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?
European project Erasmus+
Start: September 2016
Presentation: May 2018 - Conference Brussels
End: August 2018
Talking About Language and EmotionS at home.
Why this project?
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).
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.
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.
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?
A Research project being conducted by the University of Helsinki, effective from 01/03/2015.
List of persons involved:
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).
Subject: Swedish as a Second Language
Project members: Åsa Wedin, Jenny Rosén
Find more infomation and contact details for the project here
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.