Actas da - Xunta de Galicia

More documents

Recommendations

Info

Joaquim Arnau SEDEC (2001): Pla d’Ácció del Servei d’Ensenyament del Català. Curs 2000- 2001. Barcelona: Departament d’Ensenyament, Generalitat de Catalunya Strubell, M. (1999): “Dades demolingüístiques”, in Informe per a la Catalunya del 2000. Barcelona: Ed. Mediterrània. 731-753. Vives, J. (2001): “El teatre afavoridor de la llengua oral en el programa d’immersió lingüística”. Comunicación presentada a las II Jornades de l’Institut Europeu de Programes d’Immersió, Ciutat de Palma, setembre (in press). Yeoman, E. (1996): “The Meaning of Meaning: Affective Engagement and Dialogue in a Second Language”. The Canadian Modern Language Review, 52, 4. 596-510. — 184 —
Trilingual Education & Language Minorities in Europe Hugo Baetens Beardsmore Vrije Universiteit Brussel / Université Libre de Bruxelles The education system of the Grand Duchy of Luxembourg illustrates how to reconcile maintenance of a minority language with the acquisition of a second and third language via education. It represents a unique western example where the entire school population is put through a trilingual school programme. Need for languages is primarily determined by the small size of the country. Luxemburgish is the symbol of national identity and in 1938 naturalisation was made dependent on its knowledge. It became a compulsory subject in elementary schools in 1912, with an official spelling and textbook, and was declared the national language in 1983, although its use remains optional. French and German are developed as languages of wider impact, due to the need for ties with neighbouring states, and because of the country's cosmopolitan aspect, particularly the capital, Luxembourg City, as the seat of several European institutions and a major banking centre. The celebration of the Grand Duchy's 150 years of independence in 1989 revealed that Luxemburgish represents what Smolicz (1979) has termed a "core value" of cultural identity. This was stressed by the Prime Minister (L'Avenir du Luxembourg), as the language is the only symbol to distinguish the citizens from their neighbours, and it has served particularly as a defence from invasion and threats of absorption. Luxemburgish is a Germanic language related to Low German. To some people it is a dialect, given its lack of standardisation, with only a limited written tradition. It comprises many loanwords from German and French and lacks standardised vocabulary for technological concepts. Given its nature it is difficult to define clearly the status of Luxemburgish. According to Siguan and Mackey (1987) it is a partially standardised language, according to Spolsky (1977) a "local vernacular" in that it lacks styles to handle significant areas of technology in modern life. Fishman (1977) refers to Luxemburgish as a neglected minority mother tongue. Although the language is only taught for 125 hours of the curriculum it nevertheless represents the medium of communication for all social categories and is used at all levels of education when speakers find themselves at a loss. Why it is not promoted further is determined by the language community's small size, together with the general consensus on the advantages of possessing three languages. A 1986 survey (Enquête etc.), showed that Luxemburgish was most frequently used for oral exchanges in private life, but only 53% of respondents — 185 —
Page 3 and 4:
ACTAS DA VIII CONFERENCIA INTERNACI
Page 5:
Nota dos editores Recóllense neste
Page 9 and 10:
Prólogo Celso Currás Fernández C
Page 11:
DIRECTORIO DA VIII CONFERENCIA INTE
Page 15 and 16:
