Series Editor's Preface. Introduction by John Breuilly. Acknowledgements. 1. Definitions. State and nation. The nation. 2. Culture in Agrarian Society. Power and culture in the agro-literature society. The varieties of agrarian rulers. 3. Industrial Society. The society of perpetual growth. Social genetics. The age of universal high culture. 4. The Transition to an Age of Nationalism. A note on the weakness of nationalism. Wild and garden culture. 5. What is a Nation. The course of true nationalism never did run smooth. 6. Social Entropy and Equality in Industrial Society. Obstacles to entropy. Fissures and barriers. A diversity of focus. 7. A Typology of Nationalisms. The varieties of nationalist experience. Diaspora nationalism. 8. The Future of Nationalism. Industrial culture - one or many?. 9. Nationalism and Ideology. Who is for Nuremberg?. One nation, one state. 10. Conclusion. What is not being said. Summary. Select bibliography. Bilbliography of Ernest Gellner's writing: Ian Jarvie. Index

Nations and Nationalism

https://waseda.repo.nii.ac.jp/?action=repository_action_common_download&item_id=12133&item_no=1&attribute_id=162&file_no=1

言語運用能力(Communicative Competence)

https://repositorio.una.ac.cr/bitstream/11056/7949/1/priciplesoflanguajeslearningandtaching-jbogarin.pdf

Principles of language learning and teaching

中國科技大學通識教育中心英語文證照奬勵金實施要點 中華民國 105 年 1 月 8 日通識教育委員會議通過 一、 中國科技大學(以下簡稱本校)為鼓勵本校學生通過具公信力機構之英語文能力測驗或 取得證照,特訂定「中國科技大學通識教育中心英語文證照獎勵金實施要點」(以下簡 稱本要點)。 二、 學生於就讀本校期間,通過歐盟共同架構(CEFR)語言能力參考指標 B1(中級)同等級英 語文能力測驗以上(含)者,得依據本要點酌予獎勵。檢測項目請參閱本中心「歐洲語言 學習、教學、評量共同參考架構與各英語檢測分級對照表」(參見附表);未列於標準 對照表之測驗項目不給予獎助。 三、 凡本校學生,除應英系外,均得申請。大學部學生通過同等級以申請一次為限,在學期 間得重複申請,但該次申請之級別不得低於前次。 本獎勵金每學期核發乙次,每次核發全校前 10 名,各名次核發金額如附表。 四、 申請人應提供在學期間,申請當(學)期參加考試之證明文件及成績證明或證照,以憑辦 理。 五、 獎勵金申請作業:請至通識教育中心網頁下載「英語文證照獎勵金申請表」(附件 1), 填妥後檢附成績單正本及影本(背面簽名並註明與正本無異)各一份、本人金融帳戶存 簿(郵局或土地銀行)封面影本送至通識教育中心。 通識教育中心得每學期遴選受獎代表,擇期公開頒奬,並辦理後續請款作業。 六、 奬勵金申請期限:通過相關證照考試半年內應提出申請,逾期視同放棄。 七、 本要點之獎勵金由學校開設通識教育中心專戶,一切收支專款專用;每年度如有剩餘 款,則移至翌年度繼續使用。 八、 本要點經通識教育中心會議審查通過,陳請校長核定後公告實施,修訂時亦同。

文化と言語の多様性の中のCommon European Framework of Reference for Languages: Learning, teaching, assessment (CEFR)--それは基準か? (第10回明海大学大学院応用言語学研究科セミナー 講演)

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The New Meaning Of Educational Change

This article presents an ethnographic study of how bilingual teachers and children use their home language, TexMex, to mediate academic content and standard languages. From the premise that TESOL educators can benefit from a fuller understanding of students' linguistic repertoires, the study describes language practices in a second-grade classroom in a transitional bilingual education program in a well-established Mexican American community in San Antonio, Texas. The data suggest that the participants move fluidly between not just Spanish and English, but also the standard and vernacular varieties, a movement that is called translanguaging (O. Garcia, 2009). Translanguaging through TexMex enables the teacher and students to create discursive spaces that allow them to engage with the social meanings in school from their position as bilingual Latinos. The teacher's adoption of a flexible bilingual pedagogy (Creese & Blackledge, 2010) allows for translanguaging in the classroom not only as a way of making sense of content and learning language, but also as a legitimized means of performing desired identities.

Translanguaging, TexMex, and Bilingual Pedagogy: Emergent Bilinguals Learning Through the Vernacular

Building on Strength: Language and Literacy in Latino Families and CommunitiesAna Celia Zentella (editor), New York: Teachers College Press, and Covina, CA: California Association of Bilingual Education, 2005, 213 pages, US$2395 (paper)

Building on Strength: Language and Literacy in Latino Families and Communities

This article discusses the idea of linguistic landscape and describes a small-scale research project undertaken in a local EFL community in Mexico using public signs to analyse the social meanings of English. The author presents a framework that distinguishes between intercultural and intracultural uses, as well as iconic and innovative uses of English on signs. He also identifies six social meanings represented on the signs and uses photographs to illustrate each meaning. He argues that the project is useful both for thinking about the innovative ways people use the language in local contexts and as a template for a classroom-based project that teachers can implement that engages EFL students in investigating and talking about social language use. The conclusion presents an approach for using the linguistic landscape as a pedagogical resource in the EFL classroom which casts the students as language investigators and offers ideas for extension activities that connect the language classroom to the streets of the learners’ community.

Using the linguistic landscape as a pedagogical resource

This study examines the biliteracy development of a group of bilingual Latino third graders in an elementary school in the south-west USA. It focuses on the role of language in children’s reading comprehension of narrative texts in Spanish and English in a school context. The authors frame their analysis within the ‘Continua of Biliteracy’ model (Hornberger, 1989, 2003), highlighting how the youngsters drew on their linguistic resources to negotiate the contexts and contents of biliteracy. Data come from the students’ 24 retellings of story books, alternating between Spanish and English. The data were analyzed using story grammar and sociolinguistic analysis. The findings of the study show how, for young bilingual and bicultural students, their languages themselves exist on a continuum.That is, in developing their biliteracy, these children navigate linguistic borderlands through their use of Spanglish, reflecting their sociolinguistic and sociocultural realities where there are not necessarily strong dis...

Reading through linguistic borderlands: Latino students’ transactions with narrative texts

This article poses the question of how educators can put into practice the valorization of the vernacular and its use as a pedagogical resource. It provides a critical sociolinguistic orientation toward the use of Spanglish in schools. It gives a short descriptive overview of the linguistic features of Spanglish and responds to some of the misguided notions about language mixing. The article then looks at the use of Spanglish among young bilingual students doing an in-school reading activity and considers the ways that students' use of English, Spanish, and Spanglish might inform how educators see language use in the classroom. Finally, it considers the ramifications of embracing Spanglish as a social language, one that reflects and projects Latin@ borderland identity.

Peter Sayer

Papers

Translanguaging, TexMex, and Bilingual Pedagogy: Emergent Bilinguals Learning Through the Vernacular

Building on Strength: Language and Literacy in Latino Families and Communities

Using the linguistic landscape as a pedagogical resource

Reading through linguistic borderlands: Latino students’ transactions with narrative texts

Demystifying Language Mixing: Spanglish in School