Identitet učitelja inoga jezika nedovoljno je istražen koncept na području Republike Hrvatske. Stoga se u ovome radu navedeni koncept ponajprije teorijski razmatra, a potom se prikazuju rezultati istraživanja profesionalnog identiteta učitelja francuskoga jezika u RH. U istraživačkome dijelu rada razmatramo mijenjaju li učitelji francuskog jezika svoj profesionalni identitet ili ne mijenjaju, a ako mijenjaju, u kojoj je to mjeri i koji su razlozi tomu. Rezultati su pokazali kako učitelji svoj učiteljski identitet najčešće mijenjaju sudjelujući na lokalnim stručnim usavršavanjima, a najmanje (...) sudjelovanjem u organiziranim e-tečajevima. Glavnim razlogom za sudjelovanje u aktivnostima stručnoga usavršavanja pokazao se njihov unutarnji poticaj, dok su se glavnim razlogom za nesudjelovanjem pokazali financijski čimbenici. Dulje radno iskustvo, članstvo u Hrvatskoj udruzi profesora francuskoga jezika i obvezni status jezika pokazali su se faktorima koji statistički značajno pozitivno utječu na osjećaj pripadnosti zajednici učitelja francuskoga jezika u Republici Hrvatskoj. The identity of foreign language teachers is an under-researched concept in Croatia. This paper thus focuses on this concept foremost from a theoretical position, followed by a description of the results of research into the professional identity of French teachers in Croatia. The research considers whether French teachers change their professional identity or not, and if they do, to which extent and for what reasons. The results show that teachers most often change their teaching identity by participating in local professional training courses, and least often by participating in organised e-courses. The main reason for participating in professional training activities proved to be internal motivation, while the main reason for not participating proved to be financial factors. A longer work history, membership in the Croatian Association of French Language Teachers, and status as a compulsory language proved to be statistically significant factors influencing feelings of belonging to the community of French teachers in Croatia. (shrink)

Cet article s’inscrit dans la continuité des études sur l’utilisation des corpus oraux comme ressource didactique en français langue étrangère. Il présente les défis sous-jacents à la construction d’un exercice sous format numérique à partir de l’expression polysémique genre à l’oral. L’exercice a été développé dans le cadre du projet de recherche appliquée DiCoi (Digitalisation – Corpus – Interaction), dont le but est de soutenir le développement de la compétence d’interaction orale de jeunes en formation professionnelle de métiers manuels. L’effet (...) des interventions est mesuré à l’aide de feedback, mais aussi de la collecte d’interactions orales libres enregistrées sous format audio. La réception de l’exercice est généralement positive, mais l’analyse du phénomène dans le corpus d’interaction entre allophones révèle la difficulté d’établir un lien clair entre input et output. Néanmoins, une didactisation soigneuse du matériel authentique semble rendre les phénomènes cibles saillants. (shrink)

In conference settings that have Korean and French as official languages, more and more speakers prepare documents in English, while still speaking in either Korean or French. For Korean interpreters working at such conferences, the result is that they must perform simultaneous interpretation between Korean and French while referring to texts that are written in English. Two information streams - one oral and one visual - interact in three languages: - Korean, French and English - to (...) constitute quite extreme conditions of simultaneity and thus increases the interpreter's mental processing load. Furthermore, when an interpreter refers to an English text while listening to Korean discourse, s/he may be tempted to lean on the written text because of the syntactic similarities between English and French. This increases the risk of language interference between French -the interpreter's B language - and English, which is often not even the interpreter's C language. Though this is a problem that frequently arises in professional settings, simultaneous interpretation with English text is not dealt with in interpreter training programs. This paper utilizes an experiment with students in an interpreter training course to examine the needs associated with teaching this type of interpretation. (shrink)

In accordance with the Bologna Declaration, modern languages and communication skills have a growing importance in all professions. With the prospect of Croatian membership of the EU and taking into consideration the conditions of the growing internationalization of law in general, knowledge of foreign languages represents an indispensable prerequisite for international com- munication within the legal profession. Thus, teaching foreign languages in the field of law, especially English and German, is necessary not only for the pro- fessional education of (...) Croatian law students, but also for their mobility within the network of European universities. This paper presents a case-study of the current situation in teaching Legal English and Legal German in Croatian Law Schools. First, the status of foreign languages for specific purposes in the Higher Education System of the Republic of Croatia in general is analyzed. The main part of the paper is dedicated to teaching Legal English and / or Legal German as compulsory courses within the curricula of Croatian law faculties. Then some projects on teaching foreign languages to practicing lawyers will be presented. With the prospect of Croatian membership of the EU, specific education programmes for lawyer- linguists have been introduced by the Law Faculties of Zagreb and Osijek. These programmes, developed within the lifelong education project for lawyers, offer an opportunity for Croatian law students and young lawyers not only to im- prove their knowledge of Legal English and Legal German, but also to learn other languages of the EU, like French or Italian. These new programmes are the response of Croatian foreign language teachers to the current requirements of the European labour market and the challenges of the internationalization of the modern world. (shrink)

