Γλωσσάριο Επιστημονικών Όρων, Γνωστική περιοχή

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Βασιλεία Κούρτη Καζούλλη 2000 1 Ε1: Γλωσσάριο Επιστημονικών Όρων Γνωστική περιοχή: ∆ιγλωσσία, ∆ιαπολιτισμική Εκπαίδευση και Μειονότητες Βασιλεία Κούρτη Καζούλλη Εκπαιδευτικός, ∆ιδάκτωρ ΠΤ∆Ε Πανεπιστημίου Αιγαίου

Transcript of Γλωσσάριο Επιστημονικών Όρων, Γνωστική περιοχή

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    : teaching and learning,

    learning and acquisition, language teaching, first language, second

    language, .

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    academic - = ///

    academic achievement = / academic aspects of language proficiency = academic competence = academic content = academic critics = academic deficiency = / / academic development = / /

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    academic difficulties= / academic efficacy = / academic effort = / academic expectations = academic failure = academic functioning = ( ) academic inferiority = / academic loss = / academic power = / academic proficiency = academic prospects = / academic retardation = academic skills = / academic success = academic tasks = / 1

    accelerated schools = accommodation (Piaget) = acculturated / decultured bilingualism = / 2 acculturation to the dominant culture = 3 achievement = active language use = 1 . Cummins 1999 ( ) 2 . 1997 3 . Cummins 1999

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    actual language use = additive =

    additive bilingual enrichment principle = / additive bilingualism = 4 additive learning =

    affective (aspect of language) = ( )

    affective problems (of immigrants) = 5

    affirmation = / ambivalence = // 6 American English = analytic abilities = anomie = approaches = natural approach = ( ) assessment =

    performance assessment = () portfolio assessment = psychological assessment = 7 self assessment =

    assimilation = ttitudes = , 4 . Cummins 1999 5 . Cummins 1999 6 . Cummins 1999 7 . Cummins 1999

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    attrition = / autonomy = auxiliary language = (lingua franca; pidgin)8 awareness = / / / / 9

    language awareness = / /

    metalinguistic language awareness = / /

    background knowledge = banking model = / basic interpersonal communicative skills = behavioral (aspect of language) = ( ) bi-cultural = 10 biculturalism = / 11 bilingualism = 12 additive bilingualism = adolescent bilingualism = adult bilingualism = balanced bilingualism = compound bilingualism =

    8 . Ferguson & Heath 1981 9 . Cummins 1999 10 . Cummins 1999 11 . 1997 12 . 1999

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    consecutive bilingualism = coordinate bilingualism = childhood bilingualism = dominant bilingualism = endogenous bilingualism = exogenous bilingualism = functional bilingualism = individual bilingualism = passive bilingualism = simultaneous bilingualism = societal bilingualism = subtractive bilingualism = 13 bilingualism and =

    bilingualism and cognitive development: bilingualism and cognitive functioning: bilingualism and intelligence = bilingualism and social development =

    bilingual = //

    bilingual education = bilingual programs early-exit bilingual programs =

    13 . 1997

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    late-exit bilingual programs = [ /]14

    bilingual speaker = bilingual skills = / /

    biliteracy = 15 borrowing (lexical) = bilingual whole language classroom = 16 bilingual education act = 1968 17. Broken language = 18. C case studies = [] code mixing = (linguistic units) . code switching = / (language variety) .19 coercive = / /

    coercive relations of power = / / 20

    14 . Cummins 1999 15 . Cummins 1999 16 . Whitmore K. F. & Crowell C. G. 1994. 17 . Ferguson & Heath S. B. (eds.) 1981 18 . Ferguson & Heath (eds.) 1981 19 . Ferguson & Heath 1981 20 . Cummins 1999, 1999

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    cognitive development = / cognates = cognition = cognitive = /

    cognitive ability = / cognitive academic language proficiency = / , cognitive action = cognitive apprenticeship = / cognitive challenge = // cognitive executive function = / / cognitive involvement = / /21 cognitive level = cognitive performance = (/) cognitive schemata = cognitive sphere = cognitive strategies =

    cognitively demanding activities = cognitively undemanding activities = cohesive devise = collaborative =

    21 . Cummins 1999

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    collaborative empowerment = collaborative inquiry = / collaborative power relationships = 22 collaborative critical inquiry = 23

    collective role definition = colonization = Common Underlying Proficiency = Ko - 24 Communal language = 25 Communicative =

    communicative interaction = communicative method = communicative skills =

    compensatory bilingual programs = / competence = computer assisted language learning (CALL) = comprehensible input = concepts = /

    conceptual base = conceptual foundation = // conceptual functioning =

    22 . Cummins 1999, 1999 23 . Cummins 24 . Cummins 1999 25 . Ferguson & Heath (eds.) 1981

