Academic literature on the topic 'English-speaking persons'
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Journal articles on the topic "English-speaking persons"
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Reyes-Ortiz, Carlos A. "Communication with non-English-speaking persons." Journal of General Internal Medicine 11, no. 8 (August 1996): 501. http://dx.doi.org/10.1007/bf02599052.
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Frayne, Susan M., Risa B. Burns, Eric J. Hardt, Amy K. Rosen, and Mark A. Moskowitz. "The exclusion of non-english-speaking persons from research." Journal of General Internal Medicine 11, no. 1 (January 1996): 39–43. http://dx.doi.org/10.1007/bf02603484.
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Runci, Susannah, Colleen Doyle, and Jenny Redman. "An Empirical Test of Language-Relevant Interventions for Dementia." International Psychogeriatrics 11, no. 3 (September 1999): 301–11. http://dx.doi.org/10.1017/s1041610299005864.
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The focus of this report is the treatment of persons with dementia who are of a non-English-speaking background (NESB). Noisemaking is one behavioral manifestation associated with severe dementia. It can have devastating effects on persons with dementia by limiting their access to activity programs and social interaction, and is also very distressing for professionals and family carers. It can be especially difficult for carers when they do not speak the first (non-English) language of the person with the noisemaking problem, when the person has lost his or her ability to speak English as the dementia progresses. Behavioral interventions have been found to be successful in decreasing the occurrence of noisemaking in some people with severe dementia. This article reports on a study of an elderly Italian woman with dementia. The study used a randomized, alternating-treatments design in order to determine whether an Italian-language intervention would be more effective in reducing her noisemaking than the same intervention given in English. The main result of the study was that the Italian intervention was found to be significantly more effective in reducing noisemaking than the English intervention. Therefore, this exploratory study provides empirical evidence for the increased effectiveness of an intervention program in the patient's original language. The study also demonstrates the need for individualized intervention programs, particularly for NESB patients living in predominantly English-speaking institutions.
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Myers, Lorna, Marcelo Lancman, Gonzalo Vazquez-Casals, Marcela Bonafina, Kenneth Perrine, and Jomard Sabri. "Depression and quality of life in Spanish-speaking immigrant persons with epilepsy compared with those in English-speaking US-born persons with epilepsy." Epilepsy & Behavior 51 (October 2015): 146–51. http://dx.doi.org/10.1016/j.yebeh.2015.07.024.
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Davidhizar, Ruth, and Ruth Shearer. "Strategies for Providing Culturally Appropriate Pharmaceutical Care to the Hispanic Patient." Hospital Pharmacy 37, no. 5 (May 2002): 505–10. http://dx.doi.org/10.1177/001857870203700509.
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As the American Hispanic population grows, the need for health care services for individuals who do not speak English is becoming increasingly apparent. Spanish-speaking persons encounter difficulties accessing health care. This article focusses on the special needs of the Spanish-speaking individual in the health care system and presents strategies for providing culturally appropriate care.
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Menggo, Sebastianus, I. Made Suastra, Made Budiarsa, and Ni Nyoman Padmadewi. "Speaking for Academic Purposes Course: An Analysis of Language Functions." e-Journal of Linguistics 13, no. 2 (July 31, 2019): 308. http://dx.doi.org/10.24843/e-jl.2019.v13.i02.p10.
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Speaking as the most demanding skill to be mastered in the ESL/EFL teaching context. This is caused by the prime priority of students who want to study English in order to be able to use English for communicative purposes. Knowledge of language functions has a vital role in supporting a speaker to be more involved in the real interaction. The aim of this study is to analyze the use of language functions in the speaking for academic purposes course. This study conducted at the English department students which altogether 33 persons in STKIP Santu Paulus Ruteng, Indonesia. Then data were collected through observation, field note and natural recorded when the respondents were doing the English speaking exercises at the speaking for academic purposes course. Data collection were done during eight meetings and only language functions utterances of those respondents were analyzed. The utterances recorded are expected to be representative of the whole the language functions. Utterances produced by respondents were recorded precisely by the researchers. The result showed that there are five types of language functions found, namely interactive function, informative function, manipulative function, motivative function and directive functions. Those functions are reciprocal. Speaking practitioners are suggested to provide the knowledge of language functions in the speaking learning process.
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Ahlborn, Leslie, Jeffrey Michael Franc, and D. Sport Med. "Tornado Hazard Communication Disparities among Spanish-Speaking Individuals in an English-Speaking Community." Prehospital and Disaster Medicine 27, no. 1 (February 2012): 98–102. http://dx.doi.org/10.1017/s1049023x12000015.
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AbstractBackground: The state of Oklahoma, known for destructive tornados, has a native Spanish-speaking (NSS) population of approximately 180,241, of which 50% report being able to speak English “very well” (US Census Bureau). With almost 50% of these native Spanish-speaking persons being limited English proficient (LEP), their reception of tornado hazard communications may be restricted. This study conducted in northeast Oklahoma (USA) evaluates the association between native language and receiving tornado hazard communications.Methods: This study was a cross-sectional survey conducted among a convenience sample of NSS and native English-speaking (NES) adults at Xavier Clinic and St. Francis Trauma Emergency Center in Tulsa, OK, USA from September 2009 through December 2009. Of the 82 surveys administered, 80 were returned, with 40 NES and 40 NSS participants. A scoring system (Severe Weather Information Reception (SWIR)) was developed to quantify reception of hazard information among the study participants (1–3 points = poor reception, 4–5 = adequate reception, 6–8 = excellent reception). Pearson’s chi-squared test was used to calculate differences between groups with Yates’ continuity correction applied where appropriate, and SWIR scores were analyzed using ANOVA. P-values <.05 were considered significant.Results: NSS fluency in English was 25.6%. No significant association was found between native language and those who watch television, listen to radio, have a National Oceanic and Atmospheric Administration (NOAA) All Hazards radio or telephone, or are in audible range of a tornado siren. NSS were less likely to have Internet access (P < .004), and less likely to know of local telephone warning programs (P < .03). The mean NSS SWIR score was 3.2 (95% CI, 2.8-3.7) while LEP NSS averaged 2.8 (95% CI, 2.4-3.2). The mean NES SWIR score was 4.5 (95% CI, 4.1-5.0).Conclusion: Results demonstrate a disparity in tornado warning reception between NSS and NES. Poor English proficiency was noted to be 75% among NSS, which is approximately 25% more than estimated by the US Census Bureau. This study demonstrates a need for emergency managers to recognize when appropriate and overcome communication disparities among limited English proficient populations.