The author examines the idea of "mind" in three linguistic pictures of the world - Russian, French and Chinese. The study is contrastive, the results are compared. The description of each idea is made according to a clear algorithm: the etymology of the word, the mythological roots of the concept, its compatibility, from the compatibility is distinguished real connotation according to V. A. Uspensky, a comparison of dictionary definitions is made. The aim of the study is to identify the (...) peculiarities of the idea of "mind" in the Russian, French and Chinese languages. The purpose of the comparison is to see the similarities and differences in the worldview of different peoples. Scientific methods of research are: comparative-historical method, method of generalization, method of semantic analysis. This topic is understudied, no linguocultural studies analyzing this idea in Russian, French and Chinese culture have been observed earlier, which constitutes the scientific novelty of the work. The results will contribute to mutual understanding between peoples, forming a kind of conceptual bridge, and will also be used in courses on regional studies, comparative studies of cultures, and in the teaching of the respective languages. (shrink)

This collection presents a sort of counter-history or counter-genealogy of the globalization of French thought from the point of view of scholars working in the UK. While the dominating discourse would attribute the US as the source of that globalization, particularly through the 1966 conference on the Languages of Criticism and the Sciences of Man at Johns Hopkins University, this volume of essays serves as a reminder that the UK has also been a principal motor of that globalization. The (...) essays take into account how French thought and literary theory have institutionally taken shape in the UK from the 70s to today, highlight aspects of French thought that have been of particular pertinence or importance for scholars there, and outline how researchers in the UK today are bringing French thought further in terms of teaching and research in this twenty-first century. In short, this volume traces how the country has been behind the reception and development of French thought in Anglophone worlds from the late 70s to the present. (shrink)

Etymologies are often entertaining, but it is not always obvious what they mean. Take the case of Old Frankish *sal, meaning a single-roomed dwelling. The word was taken over by speakers of Vulgar Latin as sala, and by 1100 CE it had become a word of Anglo-Norman French, since in The Song of Roland it crops up as sale, meaning the living area of a castle. Some time later, it wandered into Italian. Renaissance architects wanted to make a new (...) word for the increasingly grandiose spaces they were designing, so they added an augmentative suffix, producing salone. In the seventeenth century, French translations of Italian works on architecture reproduced the new term, only dropping the final e so as to keep the masculine gender of the Italian. French salon came into English in the early eighteenth century, initially as a word for a large and lofty room; but as French speakers applied it more and more to social functions occurring in such spaces, English speakers did so too. Then came a fork: a phonological adaptation produced saloon, which drifted off as a fully naturalized word of English toward hotels, carriages, bars, and cars; but salon persisted nonetheless. By retaining the stress pattern and marginally nasal final vowel of its source language, the doublet has remained in use as a xenism—a word of English understood to be not English, but understood in English all the same.How many such words are there? Hundreds, maybe thousands. Coupé, du jour, fuselage, pizza, paparazzi, sauerkraut, Zeitgeist—all signal their foreignness either by nonstandard pronunciation of written consonants (s, g, j, z), the presence of foreign diacritics, or irregular tonic stress. These are the kinds of loanwords that Scholar calls “émigrés,” but he gives us not thousands or hundreds or even a dozen of them: his chapters deal only with four: à la mode, ennui, naïveté, and caprice. The histories of these words do not really teach us any more about the cultural, social, and political relations between England and France than do saloon and salon, which is not much at all, or any other set of loanwords that retain phonetic or orthographic signs of foreignness. Scholar nonetheless does his level best to put his favored four at the heart of early modern English culture. Lengthy accounts of a play by Dryden, a famous work of Schiller's, an essay by Raymond Williams, Caribbean notions of creolization, and a John le Carré novel, learned though they all may be, do not really make the argument more persuasive, or even clear. By the end of this beautifully produced and floridly written book, the reader (or at least this reader) is not quite sure what it was really about. The very title of Émigrés repurposes a xenism which in regular usage is associated with high social status (we never talk of émigré workers, for example), thus exhibiting what I suppose the whole field ought to demonstrate: the ways in which new, hard, or nonnative words are always used to establish pecking orders between speakers, between their interlocutors and between their worlds. In Bourdieusian terms: not to make distinctions, but to create distinction. (shrink)

A programme in translation confronts a student with at least two problems. The first is a mixture of theoretical and practical courses in which the link between the two is not always clear. In fact, the justification for suggesting that students take courses in linguistics or linguistic descriptions of particular languages is often expressed in terms of possible needs : some students may become interested in machine translation, for example. The second problem arises when students are asked to trans-late a (...) variety of material from a second language into their mother tongue ; they've never had to write much at all in their mother tongue, especially if they've majored in languages, and what they have written and are still writing, presumably, is academic French or academic English. Now they need to write business letters, advertisements, even poetry. The solution to the second problem is easy. The training of translators has to include the teaching of writing and editing skills. This need has been recognized by the International Federation of Translators' and it also crops up in articles written by teachers of translation2. Member States should recognize in principle that translation is an independent discipline requiring an education distinct from exclusive language teaching and that this discipline re-quires special training. Member States should encourage the establishment of writing programs for translators, especially in connection with translators' professional organizations or associations, universities or other educational institutions, and the organization of seminars or workshops. What I would like to suggest in this paper is that a particular kind of teaching of writing skills can also help solve the first problem, namely the gap between theoretical knowledge about language and the practical manipulation of the grammar of a particular language. (shrink)

