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Maxantalet träffar du kan exportera från sökgränssnittet är 250. Vid större uttag använd dig av utsökningar.
  • 1.
    Albury, Nathan
    et al.
    Hong Kong Polytechnic University, Hong Kong.
    Eisenchlas, Susana A.
    Griffith University, Australia.
    Schalley, Andrea C.
    Karlstads universitet, Fakulteten för humaniora och samhällsvetenskap (from 2013), Institutionen för språk, litteratur och interkultur (from 2013). Griffith University, Australia.
    Cultural heritage is a child's right, so let's celebrate International Mother Language Day2018Övrigt (Övrig (populärvetenskap, debatt, mm))
  • 2.
    Eisenchlas, Susana A.
    et al.
    Griffith University.
    Guillemin, Diana
    Griffith University.
    Schalley, Andrea C.
    Griffith University.
    Schools transforming multilinguals into illiterates?2012Övrigt (Refereegranskat)
  • 3.
    Eisenchlas, Susana A.
    et al.
    Griffith University.
    Schalley, Andrea C.
    Griffith University.
    Bilingualism: Myths and Realities2013Ingår i: The MLTAQ Journal – A journal of professional current practice and research for language teachers, ISSN 1327-7782, Vol. 158, nr Dec, s. 3-7Artikel i tidskrift (Övrig (populärvetenskap, debatt, mm))
  • 4.
    Eisenchlas, Susana A.
    et al.
    Griffith University.
    Schalley, Andrea C.
    Griffith University.
    Brush It Up: On-line resources for fostering independent learning2016Ingår i: Proceedings of the 2016 International Conference on Educational Innovation through Technology (EITT 2016), New York: IEEE, 2016, s. 143-148Konferensbidrag (Refereegranskat)
    Abstract [en]

    As Australian universities are increasingly pressured into attracting participation of groups previously underrepresented in the higher education system, the need to support these cohorts of students becomes more evident. This paper describes an online resource developed by members of the Linguistics team at Griffith University in Brisbane, Australia, to engage students with disciplinary knowledge, provide opportunities for independent and/or small group practice, test their understanding of materials covered in the lectures, self- evaluate their work, conduct exam revisions, and overall scaffold the learning process, fostering independent learning and self- reliance. While reporting on students’ perceptions of this resource, we finish the paper with a word of caution about the effectiveness on online learning in university settings.

  • 5.
    Eisenchlas, Susana A.
    et al.
    Griffith University.
    Schalley, Andrea C.
    Griffith University.
    Raising bilingual children: Options and tips2014Övrigt (Övrig (populärvetenskap, debatt, mm))
  • 6.
    Eisenchlas, Susana A.
    et al.
    Griffith University, Australia.
    Schalley, Andrea C.
    Griffith University, Australia.
    Reaching out to migrant and refugee communities to support home language maintenance2019Ingår i: International Journal of Bilingual Education and Bilingualism, ISSN 1367-0050, E-ISSN 1747-7522, Vol. 22, nr 5, s. 564-575Artikel i tidskrift (Refereegranskat)
    Abstract [en]

    Migrant and refugee parents considering raising their children in their non-mainstream home language often fear that this decision may impact negatively on their children’s English language ability and thus affect their academic prospects. The lack of institutional support for home languages in the Australian school system, and the well-intentioned but misguided advice parents may receive to switch to the mainstream language in family interactions reinforce parents’ doubts. To assuage parents’ concerns and assist them in making an informed decision most appropriate for their family circumstances, we developed and delivered free workshops on bilingual upbringing. We also trained bilingual facilitators who adapted the workshops culturally and linguistically and conducted these in their own communities. This paper discusses these workshops, the feedback received, our observations, and lessons learned.