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S., Deepa M., and Shyamala K. C. "Analysis of Verb Expressions in the Conversational Speech of Kannada-English Speaking Bilingual Persons with Mild." Studies in Linguistics and Literature 3, no. 2 (May 21, 2019): p182. http://dx.doi.org/10.22158/sll.v3n2p182.
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Dementia is characterized by the breakdown of intellectual and communicative functioning accompanied by personality change (DSM IV, American Psychiatric Association, 1994). Persons with dementia often experience difficulty in naming skills which can be attributed to semantic memory deficits. This can further influence various linguistic expressions such as lexical and morphological structures. The present study aimed to quantitatively and qualitatively analyze the presence of different types of verb inflections in bilingual (Kannada-English) persons with mild dementia. Considered for the study were 10 healthy elderly and 10 persons with mild dementia who were Kannada-English bilinguals. Spontaneous, conversational speech in all the participants was transcribed from which different types of verb inflexions in Kannada were extracted and analyzed. They included infinite verb, imperative verbs, negative imperatives, optative, and participle verbs. These were quantitatively and qualitatively analyzed for mean number of verbs and their nature including code mixing and switching identifying the significant differences between the two groups of participants. Results suggest that these measures offer a sensitive method for differentiating persons with mild dementia from healthy elderly. The study further helps in delineating prognostic indicator and planning rehabilitative measures which can be helpful tool for management.
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Jaconelli, Joseph. "Constitutional Disqualification: A Critique of English and English-Derived Law." ICL Journal 14, no. 2 (August 4, 2020): 167–97. http://dx.doi.org/10.1515/icl-2019-0056.
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AbstractMany modern constitutional systems, despite the prevalence of adult suffrage, forbid certain classes of person from participation in the most important aspects of the democratic process, whether by withholding the vote from them or by denying them the right to hold office. While the former has received a considerable amount of attention in the literature, the latter has been comparatively neglected. The aim of the article is to redress this imbalance. It starts by offering, quite generally, a taxonomy of such bans. It then appraises, with particular reference to the constitutions of the English-speaking world, some of the most common grounds for disqualifying persons from holding elective office and the various purposes that these might be thought to serve. A major theme is the question whether some grounds of disqualification, notwithstanding their long history, can be justified.
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Segal-Gidan, Freddi. "CANNABIS USE BY CAREGIVERS OF PERSONS WITH DEMENTIA." Innovation in Aging 3, Supplement_1 (November 2019): S204. http://dx.doi.org/10.1093/geroni/igz038.739.
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Abstract Thirty three states have legalized marijuana for medical or recreational use. This increased access to cannabis products has heightened interest in its use among family caregivers. Clinicians anecdotally report frequent questions from families about the use of these products, but lack sound information to provide an informed response. Some studies suggest cannabis could help to manage behavioral symptoms of dementia,. No studies to date have explored marijuana or cannabis product use by caregivers for themselves or for the person with dementia. Caregivers of persons with diagnosed dementia were invited to take part in a study that included completion of a survey and participation in a focus group that explored self care practices, including the use of marijuana and cannabidiol (CBD) products for themselves and the person with dementia. Results of the survey and trends from the focus groups will be presented, with a comparison between English and Spanish speaking individuals.
Dissertations / Theses on the topic "English-speaking persons"
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Von, Bentheim Ingrid. "Narrative discourse in English speaking coloured persons with aphasia and normal controls in the Western Cape, South Africa." Master's thesis, University of Cape Town, 2000. http://hdl.handle.net/11427/3483.
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Bibliography: leaves 103-108.This study aimed to characterise the discourse performance of English speaking Coloured persons with mild to moderate aphasia and match controls. It ascertained whether various narrative discourse tasks resulted in differences in discourse performance between the two groups in the amount of information and the quality of information provided as well as the number of evaluative devices used in various narrative tasks. Furthermore, adaptation features, dialectal features and ethnic discourse markers were identified. A narrative Discourse Test Battery devised by Ulatowska et al (1998) consisting of two composite pictures, a picture sequence story, a story retell and a personal experience task were administered to all subjects. In order to gain further insight into higher level cognitive processes the formulation of main ideas, providing the lessons for the stories and interpreting proverbs were used. All narrative samples were transcribed and the date treated in terms of the length of narratives, propositional units, quality analysis and analysis of evaluation. The results indicated that for all of these methods of assessment the experimental group performed poorer than the control group.
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Coppe, Raelee Sharon, and edu au jillj@deakin edu au mikewood@deakin edu au wildol@deakin edu au kimg@deakin. "Correlates of Screening Mammography for Italian and Anglo-Australian Women." Deakin University. School of Psychology, 2001. http://tux.lib.deakin.edu.au./adt-VDU/public/adt-VDU20040825.105605.
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The first aim of the research was to determine the applicability of certain variables from the Health Belief Model (HBM), the Theory of Reasoned Action (TRA), the risk dimensions from the Psychometric Paradigm, the Common-Sense Model of Illness Representations and the Locus of Control to Italian womens beliefs and behaviours in relation to screening mammography. These models have predominantly been derived and evaluated with English-speaking persons. The study used quantitative and qualitative methods to enable explanation of research-driven and participant-driven issues.
The second aim was to include Italian women in health behaviour research and to contrast the Italian sample with the Anglo-Australian sample to determine if differences exist in relation to their beliefs. In Australia many studies in health behaviour research do not include women whose first language is not English.
The third aim was to evaluate the Anti-Cancer Council of Victorias (ACCV) Community Language Program (CLP) by: (a) identifying the strengths and weaknesses of the program as seen by the participants; and (b) assessing the impact of the program on womens knowledge and beliefs about breast cancer, early detection of breast cancer, self-reported and intended breast screening behaviours. The CLP is an information service that uses womens first language to convey information to women whose first language is not English. The CLP was designed to increase knowledge about breast and cervical cancer.