A formidable and influential work, Language and Death sheds a highly original light on issues central to Continental philosophy, literary theory, deconstruction, hermeneutics, and speech-act theory. Focusing especially on the incompatible philosophical systems of Hegel and Heidegger within the space of negativity, Giorgio Agamben offers a rigorous reading of numerous philosophical and poetic works to examine how these issues have been traditionally explored. Agamben argues that the human being is not just “speaking” and “mortal” but irreducibly “social” and “ethical.” (...) Giorgio Agamben teaches philosophy at the Collège International de Philosophie in Paris and at the University of Macerata in Italy. He is the author of Means without End, Stanzas, and The Coming Community, all published by the University of Minnesota Press. Karen E. Pinkus is professor of French and Italian at the University of Southern California. Michael Hardt is professor of literature and romance studies at Duke University. (shrink)

The relationship between national languages and schooling is a recurring theme in Derrida’s writings on education, playing an important role in the challenge he mounts to traditional understandings of the French State’s involvement in the teaching of philosophy. In this essay, I follow this thread of thinking across several of Derrida’s texts, paying specific attention to his diagnoses of positions arguing for a universal philosophical language on the one hand, and those elevating French as the proper (...) language of philosophy on the other. I demonstrate how, against these positions, an alternative understanding of relation between language and philosophical education starts to emerge in Derrida’s work, one in which translation is a key element. (shrink)

In this paper, I discuss the Agrégation de Philosophie—the French national examination that certifies philosophy teachers for both lycée and university instruction—in terms of the role it has played in the intellectual formation of all French philosophers and, as a corollary, its impact on developments in 20th-century French philosophy. Following a recounting of the history and structure of the examination, I discuss how the examination reveals that a thorough grounding in the history of philosophy, especially pre-1800 philosophy, (...) is a necessary condition for employment as an instructor of philosophy. After discussing the connections between the examination and the teaching activities of the Sorbonne’s Department of Philosophy, I analyze the content of the exam, showing how it offers important insights into the French philosophical tradition and how it differs from the English language and German philosophical traditions. I conclude by examining in detail the appearances of Comte, Plotinus, and Nietzsche on the examination, showing how their appearances correlate with publication trends as well as the careers of influential philosophers. (shrink)

Philosophy and history (with Jean Hyppolite) -- Philosophy and science (with Georges Canguilhem) -- Philosophy and sociology (with Raymond Aron) -- Philosophy and psychology (with Michel Foucault) -- Philosophy and language (with Paul Ricœur) -- Philosophy and truth (with Jean Hyppolite, Georges Canguilhem, Raymond Aron, Michel Foucault, Paul Ricœur, Alain Badiou and Dina Dreyfus) -- Philosophy and ethics (with Michel Henry) -- Model and structure (with Michel Serres) -- Teaching philosophy through television (with excerpts from Jean Hyppolite, Georges (...) Canguilhem, Raymond Aron, Michel Foucault and Paul Ricœur. Alain Badiou by telephone and Dina Dreyfus in the studio). (shrink)

Since 1952, Spanish has been included as a Degree in the Foreign Language Studies in the higher education system of China. The number of Spanish students has gradually increased and, until March 2020, with 6 Universities recently approved by the Chinese Ministry of Education, there are 102 Chinese universities that teach Spanish as a university degree. In 2017, the MOE of the People's Republic of China published the Curriculum Plan in the Higher Secondary Schools, which incorporated the teaching (...) of Spanish as a teaching option along with other languages, such as English, Japanese, Russian, German, and French. In the following year, during the Chinese President's state visit to Spain, a cooperation agreement was signed between the Royal Spanish Academy and SISU, under which a RAE-SISU Joint Research Centre was established. This study aims to publicize the situation of Spanish teaching in China, showing how a language can become a cultural and language tourism resource for Spain. An empirical study of student profiles was carried out at one of the most prestigious universities with reference to Spanish teaching in China, SISU. The data were obtained through primary sources employing a survey sent to the Chinese students studying their bachelor's degree of Spanish Philology, obtaining a sample of 159 students. The results revealed information on the studies carried out, also reviewing the most popular universities among the Chinese students in Spain, their stay period, and the destination image that the students have. The data will serve to show the opportunities for Spain as a destination for language tourism for the Chinese market. One of the implications of this study would be that it helps to explain how Spain can design a product for a niche market that demands Spain as a destination for language and cultural tourism. (shrink)

