The ecology of language in classrooms at a university in eastern Ukraine
The ecology of language in classrooms at a university in eastern Ukraine
复制标题
乌克兰东部一所大学课堂上的语言生态
DOI：
10.1080/09500782.2014.890215
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发表时间：
2014
影响因子：
1.9
通讯作者：
Bridget A. Goodman
中科院分区：
文献类型：
--
作者：
O. Tarnopolsky;Bridget A. Goodman
使用语言生态框架，本研究的目的是检查乌克兰东部一所私立大学的英语作为教学媒介（EMI）在乌克兰东部大城市允许使用国家语言乌克兰语或主要口语俄语的程度。在9个月的时间里，以民族志实地笔记、录音和录像的形式记录了英语、俄语或乌克兰语的使用情况。半结构化访谈和非正式对话捕捉到了学生和老师对英语、俄语或乌克兰语使用的态度。与在同一所大学观察到的英语作为外语课堂的做法类似，作者发现使用主要的母语（L1）俄语有多种教学目的。教师和学生认为在课堂上使用第一语言是理解需要的自然功能。乌克兰语以一种有限的形式出现，但在某种程度上表明了它作为一种民族语言的地位。对乌克兰语的态度也支持乌克兰语作为国家语言的意识形态。
Using an ecology of language framework, the purpose of this study was to examine the degree to which English as a medium of instruction (EMI) at a private university in eastern Ukraine allows for the use of Ukrainian, the state language, or Russian, the predominantly spoken language, in large cities in eastern Ukraine. Uses of English and Russian or Ukrainian were documented over nine months in the form of ethnographic field notes, audio recording, and video recording. Semi-structured interviews and informal conversations captured student and teacher attitudes towards English and Russian or Ukrainian use. Similar to practices in observed English as a foreign language classes at the same university, the authors found multiple pedagogical purposes for using the predominant native language (L1), Russian. Teachers and students consider the use of the L1 in the classroom to be a natural function of the need for comprehension. Ukrainian appeared in a limited form, but in ways that indexed its position as a national language. Attitudes towards Ukrainian also supported the ideology of Ukrainian's position as a state language.