The research used a pre-test-intervention-post-test design with 174 Italian-born and 138 Anglo-Australian women aged 40 years and over. Interviews for the Italian sample were conducted in Italian. The intervention was an information session that related to breast health and screening mammography. Demographic variables were collected in the Pre-Test only. Qualitative open-ended questions that related specifically to the information session were collected in the Post-Test phase of the study. Direct logistic regression was used with the participants beliefs and behaviours to identify the relevant variables for language (Italian speaking and English-speaking), attendance to an information session, mammography screening and breast self-examination (BSE) behaviour. Pre- and Post-Test comparisons were conducted using chi-square tests for the non-parametric data and paired sample t-tests for the parametric data.
Differences were found between the Italian and Anglo-Australian women in relation to their beliefs about breast cancer screening. The Italian women were: (1) more likely to state that medical experts understood the causes of breast cancer; (2) more likely to feel that they had less control over their personal risk of getting breast cancer; (3) more likely to be upset and frightened by thinking about breast cancer; (4) less likely to perceive breast cancer as serious; (4) more likely to only do what their doctor told them to do; and (5) less likely to agree that there were times when a person has cancer and they dont know it.
A pattern emerged for the Italian and Anglo-Australian women from the logistic regression analyses. The Italian women were much more likely to comply with medical authority and advice. The Anglo-Australian women were more likely to feel that they had some control over their health. Specifically, the risk variable dread was more applicable to the Italian womens behaviour and internal locus of control variable was more relevant to the Anglo-Australian women. The qualitative responses also differed for the two samples. The Italian womens comments were more general, less specific, and more limited than that of the Anglo-Australian women. The Italian women talked about learning how to do BSE whereas the Anglo-Australian women said that attending the session had reminded them to do BSE more regularly.
The key findings and contributions of the present research were numerous. The focus on one cultural group ensured comprehensive analyses, as did the inclusion of an adequate sample size to enable the use of multivariate statistics. Separating the Italian and Anglo-Australian samples in the analyses provided theoretical implications that would have been overlooked if the two groups were combined. The use of both qualitative and quantitative data capitalised on the strengths of both techniques. The inclusion of an Anglo-Australian group highlighted key theoretical findings, differences between the two groups and unique contributions made by both samples during the collection of the qualitative data. The use of a pre-test-intervention-post-test design emphasised the reticence of the Italian sample to participate and talk about breast cancer and confirmed and validated the consistency of the responses across the two interviews for both samples. The inclusion of non-cued responses allowed the researcher to identify the key salient issues relevant to the two groups. The limitations of the present research were the lack of many women who were not screening and reliance on self-report responses, although few differences were observed between the Pre- and Post-Test comparisons.
The theoretical contribution of the HBM and the TRA variables was minimal in relation to screening mammography or attendance at the CLP. The applicability of these health behaviour theories may be less relevant for women today as they clearly knew the benefits of and the seriousness of breast cancer screening. The present research identified the applicability of the risk variables to the Italian women and the relevance of the locus of control variables to the Anglo-Australian women. Thus, clear cultural differences occurred between the two groups.
The inclusion of the illness representations was advantageous as the responses highlighted ideas and personal theories salient to the women not identified by the HBM. The use of the illness representations and the qualitative responses further confirmed the relevance of the risk variables to the Italian women and the locus of control variables to the Anglo-Australian women.
Attendance at the CLP did not influence the women to attend for mammography screening. Behavioural changes did not occur between the Pre- and Post-Test interviews. Small incremental changes as defined by the TTM and the stages of change may have occurred. Key practical implications for the CLP were identified. Improving the recruitment methods to gain a higher proportion of women who do not screen is imperative for the CLP promoters. The majority of the Italian and Anglo-Australian women who attended the information sessions were women who screen. The fact that Italian women do not like talking or thinking about cancer presents a challenge to promoters of the CLP. The key theoretical finding that Italian women dread breast cancer but comply with their doctor provides clear strategies to improve attendance at mammography screening. In addition, the inclusion of lay health advisors may be one way of increasing attendance to the CLP by including Italian women already attending screening and likely to have attended a CLP session.
The present research identified the key finding that improving Anglo-Australian attendance at an information session is related to debunking the myth surrounding familial risk of breast cancer and encouraging the Anglo-Australian women to take more control of their health. Improving attendance for Italian women is related to reducing the fear and dread of breast cancer and building on the compliance pattern with medical authority. Therefore, providing an information session in the target language is insufficient to attract non-screeners to the session and then to screen for breast cancer.
Suggestions for future research in relation to screening mammography were to include variables from more than one theory or model, namely the risk, locus of control and illness representations. The inclusion of non-cued responses to identify salient beliefs is advantageous. In addition, it is imperative to describe the profile of the cultural sample in detail, include detailed descriptions of the translation process and be aware of the tendency of Italian women to acquiesce with medical authority.
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Vladimirou, Dimitra. "Personal Reference in Linguistics Journal Articles : Exploring the English-speaking vs. the Greek- speaking Academic Communities." Thesis, Lancaster University, 2008. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.524754.
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Pallotta-Chiarolli, Maria. "Negotiating ethnicity, sexuality and gender : the personal identities of lesbians from non-English-speaking backgrounds /." Title page, abstract and contents only, 1991. http://web4.library.adelaide.edu.au/theses/09ARM/09armp168.pdf.
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Fidan, Merih Bektas. "The third person in the room : the impact of the interpreter on the counselling process with non-English speaking clients." Thesis, University of Leicester, 2017. http://hdl.handle.net/2381/40907.
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This study explores the dynamics of the triadic therapeutic relationship between interpreters, counsellors and non-English speaking clients in a triangular research design. It comprises three parts: In part one, two focus groups were held with a group of interpreters and of counsellors to explore common issues and general concerns that were pertinent to the relevant fields. In part two, twenty-nine semi-structured individual interviews were carried out with another group of interpreters and counsellors with the aim of exploring the issues that arose in the focus groups. In part three, a group of clients were interviewed to explore their experiences of receiving emotional help through interpreters. Participants were recruited through interpreting agencies and counselling organisations. The data was analysed, using Thematic Analysis. The overarching themes show that all the participants wanted to trust each other and expected to be trusted by the others. Confidentiality came out as a common concern across the data sets. Translation and language issues, cultural matters and organisational restraints were found to be barriers to establishing a working alliance. All participants expected practitioners, including language interpreters, to have relevant knowledge, awareness of their own strength and weaknesses, to be critical and flexible, and to demonstrate certain personal qualities. Overall, the participants were apprehensive about the triadic therapeutic process which they found to be emotional and full of surprises. They also found the process helpful and rewarding. The findings of this triangulated research suggest that mental health interventions and relevant educational programmes for counsellors and interpreters should address the complex needs of a multicultural client group and include an understanding of three-dimensional relationships.