In lieu of an abstract, here is a brief excerpt of the content:Feminist Studies 42, no. 3. © 2016 by Feminist Studies, Inc. 575 Geneviève Pagé Gender at the Crossing: Ideological Travelings of US and French Thought in Montreal Feminism This article recounts a story about Montreal feminism using the narrative thread of its conceptual language. It is a story of language as a political choice that guides our actions, but also language as a political issue, (...) a barrier, a tool that structures our thinking and that reflects and reproduces relations of power in knowledge production and dissemination. Gender is the central character in this story—its role representing the way US, French, and Quebec theoretical traditions are deeply in dialogue with each other; yet this dialogue is arbitrary and filled with long silences. In reviewing the dialogue, this article identifies a few elements that play a significant role in favoring or impeding the traveling of ideas and concepts, focusing, in the case of Quebec, on how part of the feminist movement, comprised of radical or “revolutionary” feminists, engages with and constructs theory. The article begins by briefly tracing the evolving meanings of gender in the United States from the 1920s to the twenty-first century. Then, turning to France, a second section identifies elements limiting the traveling of US understandings of gender in French feminist theory, especially the predominance of specific traditions of thought, namely existentialism and Marxism, leading to different ways of thinking about oppression, patriarchy, sexism, and the idea of womanhood. In a third section, I shift the focus to Quebec, particularly Francophone Montreal, to survey its feminist thought, political traditions, and 576 Geneviève Pagé translation. Its history, its people, and its geographic location put it at the convergence of US and French influences, but with a distinct added local imperative: the struggle for national liberation. The specific ways in which Quebec nationalism has foregrounded power and politics around language has had a major impact on how Quebec feminists have negotiated relations with their southern feminist neighbors. In this sense, Quebec feminism presents an excellent case study of language operating as an axis of power. Furthermore, in the context of globalization and resistances to globalizing processes, Montreal provides a perfect example by which to highlight both transnational influences and local specificities. Montreal, as a classic example of Mary Louise Pratt’s cultural and linguistic “contact zone”—the space where communities of practices interact—is a city in which one can clearly identify “the intellectual and linguistic points of contact between cultures, and make visible the political pressure that activates them.”1 I treat translations that occur in this context as the process of connecting and communicating between communities. As queer theorist Juana María Rodríguez has noted in another context, “the process of translation involves more than merely translating languages; it involves translating cultures, values, and institutions of power.”2 Similarly, translation here involves an exchange between symbolic and semiotic structures of both the original and the new communities. Zooming out of Montreal, I then address the politics of translation on a more global scale, pointing out the particular ways the production and dissemination of knowledge is especially beholden to market relations. All these reflections help us understand the traveling of ideas, concepts, and ideologies across linguistic barriers. I conclude that it is in the interest of feminists to pay particular attention to what knowledge is produced from different standpoints and in different languages and what it can teach us. 1. Mary Louise Pratt, “Arts of the Contact Zone,” Profession (1991): 34; Sherry Simon, Gender in Translation: Cultural Identity and the Politics of Transmission (New York: Routledge, 1996), 36. 2. Juana María Rodríguez, Queer Latinidad: Identity Practices, Discursive Spaces (New York: NYU Press, 2003), 19. Geneviève Pagé  577 Gender in the United States It is among US feminists that the conceptualization of the gender/sex dichotomy first developed. However, gender—the word—ironically comes to English from the French genre and shares with that word its derivation from the Latin genus, meaning “kind,” “sort,” or “type.” The derivation is most visible in the borrowing in English of the French genre, for example, in literary forms such as fiction or poetry. Similarly, both the English... (shrink)

The identity of foreign language teachers is an under-researched concept in Croatia. This paper thus focuses on this concept foremost from a theoretical position, followed by a description of the results of research into the professional identity of French teachers in Croatia. The research considers whether French teachers change their professional identity or not, and if they do, to which extent and for what reasons. The results show that teachers most often change their teaching identity by (...) participating in local professional training courses, and least often by participating in organised e-courses. The main reason for participating in professional training activities proved to be internal motivation, while the main reason for not participating proved to be financial factors. A longer work history, membership in the Croatian Association of French Language Teachers, and status as a compulsory language proved to be statistically significant factors influencing feelings of belonging to the community of French teachers in Croatia. (shrink)

