03349 am 22004093u 450 991036772300332120210524142051.0(CKB)4100000010106471(OAPEN)1006700(EXLCZ)99410000001010647120200114d|||| uy dutuuuuu---auuuuOver taalbewustzijn en taalvariatieGentAcademia Press20191 online resource (220)94-014-6244-5 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.DutchbicsscFlemishbicsscSociolinguisticsbicsscLanguage learning: specific skillsbicsscHigher & further education, tertiary educationbicsscTeaching skills & techniquesbicsscTeaching of a specific subjectbicsscDutchFlemishSociolinguisticsLanguage learning: specific skillsHigher & further education, tertiary educationTeaching skills & techniquesTeaching of a specific subjectWilde Truus deaut893925BOOK9910367723003321Over taalbewustzijn en taalvariatie1996891UNINA01141nam 2200337Ia 450 99639370320331620221102112753.0(CKB)3360000000359436(EEBO)2240867117(OCoLC)226317885(EXLCZ)99336000000035943620080428f16001699 uy 0engurbn||||a|bb|[Eleven examples of decorative borders with blank squares in the center for use with initial letters][electronic resource][S.l. s.n.16--?]11 items on [1] leaf illTitle provided by cataloger.Fragments.Reproduction of original in the British Library.eebo-0018Printers' ornamentsSpecimensEarly works to 1800InitialsSpecimensEarly works to 1800Printers' ornamentsInitialsUMIUMIBOOK996393703203316Eleven examples of decorative borders with blank squares in the center for use with initial letters2325335UNISA01061nam0 22002771i 450 UON0016673520231205103034.10720030204d1972 |0itac50 bajpnJP||||p |||||Shosetsu nippon fudokiYamamoto ShugoroTokyoShinchosha1972241 p.17 cm001UON000602912001 Shincho Bunko1222LETTERATURA GIAPPONESENARRATIVASEC. XXUONC000232FIJPTōkyōUONL000031GIA VI BAGIAPPONE - LETTERATURA MODERNA E CONTEMPORANEA - TESTIAYAMAMOTO ShugoroUONV015510642390ShinchôshaUONV246448650ITSOL20240220RICASIBA - SISTEMA BIBLIOTECARIO DI ATENEOUONSIUON00166735SIBA - SISTEMA BIBLIOTECARIO DI ATENEOSI GIA VI BA 941 N SI SA 107214 7 941 N Shosetsu nippon fudoki1282823UNIOR