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Ebrahim, Hallat Rajab. "Narrative analysis of the oral stories of personal experience told by Iraqi Kurdish and white British English-speaking women." Thesis, University of Leicester, 2016. http://hdl.handle.net/2381/39096.
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Narrative has long been investigated as a culturally sensitive mode of expression which may vary in terms of narrative content, linguistic expression and interactional style. This thesis builds on earlier cross-cultural studies of narrative, exploring the stories told by Kurdish and English speakers. Through the quantitative and qualitative analysis of the data (80 stories told by Iraqi Kurdish and white British English-speaking women, and semi-structured ethnographic interviews with the same participants), I examine the variation in the structure and styles of the stories of personal experiences told by selected Iraqi Kurdish and white British English-speaking women using Labov’s (1972) and Ochs and Capps' (2001) models of narrative analysis. The thesis then goes on to explore the implications that these variations might have for interpreting the cultural identities of the participants through their stories. The findings show cross-cultural variation in the Iraqi Kurdish and white British English women’s style and structure of storytelling. All the Kurdish participants preferred repetition in their stories, regardless of their multilingual status or whether they told stories in Kurdish or English. In contrast the white British English participants favoured lexical intensifiers in their storytelling style. Another difference emerged between the groups of participants. Whilst all the Kurdish participants perceived boosters as more vivid, it was the English monolinguals who perceived repetition as more vivid (on average).The Kurdish participants’ style of storytelling is more dramatized and more interactive than that of the the white British English-speaking women. This difference could not be explained by a surface level comparison based on the cultural identity of the tellers, but instead involved the complex interplay of cultural context, story genre and topics of story genres. In terms of structure, the participants in this study did not only tell narratives but also other types of story genres including anecdotes, exemplums and recounts with exemplums being the most frequent for the Kurdish speakers. This confirmed the Kurdish women’s assertion, in the ethnographic interviews, of the moral purpose of storytelling, with their frequent use of exemplums reflecting this emphasis on moral purpose.
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El-Mereedi, Mary L. "Transactional Literature Discussions in English Language Teaching: An Investigation of Reader Stance and Personal Understanding Among Female Arabic-Speaking Learners of English at Qatar University." Ohio University / OhioLINK, 2013. http://rave.ohiolink.edu/etdc/view?acc_num=ohiou1384349370.
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Smith, C. Julianne. "A Seal of Living Reality: The Role of Personal Expression in Latter-day Saint Discourse." BYU ScholarsArchive, 2006. https://scholarsarchive.byu.edu/etd/1301.
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A personal mode of discourse is central to Latter-day Saint culture. This mode is both pervasive throughout the culture and significant within it. Two specific genres-the personal experience narrative and the personal testimony-illustrate the importance of this discourse mode in LDS culture. Understanding the LDS personal mode of discourse is essential to properly understanding Mormonism. The personal orientation in LDS discourse mirrors a tendency towards personal expression which has become common throughout Western culture. This tendency has important roots in the Protestant religious movement. In particular, Puritanism represents a significant point of origin for American personal expression. Such expression has been further encouraged by the democratic climate of America and has become an important part of American religious discourse. However, LDS personal discourse cannot be explained by merely reducing the Latter-day Saint tradition to outside influences. Latter-day Saints, while deriving influence from many points, have fashioned a tradition of using personal expression in their religious discourse which deserves independent consideration. Within Latter-day Saint culture, the LDS tradition of personal discourse has special significance because it draws upon a host of doctrinal and cultural associations that are religiously significant to Latter-day Saints. LDS doctrines about the necessity of personal revelation and the importance of pragmatic action legitimate a religious focus on personal experience. Likewise, cultural encouragements towards personal religious involvement and spiritual expression foster a culture of personal expression. Because of these philosophies and commitments, LDS audiences respond powerfully to personal discourse. A personal style of discourse is important in mediating authority in the LDS religion. Personal expression is a means through which official LDS doctrine is conveyed. This mode of expression also allows individual Latter-day Saints to locate their identities within the structure of the LDS religion. Culturally-encouraged genres of personal expression allow LDS speakers to enact their religious beliefs. These genres reinforce fundamental LDS doctrines and serve an acculturating function in LDS culture. They teach Latter-day Saints how to experience, interpret, and speak about the world in ways consistent with the Latter-day Saint community's doctrines and commitments.
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Sedaghat, Amir. "Le soufisme de Roumi reçu et perçu dans les mondes anglophone et francophone : étude des traductions anglaises et françaises." Thesis, Sorbonne Paris Cité, 2015. http://www.theses.fr/2015USPCA187/document.