The first half of the twentieth century was marked by the simultaneous development of logic and mathematics. Logic offered the necessary means to justify the foundations of mathematics and to solve the crisis that arose in mathematics in the early twentieth century. In European science in the late nineteenth century, the ideas of symbolic logic, based on the works of J. Bull, S. Jevons and continued by C. Pierce in the United States and E. Schroeder in Germany were getting popular. (...) The works by G. Frege and B. Russell should be considered more progressive towards the development of mathematical logic. The perspective of mathematical logic in solving the crisis of mathematics in Ukraine was noticed by Professor of Mathematics of Novorossiysk University Ivan Vladislavovich Sleshynsky. Sleshynsky is a Doctor of Mathematical Sciences, Professor of Novorossiysk University. After studying at the University for two years he was a Fellow at the Department of Mathematics of Novorossiysk University, defended his master’s thesis and was sent to a scientific internship in Berlin, where he listened to the lectures by K. Weierstrass, L. Kronecker, E. Kummer, G. Bruns. Under the direction of K. Weierstrass he prepared a doctoral dissertation for defense. He returned to his native university in 1882, and at the same time he was a teacher of mathematics in the seminary, Odesa high schools, and taught mathematics at the Odesa Higher Women’s Courses. Having considerable achievements in the field of mathematics, in particular, Pringsheim’s Theorem proved by Sleshinsky on the conditions of convergence of continuous fractions, I. Sleshynsky drew attention to a new direction of logical science. The most significant work for the development of national mathematical logic is the translation by I. Sleshynsky from the French language “Algebra of Logic” by L. Couturat. Among the most famous students of I. Sleshynsky, who studied and worked at Novorossiysk University and influenced the development of mathematical logic, one should mention E. Bunitsky and S. Shatunovsky. The second period of scientific work of I. Sleshynsky is connected with Poland. In 1911 he was invited to teach mathematical disciplines at Jagiellonian University and focused on mathematical logic. I. Sleshynsky’s report “On Traditional Logic”, delivered at the meeting of the Philosophical Society in Krakow. He developed the common belief among mathematicians that logic was not necessary for mathematics. His own experience of teaching one of the most difficult topics in higher mathematics – differential calculus, pushed him to explore logic, since the requirement of perfect mathematical proof required this. In one of his further works of this period, he noted the promising development of mathematical logic and its importance for mathematics. He claimed that for the mathematics of future he needed a new logic, which he saw in the “Principles of Mathematics” by A. Whitehead and B. Russell. Works on mathematical logic by I. Sleszynski prompted many of his students in Poland to undertake in-depth studies in this field, including T. Kotarbiński, S. Jaśkowski, V. Boreyko, and S. Zaremba. Thanks to S. Zaremba, I. Sleshynsky managed to complete the long-planned concept, a two-volume work “Theory of Proof”, the basis of which were lectures of Professor. The crisis period in mathematics of the early twentieth century, marked by the search for greater clarity in the very foundations of mathematical reasoning, led to the transition from the study of mathematical objects to the study of structures. The most successful means of doing this were proposed by mathematical logic. Thanks to Professor I. Sleshynsky, who succeeded in making Novorossiysk University a center of popularization of mathematical logic in the beginning of the twentieth century the ideas of mathematical logic in scientific environment became more popular. However, historical events prevented the ideas of mathematical logic in the domestic scientific space from the further development. (shrink)

This article aims to describe the construction and annotation of a multimodal and multilingual (French, English, and Mandarin Chinese) corpus for the study of second language acquisition and professional development in language teaching. The corpus was built within a research project whose main objective is to determine which techno-semio-pedagogical competencies are developed informally and which ones require formal training. In this paper, we explain the theoretical framework adopted, characterized by an ecological approach to the interactive environment. (...) We subsequently illustrate the procedures for the collection of audio, video and eye-tracking data. We also provide details of the annotation of raw data to produce a corpus of analysis drawing on different automatic and semi-automatic annotation tools. Finally, we explain how such a corpus enables us to study the development of learners’ multimodal competence and tutors’ techno-pedagogical competence and point to some other possible research questions. (shrink)

Last year a remarkable, but disturbing film won the Cannes Film Festival’s French Language prize. Using actual students as actors, Laurent Cantet’s “Entre les Murs” depicted the constant tug of war between them and their French teacher. Demanding respect, but often showing none, the teenagers made the simplest teaching task a difficult and drawn-out enterprise. The final dialogue of the film is the most disturbing. Let me quote a few lines in translation. A shy student, Henriette, (...) is the last to leave the classroom at the end of the year. She approaches the teacher and says: Sir? FRANÇOIS : Yes? What is it? HENRIETTE : I didn’t learn anything. FRANÇOIS : What? Why are you saying that? That doesn’t mean anything. (shrink)

Kant scholars have rarely addressed the notion of optimism as it was interpreted by the Königsbergian philosopher in the mid-18th century. The notion originates from Leibniz’s Theodi­cy and from debates over whether the actual world is the best of all possible worlds. The first of a two-part series, this article studies the historical context in which appeared Kant’s 1759 lecture advertisement leaflet entitled An Attempt at Some Reflections on Optimism. The study describes the requirements of the 1755 Berlin Academy of (...) Sciences’ competition for a comparison of G. W. Leibniz’s and A. Pope’s systems and an assessment of optimism. Another focus is the philological difficulties of translating Pope’s proposition “Whatever is, is right” into the French language — which was part of the competition task. The author considers the ways the proposition was translated into the Russian and German languages. The article shows the contribution of Voltaire and his Poem on the Lisbon Disaster and Candide: or, Optimism to the post factum changes in the perception of the competition results and to the emergence of new shades of meaning in the concept of optimism. The Lisbon earthquake of 1755 had a profound effect on Europe and on the perception of optimism and of the idea that the actual world is the best of all possible worlds. However, Kant’s epistolary legacy leads one to the conclusion that the philosopher examined the problem in the framework of a polemic on Crusian philosophy. This article presents Crusius’s arguments against the theory that this is the best of all possible worlds and in favour of the theory that there are several good worlds. God’s choice of the actual world owes therefore to the freedom of contradiction (libertas contradictionis) and to the freedom of contrariety (libertas contrarietatis), which are eliminated in the teaching of optimism. (shrink)

SUMMARYThe sixteenth-century Huguenot émigré Jacques Bellot played a seminal role in the history of English and French language tuition, and is remembered for composing some of the first descriptive grammars for learners of both languages. His methods remained in use throughout the seventeenth century after being incorporated into the often-reprinted Grammaire angloise. This essay considers a previously undiscussed manuscript copy of Bellot's Rules containing the Perfect Understanding of the French Tongue for evidence of his early attempts to (...) teach French to members of Sir Thomas Wroth's family. The Rules provides new insights into how Bellot and his printers adapted the content and parallel-text layout in his subsequent printed manuals to create more efficient aids to language learning. (shrink)

