Diskurso žymikliai lietuvių kalboje: reikšmės ir funkcijų kaitos aspektai. Lietuvių kalba, 14, 1–78. https://doi.org/10.15388/LK.2020.22460


ERIKA RIMKUTĖ, JOLANTA KOVALEVSKAITĖ &

JURGITA VAIČENONIENĖ Vytauto Didžiojo universitetas, Lietuva

Lietuvių kalbos arbitraliosios kolokacijos ir jų atpažinimas

SANTRAUKA Šio pranešimo tikslas – pristatyti vykdomą Lietuvos mokslo tarybos finansuojamą projektą „Arbitraliosios lietuvių kalbos kolokacijos: atpažinimas, aprašymas, vartojimas (ARKA)“ (Nr. S- LIP-20-18; http://arka.mwe.lt/), kuriame analizuojamos lietuvių kalbos arbitraliosios kolokacijos (toliau AK). Priešingai nei motyvuotosios kolokacijos (žr. Marcinkevičienė, 2010), kurių junglumas paaiškinamas

semantiniais apribojimais (pvz., graži diena, naujas tyrimas), AK yra nemotyvuotos: pagal panašią reikšmę teoriškai galima rinktis daugiau negu vieną žodį, bet linkstama vartoti būtent kurį nors vieną, pavyzdžiui, platus akiratis, bet ne didelis akiratis, stipri sveikata, bet ne galinga sveikata. Pirmajame projekto etape atliktas ankstesniame projekte (žr. http://mwe.lt/) sukauptų būdvardis+daiktavardis kolokacijų tyrimas. Palyginus visas su tam tikru būdvardžiu sudarytas kolokacijas, nustatyta, kad dalies AK būdvardžiai pavartoti netiesiogine reikšme: atsižvelgiant į daiktavardį, įvertinta, kuriose kolokacijose būdvardis vartojamas perkeltine reikšme. Iš maždaug 8000 būdvardis+daiktavardis

kolokacijų pagal netiesioginės reikšmės kriterijų atpažinta apie 800 AK, pvz.: nepatogi vieta, skaidrūs rinkimai. Tarp būdvardis+daiktavardis kolokacijų yra tokių, kuriose nėra perkeltinės reikšmės žodžių, bet kurios, tikėtina, laikytinos AK, pavyzdžiui, egzistencinis klausimas, principinis sprendimas, priimtina kaina. Todėl antroje tyrimo dalyje testuojami papildomi AK atpažinimo kriterijai, vienas jų – kolokacijų dėmenų pakeičiamumas (Nesselhauf, 2003). Jeigu kolokacijos būdvardiškasis dėmuo nėra pakeičiamas kitu artimos reikšmės sinonimu, yra pagrindo tokią kolokaciją laikyti AK. Artimiems sinonimams nustatyti naudojamas GloVe žodžių vektorių (angl. embeddings) modelis (Pennington et

al., 2014). Daroma prielaida, kad kolokaciją galima laikyti AK, jeigu ji užfiksuota tik su vienu būdvardžiu iš galimų artimų sinonimų eilės. Jeigu pakeičiamumo testavimui trūksta duomenų arba jie nėra tinkami, tikrinamas trečiasis kriterijus – vertinama, kokia yra trauka tarp būdvardžio ir daiktavardžio. Šis rodiklis (collocational factor, Handl, 2008), apskaičiuojamas naudojant abiejų kolokacijos žodžių pavartojimo dažnį tekstyne ir kolokacijos dažnumą.

PAGRINDINĖS SĄVOKOS Arbitraliosios kolokacijos; lietuvių kalba; atpažinimas; vektoriai; metaforos.

LITERATŪRA Handl, S. (2008). Essential Collocations for Learners of English: The Role of Collocational Direction and

Weight. In F. Meunier & S. Granger (Eds.), Phraseology in Foreign Language Learning and Teaching (pp. 43–660).

Marcinkevičienė, R. (2010). Lietuvių kalbos kolokacijos. Mokslo monografija. Vytauto Didžiojo universitetas. https://talpykla.elaba.lt/elaba-fedora/objects/elaba:4603559/datastreams/ MAIN/content

Nesselhauf, N. (2003). The Use of Collocations by Advanced Learners of English and Some Implications for Teaching. Applied Linguistics, 24(2), 223–242.

Pennington, J., Socher, R., & Manning, Ch. (2014). GloVe: Global Vectors for Word Representation. Proceedings of the 2014 Conference on Empirical Methods in Natural Language Processing

(EMNLP). Association for Computational Linguistics, 1532–1543. https://www.aclweb.org/anthology/D14-1162

http://arka.mwe.lt/


VIORIKA ŠESTAKOVA Kaunas University of Technology, Lithuania

IT terminology: Borrowed lexis ABSTRACT Intensive global processes promote lexical changes in languages, rapid spread of new technologies

causes the shift in IT terminology. The abundance of computing lexis arises due to the factor that this field is broad and constantly growing. Information technology loanwords are referred to as one of the newest layers of the lexis. Furthermore, it continuously broadens since words of foreign origin regularly enter the Lithuanian language. A big part of terminology consists of trans-determinised terms (terms borrowed from other areas of science), or well- known words become terminised. Even though the English language is considered to be the main source of IT term coinage, other languages also make a big impact to the entire lexis of computer science terminology. Since the ratio of

Lithuanian and international terms has almost been balanced up, the tendencies of use of international words still remain a relevant and debatable issue. The present research focuses on the layer of borrowed IT lexis, the extent to which these terms are Lithuanianised. The study deals with one-word noun international terms and loan-translations, analyses and evaluates the methods of their

composition, and correspondence of terms in both languages. The study sample is taken from online dictionaries, i.e., Encyclopedic Dictionary of Computing, Dictionary of International Terms, and Dictionary of the Lithuanian Language.

