13:56 Feb 25, 2010 |
English to Dutch translations [PRO] Social Sciences - Education / Pedagogy Additional field(s): Linguistics | ||||
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| Glossary-building KudoZ This question was created by: This question will remain open until an answer receives the required level of agreement from peers. Submission is still possible. |
Summary of translations provided | ||||
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4 | niet in de context ingebed taalgebruik |
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Discussion entries: 1 | |
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niet in de context ingebed taalgebruik Definition from Thomas and Collier Research: Omwille van de consistentie, de helderheid en de eenvoud ("in de context ingebed taalgebruik" is volgens mij de beste vertaling voor "context-embedded language") zou ik willen voorstellen "context-reduced language", als tegendeel en het andere uiteinde van het continuüm, te vertalen met "niet in de context ingebed taalgebruik". Zo blijft de term "ingebed" het kernbegrip en de vertaling in overeenstemming met de definitie (hoofdlettergebruik in de tekst: BvZ): Cummins uses the term 'context-embedded' to describe face-to-face communication where meaning can be negotiated. This type of communication is enhanced by a wide range of paralinguistic (e.g., gesture, facial expression) and situational cues. On the other hand, context-reduced language RELIES PRIMARILY ON LINGUISTIC OR LANGAUGE-BASED CUES TO MEANING and is more difficult to produce and comprehend. Cummins' model (see Figure 1) consists of two intersecting continuums: the first from context embedded language to context-reduced language, and the second from cognitively undemanding language (which requires little conscious attention to language forms or choices) to cognitively demanding language (which requires the active cognitive efforts of the speaker/writer to produce). Language proficiency required for school tasks can incorporate the whole range of skills in all four quadrants, but it is especially for school that students need to develop context-reduced and cognitively demanding aspects of language in order to function successfully in the classroom. Swain (1981) describes some of these aspects of language for school: Language which is used to explain, to classify, to generalize, to abstract, to manipulate ideas, to gain knowledge, and to apply that knowledge (doing so eventually WITH ONLY LANGUAGE PROVIDING THE CONTEXTUALIZING CUES) constitutes essential aspects of the cognitive demands made on students as they progress in school. One of the goals of the educational system is that students be able to make use of DECONTEXTUALIZED language, that is, to be able to USE LANGUAGE ALONE as a tool for learning in reading and listening; and to USE LANGUAGE ALONE as a tool for conceptualizing, drawing abstract generalizations, expressing complex relationships in speaking and writing. Example sentence(s):
Explanation: "context-reduced language" is het andere uiteinde van het continuum en het pure tegendeel van "context-embedded" language |
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