The beginning of the COVID-19 pandemic offers a unique case study for understanding conceptual and linguistic propagation. In early 2020, scientists, politicians, journalists, and other public figures had to, with great urgency, propagate several public health-related concepts and terms to every person they could. This paper examines the propagation of coronavirus and social distancing and develops a framework for understanding how the language used to express a notion can help or hinder propagation. I argue that anyone designing a representational (...) device for propagation needs to appreciate the three-way causal relationship between language, people’s mental representations, and the extramental world. Using this framework, I explore what makes “social distancing” a bad name for social distancing and why it is unproblematic that “coronavirus” is a scientifically loose way of speaking about the virus. Through this and further study of the many historical examples of linguistic and conceptual propagation, conceptual engineers can better understand the complex challenges facing people who want to propagate representational devices. (shrink)

This volume, an expanded edition of the philosophy of language issue of the journal Midwest Studies in Philosophy (1977), includes essays by some of the ...

Arabic was among the sciences that were widely taught along with religious sciences for reasons such as the fact that the basic sources of religion were in Arabic, the need to teach the language to non-Arabs in parallel with the expansion of borders, the spread of errors (lahn) in the language, Arabic being the dominant language in official correspondence and its use as a language of science. To ensure a better understanding of religious texts, to present (...) the lessons clearly and comprehensibly, to be a qualified preacher and orator, to bring evidence and justify ideas, and to be successful in debate and jadal also required a good command of Arabic. These reasons and needs paved the way for the formation and teaching of nahw as a branch of science; its teaching took place in places such as bādiye (desert), kuttāb, houses, masjids, mosques, bookstores, libraries, government offices, and madrasas. This study deals with the teaching of Arabic from the perspective of madrasas and focuses on the teaching of literary sciences in general, and the teaching of grammar in particular, by focusing on the Nizāmiyyah and Mustansiriyyah Madrasas. The aim of this study is to reveal that the Arabic language was taught in these madrasas both as preparation and support for religious sciences and as a separate field. In this context, the study aims to reveal in which centers the Arabic language was taught before the establishment of madrasas and how it continued. Nizāmiyyah Madrasas are the general name of the madrasas founded in Baghdad, the first of which was in Nîsâbûr, in 449-450/1057-1058 by the Great Seljuk vizier Nizāmulmulk (d. 485/1092). And the Mustansiriyya Madrasah was built between 625/1227-28 and 631/1233-34 by Abu Ca‘far Mansûr Mustansır-Billah (623-640/1212-1242), one of the caliphs of the Abbasid State (750-1258). In these madrasas, especially in the Nizāmiyyah Madrasas, religious sciences (such as Shāfi’ī jurisprudence, hadīth, Qur’ān and tafsīr), and among these, especially the sciences of fiqh (furu', usūl, ferā'īz, madhhab, and hilāf) were taught. Although in these madrasas did not have an independent nahw chair or a department devoted to nahw, it is understood from the sources that courses on nahw were given due to the need for it. However, it is understood from the sources that nahw was also taught in these madrasas. In fact, the endowment of the Baghdad Nizāmiyyah Madrasah clearly states that a teacher of grammar (nahw) will be hired for the teaching of grammar, and moreover, there are considerable scholars of grammar among the mudarris working here. It is also understood from the biographies of the students who studied in madrasas that the science of nahw was taught. However, it should be noted that these madrasas did not have an independent nahw chair or a department for nahw. Since the research focuses on a historical issue, it was handled with the technique of analyzing written documents. Accordingly, the data were obtained primarily from the main sources related to the period/madrasas; current research was also utilized, especially in the interpretation, comparison, inference, and justification of claims. (shrink)

Whether second language teaching contributes to the enslavement or empowerment of learners has become a branch in Teaching English to Speakers of Other Languages research. More and more discussions are emerging, and they tend to base on more and more diverse theoretical frameworks. This article aims to shed light on this issue by exploring it from a Hegelian framework of language. Among Hegel’s theories of language, two notions, namely, mutual recognition and universalisation of culture are (...) selected for discussions. The conclusion is that based on Hegel’s theories of language L2 teaching has a stronger tendency of contributing to the empowerment of learners. (shrink)

Our concern here is with the extent to which the expressive equivalence of Wehmeier’s Subjunctive Modal Language and the Actuality Modal Language is sensitive to the choice of background modal logic. In particular we will show that, when we are enriching quantified modal logics weaker than S5, AML is strictly expressively stronger than SML, this result following from general considerations regarding the relationship between operators and predicate markers. This would seem to complicate arguments given in favour of SML (...) which rely upon its being expressively equivalent to AML. (shrink)

The spread of English is so much an integral part of globalization that it has become an essential global literacy skill. In Asia, this poses immense challenges to governments and English language teaching and teacher education professions as they attempt to meet this demand from students for a high level of English proficiency. This volume examines English language education policies across ten Asian jurisdictions, the corresponding teacher education policies, and how these policies affect teachers and teacher educators. (...) Each chapter covers a different jurisdiction, and is written by a scholar engaged in the implementation of government policies on English language and teacher education, providing the reader with insiders' perspectives. It gives a fascinating glimpse into the remarkable similarities in the challenges posed to these countries and the critical issues that have emerged from the local responses despite their markedly different socioeconomic, political, cultural and historical backgrounds. (shrink)