KEYWORDS Loanwords; IT Terminology; International Terms; Loan-Translations; Lithuanianised Terms. REFERENCES Auksoriūtė, A., Gaivenytė-Butler, at al. (2018). Lietuviškos informatikos ir kompiuterijos terminijos

tyrimai. Lietuvių kalbos institutas. Chromá, M. (2011). Synonymy and Polysemy in Legal Terminology and Their Applications to Bilingual

and Bijural Translation. Research in Language, 9(1). Doi: 10.2478/v10015-011-0004-2. Drotvinas, V. (2005). Iš pašto terminų istorijos. Gimtasis žodis, 10, 2–6. Hock, H. H., & Joseph, B. D. (2009). Lexical Borrowing. Language History, Language Change, and

Language Relationship: An Introduction to Historical and Comparative Linguistics, 2nd ed. Mouton de Gruyter.

Knapp, R. (2011). German English Words. Human Languages. L'Homme, M. C. (2020). Revisiting Polysemy in Terminology; November 2020, Conference: Euralex

2020. Lexicography for Inclusion At: Alexandroupolis, Greece Volume: Gavriilidou, Z, Mitsiaki, M, Fliatouras, A., Proceedings of XIX EURALEX Congress: Lexicography for Inclusion, Vol. I, Democritus University of Thrace.

Mickienė, I., & Briaukienė, B. (2016). Lietuvių terminologijos aspektai. Vilniaus universitetas. Stunžinas, R. (2017). European Union Cybersecurity Terms with compound “kybernetinis(-ė) [Cyber]:

Meanings, Origin, Synonymy and Variations. Terminologija, 24, 145–163. Šilobritaitė, D. (2008). Pirmųjų matematikos žodynėlių terminija. Terminologija, 15, 180–196.

http://journals.lki.lt/terminologija/article/view/600/691 Temmerman, R. (2011). Ways of managing the dynamics of terminology in multilingual

communication. Erasmus University College and Vrije Universiteit Brussels. https://www.academia.edu/851093/Ways_of_managing_the_dynamics_of_terminology_in_m

ultilingual_communication


MARIJA VĖŽIENĖ

Kaunas University of Technology, Lithuania

Multimodality of academy award acceptance speeches of the best actors and actresses in a leading role

ABSTRACT Academy awards, also known as Oscars are one of the most important awards for everyone in the film industry. Actors, directors, producers, composers, writers and many more people working in this field

are waiting for these awards every year. Getting an Oscar could be seen as the top achievement in a life of an actor or actress. The aim of this study is to analyse the academy award acceptance speeches of women and men getting an award for the leading role from 1939 until 2019. The multimodal analysis has three objectives: to analyse the gestural mode, including body language and facial expressions of the winners in the categories “the best actor in a leading role” and “the best actress in a leading role”; to identify the main examples of aural mode in these speeches and to

discuss the main trends in a visual mode. Quantitative analysis has been chosen as a method for the research. Two hypotheses have been raised as well: (1) Women accepting an award of the best actress in a leading role use more gestures and various types of body language in comparison to men

winning an Oscar in a category of the best actor in a leading role. (2) Men accepting an academy award of the best actor in a leading role use more types of an aural mode, such as changing the tone, the emphasis of some words and accent in comparison to the best actresses in a leading role.

KEYWORDS Academy Awards; Multimodality; Acceptance Speeches; Gestural Mode; Aural Mode; Visual Mode. REFERENCES Álvarez Valencia, J. A. (2016). Meaning making and communication in the multimodal age: Ideas for

language teachers. Colombian Applied Linguistics Journal, 18(1), 98–115. Granstrom, B., & House, D. (2003). Multimodality and speech technology: Verbal and non- verbal

communication in talking agents. Eighth European Conference on Speech Communication and Technology.

Mahakaew, V. (2020). A Study of Figurative Language in Academy Award Acceptance Speeches. RSU International Research Conference 2020.

https://rsucon.rsu.ac.th/files/proceedings/inter2020/IN20-208.pdf. García, O., Flores, N., & Spotti, M. (Eds.). (2017). The Oxford handbook of language and society.

Oxford University Press. Wang, N. (2020). Gender Differences in the Academy Awards Acceptance Speeches. Overseas English

Testing: Pedagogy and Research 国外英语考试教学与研究, 2(2), 53–60.

W W W . S U S T A I N A B L E M U L T I L I N G U A L I S M . C O M # S M 2 0 2 1

The 6th International Conference SUSTAINABLE MULTILINGUALISM 2021

June 4–5, 2021

Book of Abstracts

Editors Aurelija Daukšaitė-Kolpakovienė & Žieda Tamašauskaitė Editorial Assistant Jurgita Šerniūtė

Issuance by Order No. K21-033 28 June 2021

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