00763nam0-22002771i-450-99000498780040332120090623102939.0000498780FED01000498780(Aleph)000498780FED0100049878019990604d--------km-y0itay50------baitay-------001yy<<Il >>problema religioso attualeAldo Capitini[Bologna]Guandastampa 1948120 p.20 cm210Capitini,Aldo<1899-1968>32135ITUNINARICAUNIMARCBK990004987800403321210 CAP 1Fl. Mod. 20806FLFBCFLFBCProblema religioso attuale531036UNINA03444nam 2200421 450 991047700690332120230218083329.0(CKB)5470000000567873(NjHacI)995470000000567873(EXLCZ)99547000000056787320230218d2019 uy 0dutur|||||||||||txtrdacontentcrdamediacrrdacarrierOver taalbewustzijn en taalvariatie taalideologie bij docenten Nederlands aan Europese universiteiten /Truus De WildeGent :Academia Press,2019.1 online resource (vii, 213 pages) illustrationsLage Landen Studies, ;12Includes bibliographical references.The study scrutinizes the effects of language awareness on teachers' conceptualization of language variation. Teacher language awareness has been discussed mostly for the case of English and with regard to grammar, and is defined as being determined by knowledge and reflexion (Andrews 2008, Svalberg 2012). This study aims at examining the reach of the concept for other languages, here Dutch, and for other terrains, in this case, language variation, thus stretching the application also into the realm of language ideology. According to Kroskrity (2006, 2016), language ideologies are (1) not knowledge but ''notions', 'beliefs' or 'ideas', which (2) are about language, the role(s) of language and its nature, and which (3) are constructed by individuals and groups in interaction with each other to (4) rationalize and justify social relations. In this linguistic-ethnographic study, a qualitative analysis of semi-structured interviews with teachers of Dutch at eight European universities shows that knowledge and reflection play a considerable role for how teachers conceptualize language variation in class. Overall, four different types of teacher language awareness came to the fore, based on different interplays of both knowledge and reflection: standard language ideology alive, strong focus on prescription, doubting and linguistic insecurity and dynamic equilibrium. The overall results show the importance of teacher language awareness in language classes and help to boil down the vague notion of language awareness on language variation to two major defining factors, namely knowledge and reflection. Further, the study shows that language classrooms may be seen as 'ideological sites' (Silverstein (1979, 1998)), in which language ideology may be either reproduced or deconstructed, depending on the language awareness of the teacher. The consequences of the study for language teacher education are a plea for an informed, reflected, differentiated and integrative treatment of language variation in language class.Lage Landen Studies ;12.Over taalbewustzijn en taalvariatie Dutch languageVariationDutch languageStudy and teachingForeign speakersLanguage awarenessDutch languageVariation.Dutch languageStudy and teachingForeign speakers.Language awareness.306.449492Wilde Truus de1281131NjHacINjHaclBOOK9910477006903321Over taalbewustzijn en taalvariatie3018196UNINA