  • 7.
    Eisenchlas, Susana A.
    et al.
    Griffith University.
    Schalley, Andrea C.Griffith University.Guillemin, DianaGriffith University.
    Multilingualism and Literacy: Attitudes and Policies2015Samlingsverk (redaktörskap) (Refereegranskat)
  • 8.
    Eisenchlas, Susana A.
    et al.
    Griffith Univ, Sch Languages & Linguist, Nathan, Qld 4111, Australia..
    Schalley, Andrea C.
    Griffith Univ, Sch Languages & Linguistics, Nathan, Qld 4111, Australia.
    Guillemin, Diana
    Griffith Univ, Sch Languages & Linguist, Nathan, Qld 4111, Australia..
    Multilingualism and literacy: attitudes and policies INTRODUCTION2015Ingår i: International Journal of Multilingualism, ISSN 1479-0718, E-ISSN 1747-7530, Vol. 12, nr 2, s. 151-161Artikel i tidskrift (Övrigt vetenskapligt)
  • 9.
    Eisenchlas, Susana A.
    et al.
    Griffith Univ, Sch Languages & Linguistics, Nathan, Qld 4111, Australia..
    Schalley, Andrea C.
    Griffith Univ, Sch Languages & Linguistics, Nathan, Qld 4111, Australia.
    Moyes, Gordon
    Griffith Univ, Griffith Film School, Australia.
    Play to learn: Self-directed home language literacy acquisition through online games2016Ingår i: International Journal of Bilingual Education and Bilingualism, ISSN 1367-0050, E-ISSN 1747-7522, Vol. 19, nr 2, s. 136-152Artikel i tidskrift (Refereegranskat)
    Abstract [en]

    Home language literacy education in Australia has been pursued predominantly through Community Language Schools. At present, some 1000 of these, attended by over 100,000 school-age children, cater for 69 of the over 300 languages spoken in Australia. Despite good intentions, these schools face a number of challenges. For instance, children may lack motivation and perceive after-hours schooling as an unnecessary burden. Trained teachers and suitable teaching materials are often not available. Moreover, not every language can be offered in each city or region. Hence, home language speakers’ needs are often not met. This situation has detrimental effects for children, families and communities, and entails a loss of opportunities for the country. Reporting on an alternative approach, this paper presents a pilot study conducted in Australia with English–German bilinguals. We sought to investigate whether primary school-aged children can self-direct their home language literacy acquisition through playing online educational games in the privacy of their homes and with little adult input. Results indicate that the games can be effective in promoting emergent literacy development. Thus, such a grassroots approach could become a viable option for multilingual societies, addressing some of the practical challenges faced by, for instance, Community Language Schools.

  • 10.
    Schalley, Andrea C.
    et al.
    Karlstads universitet, Fakulteten för humaniora och samhällsvetenskap (from 2013), Institutionen för språk, litteratur och interkultur (from 2013).
    Eisenchlas, Susana A.
    Griffith University.
    Gagarina, Natalia
    Centre for General Linguistics Berlin (ZAS) & Humboldt University.
    HOLM 2016 – The International Conference on Social and Affective Factors in Home Language Maintenance and Development2017Ingår i: Journal of Home Language Research, ISSN 2537-7043, Vol. 2, s. 1-5Artikel i tidskrift (Övrigt vetenskapligt)
    Abstract [en]

    A report on a conference initiated by the International Association for Applied Linguistics (AILA) Research Network (ReN) on Social and Affective Factors in Home Language Maintenance and Development. The HOLM 2016 conference, held in Berlin in February 2016, attracted close to 70 scholars and practitioners from over 20 countries interested in home language maintenance and development who met over a period of two days to exchange ideas and discuss projects.

