Language learning to support active social inclusion: Issues and challenges for lifelong learning

Majhanovich, Suzanne; Deyrich, Marie-Christine

doi:10.1007/s11159-017-9656-z

Cited by 17 publications

(9 citation statements)

References 4 publications

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“…This should apply to everyone without distinction. Exactly as Majhanovich and Deyrich say: "In this ethnically highly diverse context, it is important to foster social inclusion and active citizen participation if the European Union is to function democratically in a peaceful fashion, and be economically successful" [23].…”

Section: Resultsmentioning

confidence: 99%

Sociocultural and Linguistic Diversity in the Mid-European (Slovak) Economic and Technological Space

et al. 2020

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Introduction. Social cultural aspect and linguistic diversity of educational background play an important role in teaching a foreign language. Although there are a lot of publications on this theme, it is hardly possible to find surveys which study the impact of globalization accompanied by the English language expansion, on transformation of cultural identity. The aim of this article is to analyse changes of social cultural phenomena and linguistic diversity in common life and foreign languages education in a Mid-European (mostly Slovak) economic and technological spheres. Materials and Methods. Within this research the content analysis method was employed together with critical comparison of relative scientific papers and other materials in the respect of the problem investigated. Questionnaires were developed and educators who run practice oriented professional programmes were interviewed. After the results of the interview being analysed and synthetized, some crucial points of the discussed problem were revealed. Results. The research revealed the main factors which determine diversity of linguistic communication in a Mid-European former socialist country (Slovakia as an example); reasons and types of social cultural transformations in the society under research were analysed; economic and technological conditions of the transformations discussed were defined; recommendations for educators who run practice oriented professional programmes were developed. Discussion and Conclusion. The results of the research done are considered to be some contribution to the development of bilingual practice oriented education under the condition of European economic and technological integration. However, the task of reserving peculiar cultural values of the nation which is subject to unavoidable social cultural transformations is the major one in this respect.

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Section: Resultsmentioning

confidence: 99%

Sociocultural and Linguistic Diversity in the Mid-European (Slovak) Economic and Technological Space

et al. 2020

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“…It is suggested that greater sensitivity of the backgrounds of the refugees is necessary and training is needed to sensitise educators. Majhanovich and Deyrich (2017) address the issue of lack of working knowledge of any of the official European languages with the large number of migrants from Africa and the Middle East to Europe. Consequently, language proficiency is suggested to be a priority since language is related to access to democratic processes and professional networks, and knowledge of certain languages will also enhance possibilities of employability.…”

Section: Language Barriermentioning

confidence: 99%

Professional development of Syrian refugee women: proceeding with a career within education

Bradley

Bahous

Albasha

2020

Studies in Continuing Education

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“…In locations ranging from Europe to Japan to Ecuador, some classes for older adults (or including older adults alongside other adult ages) are already underway, whether they are in conjunction with or independent from universities (e.g., Mackey & Sachs, 2012; Bernal Castañeda, 2016; Mora & Abad, 2016; Ramírez Gómez, 2016; Arxer et al, 2017; Gabryś-Barker, 2018). These courses may tend to attract non-migrant retirees , although the European Union has also developed initiatives to increase language instruction for migrants at all ages (Majhanovich & Deyrich, 2017). Older migrants , whether newly arrived or aging in place, might attend class at a literacy or adult-education center.…”

Section: Intentional Language Learning and Older Adultsmentioning

confidence: 99%

Multilingualism in older age: A research agenda from the cognitive perspective

Cox

2019

Lang. Teach.

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Calls to diversify second language acquisition (SLA) (e.g., Ortega, 2013) have led to increased interest in multilingualism and inclusion of groups less represented in samples of university students, such as individuals at older ages. Nevertheless, we still have more questions than we do answers. This article outlines a research agenda targeting older adult language learning and multilinguals at older ages, both in and beyond the classroom. Since a key difference between young and older adults is cognitive aging, I follow a cognitive approach, focusing on how individual differences in cognition may affect language and vice versa, and how relevant sociocultural factors add to the interplay between language and cognition. Notably, this is not always a story of decline and deficits, but instead of both strengths and weaknesses that differ from those of young adults.

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Language learning to support active social inclusion: Issues and challenges for lifelong learning

Cited by 17 publications

References 4 publications

Sociocultural and Linguistic Diversity in the Mid-European (Slovak) Economic and Technological Space

Sociocultural and Linguistic Diversity in the Mid-European (Slovak) Economic and Technological Space

Professional development of Syrian refugee women: proceeding with a career within education

Multilingualism in older age: A research agenda from the cognitive perspective

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