Majority language teachers of secondary schools • Teacher trainers, head teachers, curriculum dev... more Majority language teachers of secondary schools • Teacher trainers, head teachers, curriculum developers and school administrators Traditionally, teachers of majority languages receive less training to teach a language as a second language or to develop the plurilingual repertoire of their learners than, for example, foreign language teachers. Yet, in today's societies, learners bring many different languages to school. This means that the teaching of the majority language has to extend beyond teaching it as a first language and adopt elements of second language teaching. This publication aims to encourage teachers to become agents of reform for the promotion of plurilingualism in majority language teaching. The range of proposed actions includes small-scale activities, such as planning a lesson relating to a specific aspect of grammar which incorporates all languages spoken in the class room. More comprehensive strategic approaches proposed in the materials involve head teacher...
Majority language teachers of secondary schools • Teacher trainers, head teachers, curriculum dev... more Majority language teachers of secondary schools • Teacher trainers, head teachers, curriculum developers and school administrators Traditionally, teachers of majority languages receive less training to teach a language as a second language or to develop the plurilingual repertoire of their learners than, for example, foreign language teachers. Yet, in today's societies, learners bring many different languages to school. This means that the teaching of the majority language has to extend beyond teaching it as a first language and adopt elements of second language teaching. This publication aims to encourage teachers to become agents of reform for the promotion of plurilingualism in majority language teaching. The range of proposed actions includes small-scale activities, such as planning a lesson relating to a specific aspect of grammar which incorporates all languages spoken in the class room. More comprehensive strategic approaches proposed in the materials involve head teacher...
... andrea.abel{at}eurac.edu; judith.knapp{at}eurac.edu. Next Section. Abstract. ... In fact, no ... more ... andrea.abel{at}eurac.edu; judith.knapp{at}eurac.edu. Next Section. Abstract. ... In fact, no indication is given in the entry of madden that it is related to mad. The only way word formation is represented is in the treatment of affixes and combining forms as entries. ...
Whereas dictionary design has traditionally been guided by the results of dictionary use research... more Whereas dictionary design has traditionally been guided by the results of dictionary use research, recent approaches in lexicographic research are strictly user-centred. We support the idea of integrating empirical cognitive evidence into this type of research, thus fruitfully exploiting it for both, the selection (and subsequently presentation) of lexical data and the acquisition of such data from corpora. Focusing on the extraction of semantic relations to be illustrated in electronic learners' dictionaries, we analyse the results of two behavioural experiments on the production as well as the perception of semantic relations. The main goal of the experiments was to determine which relations are cognitively salient in speakers' minds. With the objective of developing a method to automatically extract cognitively salient semantic relations from corpora, we describe and discuss findings of the first analyses conducted on composite part relations. In future this might serve a...
Decisions at the outset of preparing a learner corpus are of crucial importance for how the corpu... more Decisions at the outset of preparing a learner corpus are of crucial importance for how the corpus can be built and how it can be analysed later on. This paper presents a generic workflow to build learner corpora while taking into account the needs of the users. The workflow results from an extensive collaboration between linguists that annotate and use the corpus and computer linguists that are responsible for providing technical support. The paper addresses the linguists’ research needs as well as the availability and usability of language technology tools necessary to meet them. We demonstrate and illustrate the relevance of the workflow using results and examples from our L1 learner corpus of German (“KoKo”).
In spite of the widespread use of the CEFR in a great variety of contexts, there is a growing con... more In spite of the widespread use of the CEFR in a great variety of contexts, there is a growing concern that the CEFR reference levels have not been sufficiently illustrated, leaving practitioners without comprehensive empirical characterizations of the relevant distinctions. This is particularly the case for languages other than English, where supplementary empirical tools are urgently needed. MERLIN (Multilingual Platform for the European Reference Levels – Exploring Interlanguage in Context) addresses this demand for Czech, German and Italian. In the MERLIN project, a multilingual learner corpus and an online platform are being developed which enable CEFR users to explore authentic written learner productions from standardized language tests which have been related to CEFR in a methodologically sophisticated way. A cross-linguistic and multifunctional web-based interface will illustrate A1-C1 level learner texts, highlighting language characteristics relevant from practitioners’, r...
Since its publication in 2001, the Common European Framework of Reference for Languages (CEFR) ha... more Since its publication in 2001, the Common European Framework of Reference for Languages (CEFR) has gained a leading role as an instrument of reference for language teaching and certification and for the development of curricula (cf. CEFR 2001). At the same time, there is a growing concern about CEFR reference levels being insufficiently illustrated, leaving practitioners without comprehensive empirical characterizations of the relevant distinctions. This is particularly the case for languages other than English (cf. e.g. Hulstijn 2007, North 2000). The MERLIN project addresses this demand for the first time for Czech, German and Italian by developing a didactically motivated online platform that enables CEFR users to explore authentic written learner productions that have been related to the CEFR levels in a methodologically sophisticated and rigorous way.