  • 11.
    Schalley, Andrea C.
    et al.
    Griffith University.
    Eisenchlas, Susana A.
    Griffith University.
    Gagarina, Natalia
    Humboldt University.
    Internationale Tagung: Social and Affective Factors in Home Language Maintenance and Development2016Ingår i: Logos – Die Fachzeitschrift für akademische Sprachtherapie und Logopädie, ISSN 0944-405X, Vol. 24, nr 2, s. 142-144Artikel i tidskrift (Övrig (populärvetenskap, debatt, mm))
  • 12.
    Schalley, Andrea C.
    et al.
    Griffith University.
    Eisenchlas, Susana A.Griffith University.Guillemin, DianaGriffith University.
    Multilingualism and Literacy: Practices and Effects2016Samlingsverk (redaktörskap) (Refereegranskat)
  • 13.
    Schalley, Andrea C.
    et al.
    Griffith Univ, Sch Languages & Linguistics, Nathan, Qld 4111, Australia.
    Eisenchlas, Susana A.
    Griffith Univ, Sch Languages & Linguistics, Nathan, Qld 4111, Australia..
    Guillemin, Diana
    Griffith Univ, Sch Languages & Linguistics, Nathan, Qld 4111, Australia.
    Multilingualism and literacy: Practices and effects INTRODUCTION2016Ingår i: International Journal of Bilingual Education and Bilingualism, ISSN 1367-0050, E-ISSN 1747-7522, Vol. 19, nr 2, s. 127-135Artikel i tidskrift (Övrigt vetenskapligt)
  • 14.
    Schalley, Andrea C.
    et al.
    Griffith Univ, Sch Languages & Linguistics, Nathan, Qld 4111, Australia.
    Guillemin, Diana
    Eisenchlas, Susana A.
    Multilingualism and assimilationism in Australia's literacy-related educational policies2015Ingår i: International Journal of Multilingualism, ISSN 1479-0718, E-ISSN 1747-7530, Vol. 12, nr 2, s. 162-177Artikel i tidskrift (Refereegranskat)
    Abstract [en]

    Australia is a country of high linguistic diversity, with more than 300 languages spoken. Today, 19% of the population aged over 5 years speak a language other than English at home. Against this background, we examine government policies and prominent initiatives developed at national level in the past 30 years to address the challenge of offering 'Literacy for all', in particular focusing on minority language speaking children. Across the examined policies and initiatives, a distinct negative correlation can be observed: the more multilingual Australia has become, the more assimilationist the policies, and the more monolingual the orientation of the society that governments have sought to establish through policy. We argue that to enhance literacy outcomes more generally, this orientation needs to be reversed. We explain why policy understanding and approach need to instead promote the maintenance of home languages and support literacy acquisition in these languages.

  • 15.
    Venables, Elizabeth
    et al.
    Griffith Univ, Sch Languages & Linguist, Nathan, Qld 4111, Australia..
    Eisenchlas, Susana A.
    Griffith Univ, Sch Languages & Linguist, Nathan, Qld 4111, Australia..
    Schalley, Andrea C.
    Griffith Univ, Sch Languages & Linguistics, Nathan, Qld 4111, Australia.
    One-parent-one-language (OPOL) families: is the majority language-speaking parent instrumental in the minority language development?2014Ingår i: International Journal of Bilingual Education and Bilingualism, ISSN 1367-0050, E-ISSN 1747-7522, Vol. 17, nr 4, s. 429-448Artikel i tidskrift (Refereegranskat)
    Abstract [en]

    The aim of this study is to examine the strategies majority language-speaking parents use to support the development of the minority language in families who follow the pattern of exposure known as one-parent-one-language (OPOL). In this particular pattern of raising a child bilingually, each parent speaks only their own native language to their children. Previous studies concerned with language development in children raised under the OPOL pattern primarily focused on how input from the minority language-speaking parent affects minority language development, leaving the role of the majority language-speaking parent largely unexplored. To address this gap, a case study was carried out on three families in Brisbane, Australia, who reported following the OPOL pattern. Video and audio recordings were taken, along with interviews using an elicited recall task based on the recordings to gather data on the families' language practices and motivations. The results of the qualitative analysis suggest that, in these families, the majority language-speaking parent plays an important role that extends beyond the provision of input in the majority language and may contribute to fostering minority language development and maintenance.

1 - 15 av 15
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  • en-GB
  • en-US
  • fi-FI
  • nn-NO
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  • Annat språk
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  • html
  • text
  • asciidoc
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