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    conceptual horizons = conceptual information = conceptual knowledge = / conceptual proficiency = 26

    connotations = [/] consequences = cognitive consequences = academic consequences = constriction zone = construction zone = content =

    content, abstract = content, situated = content-word =

    context(s) = /()//

    contexts of empowerment = / social context = out of context = context-free= -/ context-embedded = / o / / context-reduced = / / contextual cues = contextual support =

    26 . Cummins 1999

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    contextualized = 27

    decontextualized = ,

    continuum = / control group = conversational =

    conversational aspects of language proficiency = conversational contexts = conversational development = conversational language = / /

    cooperative learning = core curriculum =/ creative writing = / (the) creative reading act = 28 creole = critical =

    critical inquiry = / critical analysis of language = critical learning = critical literacy = 29 critical language awareness =

    Critical thinking = 27 . Cummins 1999 28 . Cummins 1999 29 . 1999

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    Critical ESL Pedagogy = 30 Critical Language Teaching = 31

    cross-language correlations = - [/] / cues = / culture =

    youth culture= cultural concepts = / cultural difference = / / primary cultural differences = / secondary cultural differences = / cultural diversity = / / / cultural illiteracy = , cultural invasion = cultural literacy = 32 cultural norms = // cultural pluralism = / 33

    30 . Morgan B. D. 1998 31 . Morgan B. D. 1998 32 . 1999 33 . Cummins 1999

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    cultural rules34 = culturally diverse = culturally specific (knowledge) = ()

    curriculum = curriculum material = D de-contextualized= - / deficient cognitive abilities = / deficits = 35 deficit perspective (of school failure)36 = / difference perspective (of school failure) = 37 developmental = , ,

    developmental aspects = developmental errors = developmental sequence =

    Dialect = Dialect atlas = Dialect geography/ dialectology =

    34 . Ogbu 1997 35 . Cummins 1999 36 . Ogbu 1997 37 . Ogbu 1997

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    Dialect leveling = .38 dialectologists = differential literacy success = diglossia = 39 disabling = discourse = ( ) / / / discourses = / disempowerment = diversity = // /40 domain = , dominant =

    dominant language/ weaker language 41 = / dominant -subordinated groups = -

    E Education =

    educational achievement = educational practice = 42 educational segregation =

    emigrant = empowerment = English Language Learners = / .. 43

    38 . Ferguson & Heath (eds.) 1981 39 B. 1999 40 . Cummins 1999 41 . Ogbu 1997 42 . Cummins 2000

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    enrichen = English as a Foreign Language (EFL) = English as a Second Language (ESL) = English as a Third language = 44 English language learning (ELL) = ethnic = /

    ethnic languages = ethnic indigenous languages =

    ethnography of communication = 45 evaluation of language education:

    exclusionary [sructures] = / experiential learning = exposure (to a language) = / F Failure of socialization46 = family language = / family literacy programs (FELP) = 47 feedback = - corrective feedback = / 43 . Cummins 1999 44 . Cenoz & Jessner 2000 45 . Ferguson & Heath (eds.) 1981 46 . Ogbu 1997 47 . Weinsterin-Shr & Quintero 1995

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    first language literacy = fluency = / fluent = 48 focus = focus on language = focus on meaning = focus on use = 49 foreign accent = foreign language = formal language = fossilization = framework (of discourse ) = ( ) framework = [] / / full language development50 = functions = functional = functional literacy = 51 functional separation of two languages = G global Information Society; graded intergenerational disruption scale for threatened languages (GIDS) = 48 . Cummins 1999 49 . Cummins 1998 50 . Ogbu 1997 51 . 1999

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    grammatical constructions = graphic organizers = group identity = grouping patterns = growth curves = H hands-on-activities = / high levels of language proficiency = 52 high variety / low variety = / . ispanic = Historical dialectologists = historical pattern = / holistic = holistic approach = home discourse style53 = home language = host country = I identity conflict = / identity crisis = identity 52 . Bialystok 1996 53 . Ogbu 1997

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    ambivalent identity = / collective identity = oppositional identity =

    ideological power = / immigrant = immigrant languages = 54 immersion programs = / -55 inadequate language development = 56 indigenous = individual differences = ( ) input = // instruction =

    instructional environment = instructional strategies =

    integrated (school program) = / () integration = / () intelligence = /

    intellectual benefits =

    interaction =/ /

    interactional level of competence = / interactional style = / ,

    54 . Ferguson & Heath 1981 55 . Cummins 1999 56 . Ogbu 1997

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    interactive learning = / , inter-active space =/ / 57 intercultural = // intercultural education =

    intercultural literacy = intercultural sensitivity = / 58

    interference = / (.. , ). 59 internalize = / interpersonal =

    interpersonal cues = interpersonal space =

    intersection = intonation = 60 involuntary minorities = / / IQ = () IQ tests = J

    57 . Cummins 1999 58 . Cummins 1999 59 . Ferguson & Heath 1981 60 . Ferguson & Heath 1981