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Calâleddin Mohammad Balxi, ou Roumi, est un poète mystique persan du XIIIe siècle, parmi les plus connus en Occident et surtout l’un des plus traduits de la littérature persane, notamment en anglais. Ce fait est dû aussi bien à l’immensité de son œuvre poétique consistant en un ouvrage mystico-didactique, Masnavi e ma’navi et un recueil mystico-lyrique de qazals et de quatrains, intitulé Divân e Şams e Tabrizi, qu’à un significatif engouement relativement récent en Amérique anglophone pour ses poèmes, de caractère spirituel. Les textes de Roumi apparaissent, de manière sporadique, en allemand, anglais et français, dès le début du XIXe siècle jusqu’à ce que Masnavi soit intégralement traduit en anglais au début du XXe siècle. Des vagues de réception ont désormais vu le jour dans le monde anglophone grâce aux nombreuses retraductions et adaptations. La réception du poète a été plus mince dans le monde francophone, où la grande partie des traductions ne datent que de la seconde moitié du XXe siècle sans susciter le même enthousiasme. Si les traductions ne font pas défaut dans ces deux langues, les spécifiés de la poésie persane ainsi que de la pensée mystique rendent particulièrement difficile l’opération du transfert du discours poétique de Roumi en anglais et en français. On étudie ici, d’abord, les obstacles principaux auxquels doivent faire face les traducteurs sur les plans linguistique, sémiotique, stylistique, poétique, et herméneutique. Cet exposé cherche, ensuite, à montrer les modalités du transfert de l’œuvre chez les traducteurs anglophones et francophones de diverses époques en évaluant les traductions dans le cadre de la théorie éthique (bermanienne) de la traduction. S’inspirant des théories sociolinguistiques de la traduction et s’appuyant sur un corpus bilingue diversifié, cette thèse tente enfin d’expliquer les différences de degré et de nature de la réception par les deux sphères culturelles ciblesCalâleddin Mohammad Balxi or Rumi, a Persian mystical poet of the 13th century, is amongst the best known in the West and one of the most translated authors of Persian literature, especially in English. This is due to the abundance of his poetic works which consist of mystical and didactic Masnavi e ma’navi and a collection of lyrical qazals and quatrains, Divân e Şams e Tabrizi. He is also known and translated because of the relatively recent strong appeal of his poems, with their spiritual undertone, to the North American audience. Rumi’s poems appeared sporadically in German, English and French since the beginning of the 19th century until the full English translation of Masnavi in the early 20th century. Ever since, the English-speaking world has had waves of reception thanks to numerous retranslations and adaptations. In the French-speaking world, however, the reception of Rumi has been far less important: the majority of the translations were introduced in the second half of the 20th century and failed to find an equally enthusiastic audience. Despite numerous translations in both languages, transferring the poetic discourse of Rumi to French and English is a particularly complicated task, considering the specificities of Persian poetry and the mystical quality of his thought. In this study, we will first look into the principal obstacles that translators must surmount and we will work from linguistic, semiotic, stylistic, poetic, and hermeneutic perspectives. We will subsequently show how this transferring process has been carried out by French and English-speaking translators of various periods by applying the principles of Berman’s theory of translation ethics to their works. Working from a diverse bilingual corpus and using the sociolinguistic theories of translation, the present thesis intends to explain the differences in the level and nature of this reception in the two target cultural spheres
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"Communicative acts and identity performance on YouTube first-person vlogs: the case of English-speaking young people." 2013. http://library.cuhk.edu.hk/record=b5549272.
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本論文旨在探討YouTube上的博客怎樣演繹他們線上的身份。本文重點探討三個在視頻上用語言表達的方法，分別是說話、字幕和註解。YouTube是一個網上流行的視頻分享網站，但也可以視為進行社交的一個平台。是次研究採用三個語言學的層面探討問題，分別是言語行為、觀點和反諷。在多媒體研究的層面下，言語行為在研究中被重新定義為溝通行為。本研究旨在了解博客如何用多媒體的溝通表達方法表達言語行為、觀點和反諷，以至如何演繹他們線上的身份。是次研究探討六個常博客，結合了定量和質量的分析方法。視頻在語言表達方法的框架下被輯錄，然後用兩個層面去分析。本研究首先詳細探討每一個表達方法有什麼不同的用處，然後在探討這些方法結合後怎樣表達語言。
本研究採用社會學的方法，目的在探討先前題過的方法怎樣表達出博客的身份，重點在博客如何以反諷表達。是次研究結果亦指出博客如何學會在YouTube上講和寫，以達到他們想有更多影片觀看者的動力。
本論文表現出一個傳統的言語行為理論怎樣在線上多媒體的研究上發揮作用。言語行為能被重新定義為多個小事件的結合。研究亦發現了新的言語行為種類，而這些種類是多媒體溝通才能遇見得到的。本研究解釋了反諷如何在線上多媒體進行表現和內涵的語言是並存的。本研究亦討論了博客線上和線下的身份如何取得平衡。
本論文提出了本研究採用的方法與傳統研究的方法有什麼抵觸，尤其是在資料收集方法和研究倫理的層面上。本論文提出機密度和匿名度如何在線上研究收到對待。
This thesis is an investigation into the identity performance of YouTube vloggers (videobloggers), with emphasis on how that is achieved linguistically by three modes of communication available in a video: speech, subtitle, and annotation. YouTube is a popular video-sharing site that is also seen as a platform for social networking. The study looks into three aspects of linguistic analysis: speech act analysis, stancetaking, and verbal irony. Speech acts in this study are redefined as communicative acts to suit the multimodal nature of YouTube vlogs. This study aims to understand vloggers’ identity performance by investigating the use of communicative modes to perform communicative acts, stances, and irony.
Six vloggers participated in the study, which adopted a mixed method approach to data collection and analysis, alchemizing quantitative counting analysis with qualitative interview methods. Vlogs from the informants were transcribed with respect to the three modes of communication of interest, and analyzed in two ways. First, the modes were analyzed separately, revealing how vloggers use these modes differently. Next, the modes were investigated as a whole, looking into the essence of multimodal communication: how cross-modal interactions (mode-mixing and mode-switching) are performed.
A socialistic approach to discourse was adopted to investigate how the aforementioned performance of communicative acts informs vloggers’ identity performance. More specifically, this study looked at how irony is realized by communicative acts and alternations of stances, and how the performance of irony is related to the vloggers’ online identity performance. Findings also revealed vloggers’ learning of how to speak and write in order to become popular and attract more viewers, which is one of their motivations of vlogging.
This thesis demonstrates that the traditional linguistic model of speech acts can be adapted to the context of online multimodal communication with adjustments in definition: by seeing acts as a combination of microevents which interact to make meaning. The study also reports on newly identified categories of communicative acts made possible by multimodal discourse. The investigation reveals how irony is realized in multimodal communication, in which the surface and intended meaning are both present. The study discusses how these practices inform the performance of vloggers’ online identity, and how online and offline identities are maintained in balance.
The methods adopted in the study raise questions of how traditional conducts of research should be understood in the context of online research, particularly in the realm of data collection methods and research ethics. This thesis includes a thorough discussion of how confidentiality and anonymity are treated in this context.
Detailed summary in vernacular field only.
Detailed summary in vernacular field only.
Detailed summary in vernacular field only.
Detailed summary in vernacular field only.
Detailed summary in vernacular field only.
Lien, Feng Pierre.
Thesis (M.Phil.)--Chinese University of Hong Kong, 2013.
Includes bibliographical references (leaves 140-146).
Abstracts also in Chinese.