Manuel González González Secretar
Page 17:
Inauguración da VIII Conferencia I
Page 20 and 21:
— 20 — Viviane Reding códigos
Page 23 and 24:
Manuel Fraga Iribarne Presidente da
Page 25:
CONFERENCIAS PLENARIAS
Page 28 and 29:
— 28 — Robert Lafont administra
Page 30 and 31:
— 30 — Robert Lafont troubadour
Page 32 and 33:
— 32 — Robert Lafont Aller plus
Page 34 and 35:
— 34 — Robert Lafont phonologiq
Page 36 and 37:
— 36 — Robert Lafont première
Page 39 and 40:
Unidad del lenguaje y pluralidad de
Page 41 and 42:
Page 43 and 44:
Page 45 and 46:
Page 47 and 48:
Page 49 and 50:
Page 51:
Page 54 and 55:
— 54 — Jaume Sarramona real de
Page 56 and 57:
— 56 — Jaume Sarramona ha de ut
Page 58 and 59:
— 58 — Jaume Sarramona Con todo
Page 60 and 61:
— 60 — Jaume Sarramona Muestra
Page 62 and 63:
Resultados por áreas Global (n=132
Page 64 and 65:
— 64 — Jaume Sarramona MATEMÁT
Page 66 and 67:
— 66 — Jaume Sarramona comprens
Page 69 and 70:
Experiencias de enseñanza de la le
Page 71 and 72:
Page 73 and 74:
Page 75 and 76:
Page 77 and 78:
Page 79 and 80:
Page 81 and 82:
Page 83 and 84:
Page 85:
Page 89 and 90:
Terminología y lenguas minoritaria
Page 91 and 92:
Page 93 and 94:
Page 95 and 96:
Page 97 and 98:
Page 99 and 100:
Page 101 and 102:
Page 103 and 104:
Lenguas Minoritarias y Lenguas Mino
Page 105 and 106:
Page 107 and 108:
Page 109 and 110:
Page 111 and 112:
Page 113 and 114:
Page 115 and 116:
Page 117 and 118:
Language Policy Implementation: Con
Page 119 and 120:
Page 121 and 122:
Page 123 and 124:
Page 125 and 126:
Page 127 and 128:
Page 129 and 130:
A lingua galega nos comezos do novo
Page 131 and 132:
A lingua galega nos comezos do novo
Page 133 and 134: A lingua galega nos comezos do novo
Page 147: A lingua galega nos comezos do novo
Page 151 and 152: Recursos e actividades necesarias p
Page 157 and 158: El euskera y las tecnologías del h
Page 163 and 164: Las tecnologías del habla en lengu
Page 169: Las tecnologías del habla en lengu
Page 172 and 173: — 172 — Mª Liliana Martínez C
Page 174 and 175: Mª Liliana Martínez Calvo unha de
Page 177 and 178: Nuevas perspectivas en la enseñanz
Page 183: Nuevas perspectivas en la enseñanz
Page 187 and 188: Trilingual Education & Language Min
Page 193: Trilingual Education & Language Min
Page 196 and 197: Félix Etxeberría desaparecer el m
Page 198 and 199: Félix Etxeberría ñanza secundari
Page 200 and 201: Félix Etxeberría se está llevand
Page 202 and 203: Félix Etxeberría niños y niñas
Page 204 and 205: Miguel Pérez Pereira reflexións e
Page 206 and 207: Miguel Pérez Pereira galega e cast
Page 208 and 209: Miguel Pérez Pereira O problema co
Page 210 and 211: Celia Ruiz gen, mientras brinda -po
Page 212 and 213: Celia Ruiz las familias tendían a
Page 214 and 215: Celia Ruiz cierto modo, son el equi
Page 217 and 218: Problemática do ensino bilingüe e
Page 225: SIMPOSIO PROBLEMAS DE HOXE NO ENSIN
Page 228 and 229: Pilar Buela ciais que constitúen a
Page 230 and 231: Pilar Buela • Para as xeracións
Page 233 and 234: ¿Existe un modelo de fala para a c
Page 235 and 236:
¿Existe un modelo de fala para a c
Page 237 and 238:
Page 239 and 240:
Page 241 and 242:
Page 243 and 244:
A formación do profesorado de ling
Page 245 and 246:
Aformación de profesorado de lingu
Page 247 and 248:
Page 249:
Page 253 and 254:
Política lingüística y educativa
Page 255 and 256:
Page 257:
Page 260 and 261:
Josep Vicent Felip i Monlleó sin
Page 262 and 263:
Josep Vicent Felip i Monlleó -Prog
Page 264 and 265:
Josep Vicent Felip i Monlleó Para
Page 266 and 267:
Xesús P. González Moreiras Non é
Page 268 and 269:
Lluís Jou i Mirabet tivo, que se e
Page 270 and 271:
