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Sílvia Melo-Pfeifer

Other affiliations: University of Aveiro
Bio: Sílvia Melo-Pfeifer is an academic researcher from University of Hamburg. The author has contributed to research in topics: Multilingualism & Foreign language. The author has an hindex of 11, co-authored 46 publications receiving 559 citations. Previous affiliations of Sílvia Melo-Pfeifer include University of Aveiro.


Papers
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Journal ArticleDOI
TL;DR: The Multilingual Turn as discussed by the authors is a "plaidoyer" for an epistemological change in applied linguistics, within three main areas: second language acquisition (SLA), teaching English for speakers of other langu...
Abstract: The Multilingual Turn is a ‘plaidoyer’ for an epistemological change in applied linguistics, within three main areas: second language acquisition (SLA), teaching English for speakers of other langu...

255 citations

Journal ArticleDOI
TL;DR: In this article, the authors analyze the way children and youngsters perceive the role of family in the use and acquisition of the heritage language (HL), through two complementary means: drawings produced by children and students participating in a discussion forum.
Abstract: We analyze the way children and youngsters perceive the role of family in the use and acquisition of the heritage language (HL), through two complementary means: drawings produced by children and students participating in a discussion forum. Our study reveals: (1) the convergence of perceptions that children and adolescents have about family involvement and its roles in the maintenance of the HL, in terms of affective, cognitive, and interactional support; and (2) the affective, cognitive, and interactional scaffolding family provides for HL development. The analysis guides the proposition of several means of fostering the family's engagement in HL education, going beyond traditional roles and encouraging participative and deliberative actions within the curriculum, the programs, and the classroom.

58 citations

Journal ArticleDOI
TL;DR: In this paper, the authors analyse visual narratives of multilingual children, in order to acknowledge their self-perception as multilingual selves, through the analysis of drawings produced by children enrolled in Portuguese as heritage language classes in Germany.
Abstract: In this article, we analyse visual narratives of multilingual children, in order to acknowledge their self-perception as multilingual selves. Through the analysis of drawings produced by children enrolled in Portuguese as heritage language (PHL) classes in Germany, we analyse how bi-/multilingual children perceive their multilingual repertoires and depict the relationship between the various multilingual and semiotic resources. The analysis describes five tendencies of representation of the multilingual self, covering diverse representations from juxtaposition to coordination of linguistic resources, and using several visual resources, such as flags and speech bubbles. The integrated analysis of children's linguistic and visual resources clarifies how they perceive their multilingualism and uncovers their multilingual awareness. We will (1) reflect on some pedagogical and political challenges that PHL classes in Germany face, regarding the enhancement of a deeper multilingual awareness; and (2) evaluate t...

55 citations

Journal ArticleDOI
TL;DR: In this paper, a case study aimed at researching the multilingual repertoires of young people from a linguistic and cultural minority is presented, which analyzes the role of and the place given to young people in a multilingual music collection.
Abstract: This paper is part of a case study aimed at researching the multilingual repertoires of young people from a linguistic and cultural minority. Further, it analyzes the role of and the place given to...

26 citations

Journal ArticleDOI
TL;DR: The authors studied the negotiation of the languages of communication in language-learning activities involving multilingual learners and found that languages which are not part of the learning/communication contract can play mediation and remediation roles, and that the negotiation sequences that lead to their temporary inclusion or exclusion from the communicative situation can have a significant influence on the development of learners' multilingual competence, understood as the ability to use two or more languages for the purposes of communication and to take part in intercultural interaction, regardless of their proficiency in the languages involved.
Abstract: The present study focuses on the negotiation of the languages of communication in language-learning activities involving multilingual learners. Its overall purpose is to throw light on the conditions that surround the creation and the maintenance of multilingual communicative spaces, as well as on the tensions and forces (both communicative and acquisitional) that influence language management in those spaces. Two different corpora, multilingual chats in Romance languages and informal conversations in Spanish L3, are analysed in order to identify the pragmatic functions accomplished by a language switch. Findings suggest that languages which are not part of the learning/communication contract can play mediation and remediation roles, and that the negotiation sequences that lead to their temporary inclusion (and the subsequent modification of the contract) or to their exclusion from the communicative situation can have a significant influence on the development of learners’ multilingual competence, understood as the ability to use two or more languages for the purposes of communication and to take part in intercultural interaction, regardless of their proficiency in the languages involved.