Abstract (English) --- p.ii
Abstract (Chinese) --- p.iv
Acknowledgements --- p.vi
Table of Contents --- p.viii
List of Figures and Tables --- p.xii
Transcription Conventions --- p.xv
Chapter Chapter 1 --- Introduction --- p.1
Chapter 1.1. --- Overview --- p.1
Chapter 1.2. --- The Advent of Web 2.0, YouTube, and Social Networking: An Auto-ethnographic Account --- p.1
Chapter 1.3. --- YouTube: An Overview --- p.4
Chapter 1.3.1. --- The Mechanics of YouTube --- p.5
Chapter 1.3.2. --- From an Epistemic to an Affective Site: Social Networking on YouTube --- p.9
Chapter 1.3.3. --- Identity Construction on YouTube --- p.12
Chapter 1.4. --- From Experience to Theory: Perspectives Taken in this Study --- p.14
Chapter 1.5. --- Research Aims and Research Questions --- p.16
Chapter 1.6. --- Organization of the Thesis --- p.17
Chapter Chapter 2 --- Literature Review --- p.19
Chapter 2.1. --- Introduction --- p.19
Chapter 2.2. --- Orality and Literacy --- p.20
Chapter 2.3. --- Computer-Mediated Communication (CMC) --- p.22
Chapter 2.3.1. --- Past Studies of CMC and Computer-Mediated Discourse (CMD) --- p.23
Chapter 2.3.2. --- Cyberdiscursivity: When Orality and Literacy are not enough --- p.26
Chapter 2.3.3. --- YouTube as a CMCMD --- p.28
Chapter 2.4. --- Linguistic Discourse and Multimodality --- p.30
Chapter 2.4.1. --- Cross-modal interaction: Mode-switching and Mode-mixing --- p.32
Chapter 2.5. --- Language and Identity in CMC --- p.34
Chapter 2.5.1. --- Identity Performance in CMC --- p.35
Chapter 2.5.2. --- Multimodal Identities in CMC --- p.39
Chapter 2.5.3. --- Identity and Stancetaking in CMD --- p.40
Chapter 2.6. --- Language as Performatives: Speech Acts and Communicative Acts --- p.42
Chapter 2.6.1. --- Speech Acts in CMC: Expanding the Framework --- p.45
Chapter 2.6.2. --- Identity and Playfulness in CMC --- p.46
Chapter 2.6.2.1. --- Humor and Irony in CMC --- p.47
Chapter 2.6.2.2. --- Irony and Communicative Acts --- p.50
Chapter 2.7. --- Summary --- p.51
Chapter Chapter 3 --- Methodology --- p.53
Chapter 3.1. --- Introduction --- p.53
Chapter 3.2. --- Reprise of Research Aims and Research Questions --- p.53
Chapter 3.3. --- Multiple-Case Study --- p.54
Chapter 3.3.1. --- Informants --- p.55
Chapter 3.4. --- Data Collection --- p.57
Chapter 3.4.1. --- Vlog linguistic transcriptions --- p.57
Chapter 3.4.2. --- Interview Data --- p.61
Chapter 3.5. --- Procedure --- p.63
Chapter 3.6. --- Pilot Study with Lindsey --- p.65
Chapter 3.7. --- Challenges and Insights in Online Methodological Design --- p.68
Chapter 3.7.1. --- Online Interviews --- p.68
Chapter 3.7.2. --- Ethics of Online Research --- p.70
Chapter 3.8. --- Summary --- p.73
Chapter Chapter 4 --- Communicative Acts and Irony on Vlogs --- p.75
Chapter 4.1. --- Introduction --- p.75
Chapter 4.2. --- Overview of Vloggers and Their Vlogs --- p.75
Chapter 4.3. --- Communicative Act Analyses --- p.76
Chapter 4.3.1. --- Intra-semiotic Analysis --- p.77
Chapter 4.3.2. --- Inter-semiotic Analysis --- p.82
Chapter 4.5. --- Summary --- p.91
Chapter Chapter 5 --- The Case of Lindsey --- p.93
Chapter 5.1. --- Introduction --- p.93
Chapter 5.2. --- Profile of Lindsey --- p.93
Chapter 5.3. --- Learning to Write on Vlogs: Establishing Identity through Idioms of Practice . --- p.95
Chapter 5.4. --- Subtitling a Vlog: Stancetaking, Contradiction, and Irony --- p.101
Chapter 5.5. --- Identity on and off YouTube --- p.110
Chapter 5.6. --- Summary --- p.113
Chapter Chapter 6 --- The Case of Ron --- p.114
Chapter 6.1. --- Introduction --- p.114
Chapter 6.2. --- Profiling Ron --- p.114
Chapter 6.3. --- Blending in: Becoming a Part of the YouTube Community --- p.115
Chapter 6.4. --- Question of the Week: Expansion of Idioms of Practice and Playfulness --- p.117
Chapter 6.5. --- Ron’s Identity Performance --- p.122
Chapter 6.5.1. --- Ron’s Writer and Speaker Identities --- p.122
Chapter 6.5.2. --- ‘I don’t need to be real’: Online and Offline Identities --- p.126
Chapter 6.6. --- Summary --- p.128
Chapter Chapter 7 --- Conclusion --- p.130
Chapter 7.1. --- Introduction --- p.130
Chapter 7.2. --- Findings to Research Questions --- p.130
Chapter 7.2.1. --- Findings to Research Question Set 1 --- p.131
Chapter 7.2.2. --- Findings to Research Question Set 2 --- p.132
Chapter 7.2.3. --- Other findings --- p.134
Chapter 7.3. --- Implications of the Study --- p.135
Chapter 7.4. --- Limitations and Directions for Future Research --- p.138
Books on the topic "English-speaking persons"
1
Rogers, Bruce. You can say that again!: A fun approach to sounding better when you open your mouth to speak. Toronto: Hounslow Press, 1999.
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2
Reyes, Sharon Adelman. Diary of a bilingual school: How a constructivist curriculum, a multicultural perspective, and a commitment to dual immersion education combined to foster fluent bilingualism in Spanish and English-speaking children. Portland, Ore: DiversityLearningK12, 2012.
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3
Program of access to health and social services in the English language for English-speaking persons: Frame of reference. [Québec]: Gouvernement du Québec, Ministère de la santé et des services sociaux, 1994.
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4
Henry, Eric S. The Future Conditional. Cornell University Press, 2021. http://dx.doi.org/10.7591/cornell/9781501754906.001.0001.