Lluís Jou i Mirabet Esta ha sido l
Page 272 and 273:
Joan Melià güísticas, debe enten
Page 274 and 275:
Joan Melià do impulso de determina
Page 276 and 277:
Joan Melià proceso de normalizaci
Page 278 and 279:
Pedro Pegenaute Garde en demasiadas
Page 280 and 281:
Pedro Pegenaute Garde de la políti
Page 282 and 283:
Pedro Pegenaute Garde De donde se d
Page 285:
MESA REDONDA POLÍTICA LINGÜÍSTIC
Page 288 and 289:
Diego Corraine El 2 de mayo 2001, c
Page 290 and 291:
Diego Corraine adolescentes hasta l
Page 292 and 293:
Diego Corraine blemas económicos y
Page 295 and 296:
Policy and the teaching of Frisian
Page 297 and 298:
Policyand the teaching of Frisian a
Page 299 and 300:
Page 301:
Page 304 and 305:
Philippe Martel • Breton is the c
Page 306 and 307:
Philippe Martel There are pupils. T
Page 308 and 309:
Philippe Martel somewhat boorish me
Page 310 and 311:
Glyn Williams claims about how the
Page 312 and 313:
Glyn Williams SMEs within the Europ
Page 314 and 315:
Glyn Williams connected to the high
Page 316 and 317:
Glyn Williams Economy rationality i
Page 318 and 319:
Glyn Williams operators could extra
Page 320 and 321:
Glyn Williams the firm. It goes bey
Page 322 and 323:
Glyn Williams the abstract represen
Page 324 and 325:
Glyn Williams process across differ
Page 326 and 327:
Glyn Williams 4. Language, the soci
Page 328 and 329:
Glyn Williams Culture is universal
Page 330 and 331:
Glyn Williams Haugen, E. (1959):
Page 333:
COMUNICACIÓNS LIBRES
Page 336 and 337:
Andrés Alonso Álvarez A actual Co
Page 338 and 339:
Andrés Alonso Álvarez é prescind
Page 340 and 341:
Andrés Alonso Álvarez noso caso n
Page 342 and 343:
Andrés Alonso Álvarez naquelas di
Page 345 and 346:
A normalización terminolóxica en
Page 347 and 348:
Page 349 and 350:
Page 351:
Page 354 and 355:
Mª del Pilar Alvariño Alvariño e
Page 356 and 357:
Page 358 and 359:
Page 360 and 361:
Page 362 and 363:
Carlos Arias Iglesias A idea fundam
Page 364 and 365:
Carlos Arias Iglesias parte, contar
Page 366 and 367:
Carlos Arias Iglesias unha análise
Page 368 and 369:
M. Baña Castro / R. Mª García Su
Page 370 and 371:
Page 372 and 373:
Page 374 and 375:
M. Baña Castro / R.Mª García Su
Page 376 and 377:
Page 378 and 379:
Page 380 and 381:
Page 382 and 383:
Page 384 and 385:
Page 387 and 388:
El pluralismo cultural en los progr
Page 389 and 390:
Page 391 and 392:
Page 393 and 394:
Page 395:
Page 398 and 399:
Teresa Bermúdez / Amparo Cereixo C
Page 400 and 401:
Teresa Bermúdez / Amparo Cereixo m
Page 402 and 403:
Teresa Bermúdez / Amparo Cereixo e
Page 404 and 405:
Teresa Bermúdez / Amparo Cereixo d
Page 406 and 407:
Camilo Brandín Feijoo encerra un n
Page 408 and 409:
Camilo Brandín Feijoo obrigatoriam
Page 410 and 411:
Camilo Brandín Feijoo 6. Resultado
Page 412 and 413:
Camilo Brandín Feijoo Kroll, J. F.
Page 414 and 415:
Carlos Caetano Biscaino Fernandes /
Page 416 and 417:
Page 418 and 419:
Page 420 and 421:
Carlos Manuel Callón Torres (SLG)
Page 422 and 423:
Carlos Manuel Callón Torres máis
Page 424 and 425:
Carlos Manuel Callón Torres Seitur
Page 426 and 427:
Berta Castaño Torrado / Blanca Sá
Page 428 and 429:
Page 430 and 431:
Page 432 and 433:
Page 434 and 435:
Xosé-Henrique Costas González o s
Page 436 and 437:
Xosé-Henrique Costas González col
Page 438 and 439:
Xosé-Henrique Costas González Pol
Page 441 and 442:
Competencia bilingüe e autotraducc
Page 443 and 444:
Page 445 and 446:
Page 447 and 448:
Page 449 and 450:
Page 451 and 452:
Page 453 and 454:
Os lectorados de galego. Funcións
Page 455 and 456:
Page 457:
Page 460 and 461:
Sonia Fernández Parrat público e
Page 462 and 463:
Sonia Fernández Parrat publicaron
