TALES@home
European project Erasmus+
Start: September 2016
Presentation: May 2018 - Conference Brussels
End: August 2018
Talking About Language and EmotionS at home.
Why this project?
Teachers' attitudes towards students' bilingualism – a comparative study
It is a well-known fact that teachers' expectations can impact on students' performance, either positively or negative (see, for instance, Rosenthal & Jacobsen 1968 and Babad, Inbar & Rosenthal 1982, respectively). While these effects have been investigated with regard to teacher expectations and students' socio-economic background and ethnicity, very few studies have examined how student mulitlingualism affects teachers' attitudes and expectations (Piller 2016).
Origins of New Zealand English Project (ONZE)
The Origins of New Zealand English (ONZE) Project endeavours to chart the origins, features and changes of New Zealand English (NZE), and to apply the findings to theories of language and language change. With a strong emphasis on acoustic analysis, sociolinguistic variation and speech perception, the project continues to make relevant and important contributions to the linguistic community, as well as documenting an important aspect of New Zealand’s society and identity.
Story telling in the New Zealand context - investigating the role of body language in oral performance
This is the data collection phase for a research project investigating differences in verbal and non-verbal behaviour (especially gesture) by monolinguals and bilinguals speaking English and Maori. We are currently making audio and visual recordings of twelve young male New Zealanders in our recording studio. Six participants are monolingual in English and six are Maori/English bilinguals.
Tuhinga Mahorahora
We know very little about how tamariki are using te reo Māori in immersion schooling situations. This has a massive range of consequences for teaching: from supporting learning in individual classrooms through to the nationwide production of appropriate written material for use in kura. The Tuhi Māhorahora project will build a corpus of children’s writing in Māori which will allow us to understand children’s written expression in immersion settings and answer questions such as: How do our tamariki use te reo Māori? How does their use of Māori develop over time?
The resurrection of the Nivkh language
A Research project being conducted by the University of Helsinki, effective from 01/03/2015.
List of persons involved:
Language impairment or typical language development? Developing methods for linguistic assessment of bilingual children in Sweden. 2014-2019
This project is funded by the Swedish Research Council. The project investigates typical and atypical language development in bilingual pre-schoolers, focusing on Turkish-Swedish and Arabic-Swedish, with a view to developing reliable methods for the assessment of language abilities and intervention in bilingual children in Sweden. This is vital for the child’s future, as untreated language impairment often leads to dyslexia and learning difficulties in school. The principal investigator is Ute Bohnacker (2014-2019).
Categorization Identities and Communication CIC
The ethnographic project CIC, Categorizations, Identities and Communication, illuminates processes of categorizations and identities in educational arenas. The project is part of the ongoing work at the CCD research group at Örebro University. Working with a multidisciplinary theoretical framework, the aim of the project is to juxtapose issues of multilingualism, diversity, identity and marginalization processes inside and outside institutional settings.
The impact of Aboriginal English (or Torres Strait Creole) on learning outcomes for Indigenous children in ACT preschools and preschool programs
- This report was the result of a successful tender by the team to the ACT Department of Education and Training (DET). Concerned that Aboriginal children were falling behind in the education system, ACT DET wished to establish whether language and dialect issues in the early childhood years were contributing to learning delay.
The role of mother-tongue instruction for the lexical development of Somali-Swedish speaking children in the early school years.
The current project investigates native language teaching significance for bilingual students vocabulary development in both the mother tongue as a second language and exemplifies what it could mean to develop a school-related language simultaneously in two languages. Moreover examines the relationship between students' vocabulary development and their development of reading comprehension in two languages, which includes a focus on the relationship between the development of morphological awareness and reading comprehension.