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This book offers a nuanced discussion of the globalization of the English language and the widespread effects it has had on Shenyang, the capital and largest city of China's northeast Liaoning Province. Adopting an ethnographic and linguistic perspective, the book considers the personal connotations that English has for Chinese people, beyond its role in the education system. Through research on how English is spoken, taught, and studied in China, the book considers what the language itself means to Chinese speakers. How and why, the book asks, has English become so deeply fascinating in contemporary China, simultaneously existing as a source of desire and anxiety? The answer suggested is that English-speaking Chinese consider themselves distinctly separate from those who do not speak the language, the result of a cultural assumption that speaking English makes a person modern. Seeing language as a study that goes beyond the classroom, the book assesses the emerging viewpoint that, for many citizens, speaking English in China has become a cultural need—and, more immediately, a realization of one's future.
5
Mick, Jennifer L. ALTO Spanish Grammar and More Book For The English Speaking Person. BookSurge Publishing, 2004.
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6
Palmer, R. R. The British Parliament Between King and People. Princeton University Press, 2017. http://dx.doi.org/10.23943/princeton/9780691161280.003.0006.
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This chapter begins the treatment of the English-speaking world, involving the structure of Parliament, the British constitution, and the American Revolution. Of all the constituted bodies of Europe, largely aristocratic in composition, which in some countries came into conflict with kings in the decade before 1775, the most famous and the most powerful was the Parliament of Great Britain, whose misfortune it was to be challenged from both sides at once. Or, at least, the most ardent devotees of the Houses of Parliament found Parliamentary independence being undermined by the King, in the person of George III, while at the same time a growing number of dissatisfied persons, in America, in Ireland, and in England itself, expressed increasing doubts on the independence of Parliament, invoking a higher authority which they called the People.
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Mick, Jennifer L. ALTO English Grammar and More Book For the Spanish Speaking Person Para aprender ingles: Para Aprender Ingles. BookSurge Publishing, 2004.
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8
Gregerson, Linda. Open Voicing. Edited by Jonathan Post. Oxford University Press, 2013. http://dx.doi.org/10.1093/oxfordhb/9780199607747.013.0013.
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In the transit from Petrarch to the Petrarchan adaptations of Thomas Wyatt we see the birth of a rhetorical proposition that will come to be of considerable importance for English-language poetry in the 16th century and beyond. Experimenting with poetic voice as a symptom of character. Wyatt conjures the figment of an individuated speaking persona, one who is biased, irritable, and rhetorically unstable. Shakespeare will confer upon this project an emotional capaciousness that alters it forever, but the commitment to a radical instability of voice began with Wyatt.
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Richardson, Martin. OUP España. Oxford University Press, 2017. http://dx.doi.org/10.1093/acprof:oso/9780199574797.003.0019.
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ELT activity was vigorous in many European countries, but it was only in Spain that political, cultural, economic, and personal factors combined to produce a new branch designed principally to create and market OUP English Language Teaching courses. After the death of Franco and the establishment of constitutional monarchy in the late 1970s, the country reformed its political and educational systems; as a result, Spain emerged as the largest single ELT market in the world. OUP established a sales office in Madrid in 1981, and later enlarged this into the branch OUP España, which came to be a prime example of a commercial success for OUP in a non-English-speaking market. Under the leadership of Jesús Lezcano, OUP España developed its own ELT publications and adapted other OUP titles for the local market, as well as producing Spanish-language textbooks.
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Nicholls, Simon, Michael Pushkin, and Vladimir Ashkenazy. People and publications. Oxford University Press, 2018. http://dx.doi.org/10.1093/oso/9780190863661.003.0006.
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A critical account, first, of Skryabin’s friend and chronicler Leonid Sabaneyev. Sabaneyev, a close personal associate of the composer, is the commentator on Skryabin most quoted in the West; his ironically sceptical attitude colours much of the comment published in English-speaking countries. His publications during Skryabin’s lifetime, which uncritically promulgate the composer’s music and ideas, are not quoted, however. Sabaneyev’s switch of allegiance on the death of Skryabin, the background to his theory of ‘genius’, and the reaction of his contemporaries to his personality and writing are examined. A background to the publisher of Skryabin’s writings, Mikhail Gershenzon, is then given, looking at Gershenzon’s indirect personal links with the Skryabins and the beliefs and ideas of Gershenzon which would have disposed him to show an interest in the composer’s thought. (129)
Book chapters on the topic "English-speaking persons"
1
Barrière, Isabelle, Sarah Kresh, Katsiaryna Aharodnik, Géraldine Legendre, and Thierry Nazzi. "The comprehension of 3rd person singular -s by NYC English-speaking preschoolers." In Three Streams of Generative Language Acquisition Research, 7–33. Amsterdam: John Benjamins Publishing Company, 2019. http://dx.doi.org/10.1075/lald.63.02bar.
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Kurki, Visa A. J. "A Short History of the Right-Holding Person." In A Theory of Legal Personhood, 31–54. Oxford University Press, 2019. http://dx.doi.org/10.1093/oso/9780198844037.003.0002.
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The chapter is a historical survey of the genealogy of legal personhood, offering context for how two central notions of modern legal philosophy—personhood and rights—developed. It traces how the Roman notions of personhood inspired Renaissance-era French and German scholars to start using persona in a distinct legal sense that would then, in nineteenth-century Germany, develop into a definition of persons as right-holders. This view was imported into the English-speaking world by John Austin, who had studied in Bonn, Germany. Austin would later influence the works of such influential jurisprudents as John Salmond and Wesley Newcomb Hohfeld.
3
Debes, Remy. "Respect." In Respect, 1–26. Oxford University Press, 2021. http://dx.doi.org/10.1093/oso/9780198824930.003.0001.
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Remy Debes provides a historical background for the prominent role that respect plays in current moral discussion. But, true to the spirit of this volume as philosophical rather than encyclopedic, Debes does not just describe texts and list dates. Instead, he raises doubts about the standard story about the rising influence of the idea of respect for persons, that it comes mainly and directly from Immanuel Kant. Debes offers evidence that by the time Kant’s writings gained influence in the English-speaking world, the movement toward the importance of respect for all persons already was well underway, albeit often using terminology other than “respect.” This movement grew partly among moral and political philosophers, and political activists, but also in underappreciated literary writing, often written by women and men of color.