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    Jargon = , , . K L Language =

    L1 first language = 1

    L2 Second language = 2

    language acquisition = / language and identity: language aptitude = language awareness = / / language borders61 = cross language borders =

    willingness to cross language borders =

    language community = language conflict = language contact = language contraction = language contact = language death = language development:

    61 . Ogbu 1997

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    language ethnography = language ethnographers = language expansion = language frames = different language frames =

    non oppositional language frames = 62

    language imperialism: Language in Use = 63 language loyalty = language maintenance: language planning: language processing = 64 language proficiency = / language rules65 = language shift = language skills = language skills, pragmatic = language spread = 66 language use = language use in the bilingual community: 62 . Ogbu 1997 63 . Ferguson & Heath (eds.) 1981 64 . Bialystok 1996 65 . Ogbu 1997 66 . Cenoz & Jessner 2000

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    language revitalization / revival = language use patterns = / Latino/Latina = Learner = learning deficit = learning difficulties = learning strategies = effective learning strategies = language learning strategies = lessons markers = / level = lexical borrowing: = lexical (aspects of language) = ( ) lexical content = lexical knowledge = / Lexicon = / 67 lingua franca = / 68 linguistic consequences = linguistic consequences of bilingualism: linguistic diversity = linguistic identity = 67 . Ferguson & Heath (eds.) 1981 68 . Ferguson & Heath 1981

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    linguistic imperialism = linguistic interdependence principle = 69 linguistic mismatch = / 70 linguistic operations = linguistic pluralism = / linguistic processing = linguistic repertoire = listening comprehension = / literacy = / / / 71

    critical literacy = / shared literacy (program) = () literacy activities = / / literacy development = / / literacy materials = / literacy results = /

    loanword = 72 longitudinal study = , M macro-interactions =-

    69 . Cummins 1999 70 . Ogbu 1997 71 . Kalantzis & Cope 1999, 1999 72 . Ferguson & Heath 1981

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    mainstream education with foreign language teaching = mainstream monolingual education programs = 73 mainstream society = maintenance program = / maintenance and heritage language program = majority = maximum exposure principle = measures, cognitive = / measures, linguistic = member of a speech community = / meta-linguistic ability = - metalinguistic awareness = - 74 method = micro-interactions =- migration = / minority = /

    minority speech community = minority students = / /

    mismatch hypothesis75 = 73 . Ferguson & Heath 1981 74 . Cummins 1999 75 . Ogbu 1997

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    mixed ability class = modality = monocultural (students) = monolingualism = mother tongue = motivation =

    intrinsic motivation =

    extrinsic motivation = multi-cultural = -//

    multiculturalism = multicultural awareness = - multicultural and bilingual education:

    N native = native speaker = negotiation of identities = / negotiation of power = nomination = 76 non-discriminatory assessment = norms = norm group =

    76 . Ferguson & Heath 1981

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    normal curve equivalent (NCE) = norms, grade- = O Official language = Office of Bilingual Education and Minority Language Affairs (OMELBA) = (). oppositional behavior = / oral =

    oral fluency = / oral proficiency = , oral syntactic function =

    Orthography = P Pattern =

    pattern of academic failure/success = / pattern of disempowerment = patterns of confirmation/disconfirmation = / / patterns of interaction = [/] / / / patterns of power relations = / []

    pedagogical model =

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    traditional pedagogical model = progressive pedagogical model = transformative pedagogical model = /

    pedagogical orientation =

    transformative pedagogical orientation = pedagogy, culturally relevant =

    peers =

    peer interaction = peer tutoring = ()

    performance = Performance IQ = phonics = Phoneme = , Phonemic = , phonological performance = pidgin = / .77 plateau = /

    plateau = / plateau effect =

    77 . Ferguson & Heath 1981

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    policy = policy-makers = () polyglossia = 78 power =

    power hegemonies = power relations = power structure =

    pragmatic = predictor variables = prior knowledge = primary language = / primary language skills = processing = processing of comprehensible input = 79 processing system = project = / project based learning = proficiency, common underlying = - 80 Proficiency, Separate Underlying = - 81 linguistic proficiency = / progressive pedagogy = 82

    78 . Sjogren 1997 79 . Cummins in print 80 . Cummins 1999 81 . Cummins 1999 82 . Cummins 1999

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    psychological dimensions of bilingualism: pull-out program83 = . . punitive power = / Q R reading comprehension = / reading scores = reading skills = reception classes = Refugees = Repatriates = relationships = remedial instruction = [/] remediation = / Residential Schools = / Revitalizing language shift = role models = / () S schemata = ()