Page 464 and 465:
Sonia Fernández Parrat Teoricament
Page 467 and 468:
TRADOS 5 Alberto González Introduc
Page 469 and 470:
Trados 5 configuración de proyecto
Page 471 and 472:
Algunas consideraciones sobre la si
Page 473 and 474:
Page 475 and 476:
Page 477:
Page 480 and 481:
Manuel González González et al. b
Page 482 and 483:
Manuel González González et al. a
Page 484 and 485:
Manuel González González et al. 2
Page 486 and 487:
Manuel González González et al. e
Page 488 and 489:
Manuel González González et al. W
Page 490 and 491:
Margarita González González / Mó
Page 492 and 493:
Page 494 and 495:
Page 496 and 497:
Page 498 and 499:
Marta González Louzao No ano 1999
Page 500 and 501:
Marta González Louzao nómicas, de
Page 502 and 503:
Marta González Louzao alumnos matr
Page 504 and 505:
Vitelio Herrera 1.2. Objetivos espe
Page 506 and 507:
Vitelio Herrera Sin embargo, es imp
Page 508 and 509:
Xosé L. Janeiro Espiñeira Poder X
Page 510 and 511:
Xosé L. Janeiro Espiñeira colisi
Page 512 and 513:
Xosé L. Janeiro Espiñeira compren
Page 514 and 515:
Xosé L. Janeiro Espiñeira lingua
Page 517 and 518:
El uso oficial de los idiomas mayas
Page 519 and 520:
Page 521:
Page 524 and 525:
Sabela Labraña Barrero non chega,
Page 526 and 527:
Sabela Labraña Barrero tiveron nec
Page 528 and 529:
Sabela Labraña Barrero Finalmente,
Page 530 and 531:
Sabela Labraña Barrero centro pion
Page 533 and 534:
Movilidad estudiantil y lengua: el
Page 535 and 536:
Page 537:
Page 540 and 541:
María Sol López Martínez / Franc
Page 542 and 543:
María Sol López Martínez / Franc
Page 545 and 546:
A extensión da lingua galega no á
Page 547 and 548:
Page 549 and 550:
Page 551 and 552:
Page 553 and 554:
Page 555 and 556:
A adquisición da competencia tradu
Page 557 and 558:
Aadquisición da competencia traduc
Page 559 and 560:
Page 561 and 562:
Page 563 and 564:
Cómo ensinar a lingua e a cultura
Page 565 and 566:
Page 567 and 568:
Page 569:
Page 572 and 573:
Mónica Martínez Baleirón / Mª d
Page 574 and 575:
Page 576 and 577:
Page 578 and 579:
Page 581 and 582:
The value of Galician and Irish on
Page 583 and 584:
Page 585 and 586:
Page 587 and 588:
Importancia dos diccionarios biling
Page 589 and 590:
Page 591 and 592:
Page 593 and 594:
Page 595 and 596:
Lengua de signos española: situaci
Page 597 and 598:
Lengua de signos española: situaci
Page 599 and 600:
Evaluación actual y futura de la v
Page 601 and 602:
Page 603 and 604:
Page 605 and 606:
Page 607:
Page 610 and 611:
Miguel Anxo Santos Rego et al. Aná
Page 612 and 613:
Miguel Anxo Santos Rego et al. Por
Page 615 and 616:
La actitud y el uso lingüísticos:
Page 617 and 618:
Page 619 and 620:
Page 621:
Page 624 and 625:
Diego Vázquez Rei Valoración da l
Page 626 and 627:
Diego Vázquez Rei Outras habilidad
Page 628 and 629:
Diego Vázquez Rei Precisión e cla
Page 630 and 631:
Kateina Vlasáková checas e españ
Page 632 and 633:
Kateina Vlasáková amplamente vert
Page 634 and 635:
Kateina Vlasáková obxectivos dest
Page 636 and 637:
Kateina Vlasáková motivan ós est
Page 639 and 640:
Los centros de autoaprendizaje: un
Page 641 and 642:
Page 643 and 644:
Page 645 and 646:
Page 647 and 648:
Page 649 and 650:
La integración del aula de autoapr
Page 651 and 652:
Page 653 and 654:
Page 655 and 656:
Page 657 and 658:
CONCLUSIÓNS Ó longo de tres días
Page 659 and 660:
ORGANIZACIÓN DA IX CONFERENCIA INT
Page 663 and 664:
TÁBOA DE CONTIDOS NOTA DOS EDITORE
Page 665 and 666:
XABIER AIZPURUA Política lingüís
Page 667 and 668:
JOSÉ LUIS JANEIRO Cooficialidade l
show all

Actas da - Xunta de Galicia

You also want an ePaper? Increase the reach of your titles

Delete template?

Save as template?