Majority language teachers of secondary schools • Teacher trainers, head teachers, curriculum dev... more Majority language teachers of secondary schools • Teacher trainers, head teachers, curriculum developers and school administrators Traditionally, teachers of majority languages receive less training to teach a language as a second language or to develop the plurilingual repertoire of their learners than, for example, foreign language teachers. Yet, in today's societies, learners bring many different languages to school. This means that the teaching of the majority language has to extend beyond teaching it as a first language and adopt elements of second language teaching. This publication aims to encourage teachers to become agents of reform for the promotion of plurilingualism in majority language teaching. The range of proposed actions includes small-scale activities, such as planning a lesson relating to a specific aspect of grammar which incorporates all languages spoken in the class room. More comprehensive strategic approaches proposed in the materials involve head teacher...
Majority language teachers of secondary schools • Teacher trainers, head teachers, curriculum dev... more Majority language teachers of secondary schools • Teacher trainers, head teachers, curriculum developers and school administrators Traditionally, teachers of majority languages receive less training to teach a language as a second language or to develop the plurilingual repertoire of their learners than, for example, foreign language teachers. Yet, in today's societies, learners bring many different languages to school. This means that the teaching of the majority language has to extend beyond teaching it as a first language and adopt elements of second language teaching. This publication aims to encourage teachers to become agents of reform for the promotion of plurilingualism in majority language teaching. The range of proposed actions includes small-scale activities, such as planning a lesson relating to a specific aspect of grammar which incorporates all languages spoken in the class room. More comprehensive strategic approaches proposed in the materials involve head teacher...
... andrea.abel{at}eurac.edu; judith.knapp{at}eurac.edu. Next Section. Abstract. ... In fact, no ... more ... andrea.abel{at}eurac.edu; judith.knapp{at}eurac.edu. Next Section. Abstract. ... In fact, no indication is given in the entry of madden that it is related to mad. The only way word formation is represented is in the treatment of affixes and combining forms as entries. ...
Whereas dictionary design has traditionally been guided by the results of dictionary use research... more Whereas dictionary design has traditionally been guided by the results of dictionary use research, recent approaches in lexicographic research are strictly user-centred. We support the idea of integrating empirical cognitive evidence into this type of research, thus fruitfully exploiting it for both, the selection (and subsequently presentation) of lexical data and the acquisition of such data from corpora. Focusing on the extraction of semantic relations to be illustrated in electronic learners' dictionaries, we analyse the results of two behavioural experiments on the production as well as the perception of semantic relations. The main goal of the experiments was to determine which relations are cognitively salient in speakers' minds. With the objective of developing a method to automatically extract cognitively salient semantic relations from corpora, we describe and discuss findings of the first analyses conducted on composite part relations. In future this might serve a...
Decisions at the outset of preparing a learner corpus are of crucial importance for how the corpu... more Decisions at the outset of preparing a learner corpus are of crucial importance for how the corpus can be built and how it can be analysed later on. This paper presents a generic workflow to build learner corpora while taking into account the needs of the users. The workflow results from an extensive collaboration between linguists that annotate and use the corpus and computer linguists that are responsible for providing technical support. The paper addresses the linguists’ research needs as well as the availability and usability of language technology tools necessary to meet them. We demonstrate and illustrate the relevance of the workflow using results and examples from our L1 learner corpus of German (“KoKo”).
In spite of the widespread use of the CEFR in a great variety of contexts, there is a growing con... more In spite of the widespread use of the CEFR in a great variety of contexts, there is a growing concern that the CEFR reference levels have not been sufficiently illustrated, leaving practitioners without comprehensive empirical characterizations of the relevant distinctions. This is particularly the case for languages other than English, where supplementary empirical tools are urgently needed. MERLIN (Multilingual Platform for the European Reference Levels – Exploring Interlanguage in Context) addresses this demand for Czech, German and Italian. In the MERLIN project, a multilingual learner corpus and an online platform are being developed which enable CEFR users to explore authentic written learner productions from standardized language tests which have been related to CEFR in a methodologically sophisticated way. A cross-linguistic and multifunctional web-based interface will illustrate A1-C1 level learner texts, highlighting language characteristics relevant from practitioners’, r...
Since its publication in 2001, the Common European Framework of Reference for Languages (CEFR) ha... more Since its publication in 2001, the Common European Framework of Reference for Languages (CEFR) has gained a leading role as an instrument of reference for language teaching and certification and for the development of curricula (cf. CEFR 2001). At the same time, there is a growing concern about CEFR reference levels being insufficiently illustrated, leaving practitioners without comprehensive empirical characterizations of the relevant distinctions. This is particularly the case for languages other than English (cf. e.g. Hulstijn 2007, North 2000). The MERLIN project addresses this demand for the first time for Czech, German and Italian by developing a didactically motivated online platform that enables CEFR users to explore authentic written learner productions that have been related to the CEFR levels in a methodologically sophisticated and rigorous way.
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