    83 . Miramontes 1997

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    school district = / school failure = school effectiveness = / second language learners = / segregated schooling = segregation = segregationalist = semantics = semantic relative =/ () semantic webs = semilingualism = sense of self = / / set = shift, cultural = shift, linguistic = sister class = sites = skills = parenting skills = productive skills, = / receptive skills, = social aspects of the bilingual community = social dimensions of language use =

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    social injustice = combating social injustices = social interaction = Socialization = societal resources = speech assessment = speech community = standard cognitive measures = / / standard English = static condition = stratified (samples)= () structured immersion (program) = () () 84

    subordination = submersion programs = / 85 submersion with withdrawal classes = sub-skills = supplementary teaching material = success at school = T Target language = Temporary stay = 84 . Cummins 1999 85 . Cummins 1999

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    Teaching of English as a Second Language (TESOL) = Teaching of English as a Foreign Language (TOEFL) = test taking skills = / text, edited = text, interactive = , , Torrance Fluency & Imagination measures = Torrance theory =

    theoretical framework = theoretical perspective = threatened language =

    threshold hypothesis = / 86 threshold level = / / 87 time-on-task principle = / total immersion = total physical response = TPR ( ) tracking = [ ] transformative = transformational process = / ( )88 transitional =

    86 . Cummins 1999 87 . Cummins 1999 88 . Nieto S. 1999

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    transitional bilingual education = (mainstream monolingual education programs)89. translation skill = / transmission approach to pedagogy = / / 90 trilingual education = tutoring = two-way immersion programs = 91 U underachievement = universal language = 92 utterance = / V Values = Verbal / non-verbal communicative codes = / - verbal IQ = // verbal mediation = / / vernacular = 93

    89 . Ferguson & Heath 1981 90 . Cummins 1999 91 . Cummins 1999 92 . Ferguson & Heath 1981 93 . Ferguson & Heath 1981

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    voluntary minorities/involuntary minorities = / / 94 W Wechsler Preschool & Primary Scale of Intelligence = Wechsler White middle-class = whole language approaches = [ ] / whole language instruction = / whole language pedagogy = /95 X Y Z zone of proximal development = / 96

    Bialystok E. (ed.) (1996). Language Processing in Bilingual Children, Cambridge: Cambridge University Press. Cenzol J. & Jessner U. (eds.) (2000). English in Europe: The Acquisition of a Third Language, Clevedon: Multilingual Matters. Cummins J. (in print). Academic Language Learning, Transformative Pedagogy and Information Technology: Towards a Critical Balance, In: TESOL Quarterly. Cummins J. (in print). Instructional Conditions for Trilingual Development.

    94 . Ogbu 1997 95 . Cummins 1999 96 Vygotsky 1998

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    Cummins J. (2000). Language, Power and Pedagogy: Bilingual Children in the Crossfire, Clevedon: Multilingual Matters. Cummins J. (1999). . ., : , . , : Gutenburg. Cummins J. (1998). Linguistic and Cognitive Issues in Learning to Read in a Second Language, paper presented to the conference on Reading and the English Language Learner, California Reading and Literature Project, Sacramento, March 1998. Cummins J. (1996). Negotiating Identities: Education for Empowerment in a Diverse Society, Ontario: California Association for Bilingual Education. . (1997). : . (.), , : Miramontes O.B. (1997). Quality instructional planning for language minority students: A total school commitment In: Sjogren A. (ed.) Language and Environment: A Cultural Approach to Education for Minority and Migrant Students, Botkyra, Sweden: Multicultural Center.

    Morgan B. D. (1998). The ESL Classroom: Teaching, Critical Practice and Community Development, Toronto: University of Toronto Press. Nieto S. (1999). The Light in their Eyes: Creating Multicultural Learning Communities, New York: Teachers College Press. Ogbu J. U. (1997). Speech community, language identity and language borders In: Sjogren A. (ed.) Language and Environment: A Cultural Approach to Education for Minority and Migrant Students, Botkyra, Sweden: Multicultural Center. Ferguson, C. A. & Heath S. B. (eds.) (1981). Language in the U.S.A., Cambridge: Cambridge University Press. Sjogren A. (ed.) (1997). Language and Environment: A Cultural Approach to Education for Minority and Migrant Students, Botkyra, Sweden: Multicultural Center. . ( ). , , :

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    . (.) (1997). , : Skutnabb-Kangas, T. (1981). Bilingualism or Not: the Education of Minorities, Clevedon: Multilingual Matters. Stern H.H. (1991). Fundamental concepts of Language Teaching, Oxford: Oxford University Press.

    Weinstein-Shr G. & Quintero E. (eds.) (1995). Immigrant Learners & Their Families, McHenry Ill: Center for Applied Linguistics.

    Whitmore K. F. & Crowell C. G. (1994). Inventing a Classroom: Life in a Bilingual, Whole Language Learning Community, York, Maine: Stenhouse Publishers.