The teacher self is a composite psychological construct which encompasses the cognitive, affective, emotional, and social dimensions of teaching. This qualitative study draws on Bakhtin’s concepts of dialogism, answerability, and addressivity to discuss how English language teachers negotiated the shifting and conflictive context to construct selves in relation to the promoted communicative language teaching approach. Based on narrative interviews and classroom observations with five tertiary English teachers in China, we found that these teachers were actively engaged (...) in the dialog with their prior learning experiences and active, responsive in answering their contexts while authoring selves in everyday teaching practice. The multiple-case study data support a Bakhtinian understanding that teachers are active users and producers of theory in their own right, highlighting teachers’ agency, creativity, and autonomy. Based on Bakhtin’s dialogism and the case study findings, we bring cognition, identity and practice together and conceptualize the teacher self as having multiple facets and layers: the autobiographical self, the discursive self, and the pedagogical self. The three selves are constitutive of the consummated whole of the teacher self instead of being separate entities functioning individually. The study is concluded with implications for language teacher education and teacher development. (shrink)

In this contribution, we analyse the treatment of professional practice in two training sequences dedicated to the teaching of written French. Firstly, we examine the characteristics of the training devices organised with a combination of school field and training institution scheme. We then focus on interactions between trainer and trainees within two training activities aimed at sharing and reflecting on practicum. The interest of this double perspective lies in the understanding of knowledge circulation between school field and training (...) institution and how this circulation serves the development of teachers’ action. (shrink)

Este trabajo demuestra la presencia e influencia del canon literario en la enseñanza del Francés como Lengua Extranjera (FLE), condicionando las obras literarias en los manuales españoles para tal fin. Para ello, hemos seguido un itinerario que parte del análisis teórico del canon literario y de la inclusión de lo cultural en FLE para, a continuación, mostrar cómo este ha sido determinante en la enseñanza civilizacional. Todo ello se sustenta a través del estudio concreto de la literatura en torno a (...) la cultura vitivinícola. La conclusión es que, a través de este ejemplo, constatamos cómo se funden canon literario y literatura para el aula de FLE. (shrink)

The philosophy of language has emerged in the 20th century as a fundamental area of philosophic inquiry. It is unquestionably central to research in many other areas, and some have even suggested that it should now be seen as the foundation of philosophy.

This study problematizes English language teaching departments in Turkey that have ignored the importance of radical pedagogy, the history of British colonialism and neoliberalism in the curriculum because Orientalist, Occidentalist and neoliberal discourses have led to the exclusion of critical discourses in ELT in Turkey. Therefore, the possible reasons for the absence of some curricular topics present a complicated structural problem. Exclusionary practices of ELT departments can be ascribed to Turkey’s political regimes that have reinforced both nation-state ideology (...) and Anglo-American neoliberal policies. The English language has also been reified as a gateway to westernization and globalization under the feeling of urgency and fear of falling behind. Therefore, the spread of English has been allowed in almost all spheres of life even if neglecting local, national and international languages has violated linguistic human rights. This paper proposes that the dominance of English can be deconstructed by including radical pedagogy and the history of British colonialism and neoliberalism into the curriculum and by prioritizing linguistic human rights to allow more space for the survival of other languages. (shrink)

Analytic philosophy was born from philosophic reflection on logic and mathematics. It has been at its strongest in these and related domains of reflection, domains that are friendly to definition and analytic clarity. From time to time, analytic philosophers, some very distinguished, have produced fine work on literature and the arts. But these areas remain underexplored in the analytic tradition. This volume is focused upon language that does not fit within the usual analytic paradigms. It's highlights include two pieces (...) of original poetry on philosophic subjects (by philosophers who are also published poets), and philosophic reflection on poetry, literature more generally, metaphor, and related subjects. (shrink)

The central concern of this article is whether the semantic approach has the resources to appropriately capture the core tenets of structural realism. Chakravartty (2001) has argued that a realist notion of correspondence cannot be accommodated without introducing a linguistic component, which undermines the approach itself. We suggest that this worry can be addressed by an appropriate understanding of the role of language in this context. The real challenge, however, is how to incorporate the core notion of `explanatory approximate (...) truth' in such a way that the emphasis on structure is retained. (shrink)

Recent discussions of the nature of representation in science have tended to import pre-established decompositions from analyses of representation in the arts, language, cognition and so forth. Which of these analyses one favours will depend on how one conceives of theories in the first place. If one thinks of them in terms of an axiomatised set of logico-linguistic statements, then one might be naturally drawn to accounts of linguistic representation in which notions of denotation, for example, feature prominently. If, (...) on the other hand, one conceives of theories in non-linguistic terms, as in the model-theoretic approach, then one might look to analyses of representation in the arts where notions of resemblance tend to be brought to the fore. Thus van Fraassen, for example, has imported such an analysis into his discussion of representation in science and argued that an appropriate account of resemblance can be given in terms of the set-theoretic relation of isomorphism. This has been strongly criticised by Suarez, who argues that just as isomorphism cannot capture representation in art, so it is inappropriate in the scientific context as well. Similarly Hughes draws on Goodman`s rejection of resemblance in art in favour of denotation and, rather confusingly perhaps, favours the latter whilst also maintaining the model-theoretic view of theories. In this paper, I shall examine the debate in terms of four claims: 1. Isomorphism is not sufficient for representation; 2. Isomorphism is not necessary for representation; 3. Models represent but theories do not; 4. Models denote and do not resemble. Each of these claims will be questioned and I will conclude by suggesting that, through appropriate modifications, a form of isomorphism can serve to underpin representation in both the arts and science. (shrink)