25 citations


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01 Jan 2006
TL;DR: This book discusses the development of English as a global language in the 20th Century and some of the aspects of its development that have changed since the publication of the first edition.
Abstract: A catalogue record for this book is available from the British Library ISBN 0 521 82347 1 hardback ISBN 0 521 53032 6 paperback Contents List of tables page vii Preface to the second edition ix Preface to the first edition xii 1 Why a global language? 1 What is a global language? 3 What makes a global language? 7 Why do we need a global language? 11 What are the dangers of a global language? 14 Could anything stop a global language? 25 A critical era 27 2 Why English? The historical context 29 Origins 30 America 31 Canada 36 The Caribbean 39 Australia and New Zealand 40 South Africa 43 South Asia 46 Former colonial Africa 49 Southeast Asia and the South Pacific 54 A world view 59 v Contents

1,857 citations

01 Mar 2008
TL;DR: It’s time to get used to the idea that there is no such thing as a “magic bullet”.
Abstract: 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。

1,468 citations

01 Jan 2013
TL;DR: The future of language in China is under threat, according to experts.
Abstract: 自然界和人类社会中存在着大量的中间状态,人类的语言也是如此。大多数人在出生后首先习得和掌握的是他的母语(mother tongue),在以后的人生中,会有机会学习第二语言(secongd language)或目的语(target language)。所谓中介语是指第二语言学习者建构起来的介于母语和目的语之间的过渡性语言,它处于不断的发展变化过程中,并逐渐向目的语靠近。

1,304 citations

Journal ArticleDOI

1,156 citations

Journal ArticleDOI
TL;DR: Chung et al. as discussed by the authors present a history and theory reader of the New Media/Old Media: A History and Theory Reader, focusing on early film history and multi-media.
Abstract: Anderson, Benedict. 1991. Imagined Communities: Reflections on the Origin and Spread of Nationalism. London: Verso. Briggs, Asa and Peter Burke. 2005. A Social History of the Media from Gutenberg to the Internet. Cambridge: Polity Press. Chun, Wendy Hui Kyong. 2006. \"Introduction: Did Somebody Say New Media?\" In Wendy Hui Kyong Chun and Thomas Kennan eds., New Media/Old Media: A History and Theory Reader. New York: Routledge, pp. 1-11. Deibert, Ronald. 1997. Parchment, Printing and Hypermedia: Communication in World Order Transformation. New York: Columbia University Press. Elsaesser, Thomas. 2006. \"Early Film History and Multi-Media: An Archaeology of Possible Futures?\" In Wendy Hui Kyong Chun and Thomas Kennan eds., New Media/Old Media: A History and Theory Reader. New York: Routledge, pp. 13-26. Jenkins, Henry. 2006. Convergence Culture: Where Old and New Media Collide. New York: New York University Press. Luhman, Niklas. 2000. The Reality of the Mass Media. Cambridge: Polity Press. Mirzoeff, Nicholas. 2006. \"Network Subjects or, The Ghost is the Message.\" In Wendy Hui Kyong Chun and Thomas Keenan eds., New Media/Old Media: A History and Theory Reader. New York: Routledge, pp. 335-345. Saenger, Paul. 1997. \"Introduction\" to Space Between Words: The Origins of Silent Reading. Stanford: Stanford University Press, pp. 1-17. Thorburn, David and Henry Jenkins eds. 2003. Rethinking Media Change: The Aesthetics of Transition. Boston: MIT Press.

1,004 citations