Stein once urged us not to confuse the means of representation with that which is being represented. Yet that is precisely what philosophers of science appear to have done at the meta-level when it comes to representing the practice of science. Proponents of the so-called ‘syntactic’ view identify theories as logically closed sets of sentences or propositions and models as idealised interpretations, or ‘theoruncula, as Braithwaite called them. Adherents of the ‘semantic’ approach, on the other hand, are typically characterised as (...) taking them to be families of models that are set-theoretic, according to Suppes and others, or abstract, as Giere has argued. da Costa and French (Science and Partial Truth. OUP, Oxford, 2003) suggested that we should refrain from ontological speculation as to the nature of scientific theories and models and focus on their appropriate representation for various purposes within the philosophy of science. Such an approach allows both linguistic and non-linguistic resources to play their appropriate role (see also French and Saatsi, Philosophy of Science, Proceedings of the 2004 PSA Meeting, 78:548–559, 2006) and can be supported by recent case studies illustrating the heterogeneity of scientific practice. My aim in this paper is to further develop this ‘quietist’ view, and to indicate how it offers a fruitful way forward for the philosophy of science. (shrink)

In light of the discontinuity between the objectives assigned by language policies in Greece and their implementation in the teaching of French as a foreign language in public schools, this article will consider, from the point of view of the teacher of French as a foreign language, the in-between stance as a possible way of giving another meaning to difference and to teaching to facilitate learning.

This paper aims to examine why language teaching holds a prominent position within the Swedish school system. This statement applies to foreign languages as well as to home languages and Swedish as a second language for immigrant children and adults. The Swedish educational system is here conceived as incorporating some specific constituent features that have led to the implementation of a generous language policy. This assumption turns out to be particularly obvious in the case of immigrant (...) education. In fact, the analysis of the Swedish educational system illuminates different stakes at several levels - commercial/economic, social, political/ ideological, historical, linguistic, educational and cultural - for language teaching as a whole. (shrink)

Previously, language teaching has been focused on the passive learning of the alphabet. In addition, the research on teaching listening and speaking skills was limited. Listening skill is the key to learning a language, and speaking is the first explicit behavior of language. In order to improve language skills which are emphasized in new curriculum guidelines, student-centered thematic language teaching is considered as valuable. Through this, the concepts of multiple intelligences and curriculum (...) integration were re-emphasized. An experimental design was adopted in the current study. This study was conducted with the participation of 224 students from the Department of Multimedia Design in universities in the south of Taiwan. The research data were collected between September 2021 and December 2021. The implementation process took 16 weeks of thematic language teaching. The research results revealed 1. significant positive effects of thematic language teaching on listening, 2. significant positive effects of thematic language teaching on speaking skill, and 3. significant negative effects of thematic language teaching on learning anxiety. According to the results, it is expected that this study can help multimedia design students improve their listening and speaking skills as well as core language skills. (shrink)

This collection of essays, inspired by the author's experience teaching ethics to Marine and Navy chaplains during the Iraq War, examines the moral and psychological dilemmas posed by war. The first section deals directly with Dr Peter A. French's teaching experience and the specific challenges posed by teaching applied and theoretical ethics to men and women wrestling with the immediate and personal moral conflicts occasioned by the dissonance of their duties as military officers with their religious (...) convictions. The following chapters grew out of philosophical discussions with these chaplains regarding specific ethical issues surrounding the Iraq War, including the nature of moral evil, forgiveness, mercy, retributive punishment, honour, torture, responsibility and just war theory. This book represents a unique viewpoint on the philosophical problems of war, illuminating the devastating toll combat experiences take on both an individual's sense of identity and a society's professed moral code. (shrink)

Any approach to the study of managerial situations undertaken without reflection on the underpinning philosophy is flawed because it limits our ability to question the validity of the knowledge claimed in the analysis. The paper considers this issue and presents a philosophical reflection on the use of a systems approach to the modelling of human enterprises. It draws on insights from systems thinking, cognitive science, autopoiesis, communication theory and non-linear dynamics. These are interpreted within the context of social systems as (...) networks of conversations that are generated in language. It is written to invite an exchange of ideas concerning the role of the generative dialogue. (shrink)

Wigner famously referred to the `unreasonable effectiveness' of mathematics in its application to science. Using Wigner's own application of group theory to nuclear physics, I hope to indicate that this effectiveness can be seen to be not so unreasonable if attention is paid to the various idealising moves undertaken. The overall framework for analysing this relationship between mathematics and physics is that of da Costa's partial structures programme.