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Baskin, Colin, Michelle Barker, and Peter Woods. "Industry-Relevant Smart Community Partnerships." In Encyclopedia of Developing Regional Communities with Information and Communication Technology, 433–38. IGI Global, 2005. http://dx.doi.org/10.4018/978-1-59140-575-7.ch075.
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Logan City (population of 400,000) is Queensland’s third largest city and one of the fastest growing in Australia. The population is expected to grow to almost 500,000 by 2011 (Logan City Council, 2001). Other characteristics of the region include its relatively young population profile, and the higher than average proportions of persons from low socio-economic and non-English speaking backgrounds who live in some areas of the region. Further, unemployment rates tend to be high in parts of the region and higher education participation rates are low. Economic activity tends to be based in small and medium business and light industry. The employment profile of the region has a lower proportion of professionals, managers and administrators than the rest of Queensland. Overall, the regional profile has a higher proportion of tradespersons, clerks, plant and machinery operators, and sales and personal services workers than state averages.
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Harris, James C. "Origins, Changing Concepts, and Legal Safeguards." In Intellectual Disability. Oxford University Press, 2005. http://dx.doi.org/10.1093/oso/9780195178852.003.0005.
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When a health care professional becomes engaged in diagnosing and treating or supporting a person with intellectual disability, the complexities of the disorder become apparent. To provide the best care and the best support, knowledge about neurogenetic syndromes, management of biomedical and behavior features, psychosocial interventions, and the natural history of the disorder are critical. Background knowledge and sensitivity to the needs and life challenges of the affected person are especially important. With new knowledge in genetics, the neurosciences, and social sciences, and the utilization of the richness of family, school, and community resources for these individuals as they develop, the historical stigma of the diagnosis can be reduced and hopefully eliminated. Professionals, families, and community support personnel must join forces so that all available resources are fully utilized, thus allowing the person with intellectual disability to be appropriately treated for his condition and to begin to make choices and become a self-advocate to the extent possible. This chapter will review changing concepts of intellectual disability over the centuries to provide a context for current diagnostic and treatment approaches. An awareness of this history provides perspective on the centuries-long struggle to recognize the needs of and to provide support to persons with intellectual disability. Legal safeguards are now in effect and are continuing to emerge as services are established that use a developmental model and emphasize a developmental perspective. This model emphasizes how comprehensive evaluation and positive supports at home and in the community can make a difference in the lives of persons with disabilities. The starting point is a definition of the term “intellectual disability.” This will be followed by a brief historical survey of origins and attitudes that are changing after centuries of stigmatization and separation. National and international efforts, which began in the 1970s, are continuing to encourage community placement of and self-determination by persons with intellectual disability. Although “mental retardation” is the term used in both the International Classification of Diseases (lCD-10) (World Health Organization, 1992) and the Diagnostic and Statistical Manual (DSM-IV, DSM-IVTR) (American Psychiatric Association, 1994, 2000) systems that describe an intellectual and adaptive cognitive disability that begins in early life during the developmental period, the preferred term is “intellectual disability” internationally, especially in English-speaking countries.
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Aksiutina, Tatyana, and Oksana Vovkodav. "NATIVE ENGLISH-SPEAKING TEACHERS AND NON-NATIVE INSTRUCTORS IN TRAINING EFL IN UKRAINE: STUDENTS’ PERCEPTIONS." In Factors of cross- and intercultural communication in the higher educational process of Ukraine. Publishing House “Baltija Publishing”, 2021. http://dx.doi.org/10.30525/978-9934-26-051-3-1.
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With the mushrooming use of English and number of non-native speakers, the issue of teaching English in non-English contexts has been brought to the fore in discussions and empirical research. The question, who makes better language teachers of English, has received considerable attention in the literature on native English-speaking teachers (NESTs) and non-native English-speaking teachers (NNESTs). The current study examines the contributions of native and non-native teachers to an English Language Teaching (ELT) program in Ukraine. It contends that, in spite of a recent upsurge in writing on non-native English-speaking teachers (NNESTs) in the global discourse of English language teaching (ELT), the experiences of NNESTSs working within their own state educational systems remain seriously under-investigated. The purpose of the study is to explore the general perceptions of university students of NESTs and NNESTs in Ukraine. It also aims to find out with whom Ukrainian university students believe they learn more: with native or with non-native EFL teachers. This paper reports on the results of the study conducted at Oles Honchar National University with 158 undergraduate students majoring in German, French, Ukrainian Philology as well as International Relations to assess 2 male native English-speaking (NEST) and 10 non-native English teachers. A self-developed anonymous questionnaire is applied to seek their views about NESTs and NNESTs on rating scales relating to language skills, grammar, vocabulary, pronunciation, learning strategies, culture and civilization, attitudes and assessment. The study also views how these teachers are able to teach certain language skills and areas. Descriptive statistics were run for data analyses. It has been found out that the participants of this study have exhibited positive attitudes towards their NETs and NNETs. Though the results have shown an overall preference for NETs but it seems that the respondents also believe that NNETs effectively contribute by virtue of their own experiences as English language learners and their experience as teachers. It may be concluded that Ukrainian EFL learners represented by the participants of this survey believe that NETs are more successful in creating richer classroom environment, teaching/assessing speaking skills, listening skills, vocabulary and reading skills better. The findings reveal that NNETs use innovative strategies and explain lessons more clearly to make their students learn better. By virtue of their personal experiences as language learners themselves, they have been perceived to understand their students’ styles and language difficulties in a better manner that facilitate learning process. Therefore, it may be concluded that each group of teachers has been perceived to have their own particular strengths and weaknesses.
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Cho, Hyesun, and Lizette Peter. "Taking the TESOL Practicum Abroad." In Handbook of Research on Efficacy and Implementation of Study Abroad Programs for P-12 Teachers, 149–71. IGI Global, 2017. http://dx.doi.org/10.4018/978-1-5225-1057-4.ch009.
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This chapter examines the experiences of four native English-speaking preservice teachers in a faculty-led study abroad program in South Korea. It elucidates the ways in which these preservice teachers experienced personal and professional growth with an increasing critical awareness of the power imbalance embedded in English language teaching in the global context. Data were collected via students' weekly online discussion posts, electronic portfolio artifacts, and focus group interviews. Findings indicate personal and professional growth in participants' self-perceptions as a result of at least two fundamental aspects of the program: 1) the intentionality with which participants were exposed to a critique of English language teaching in the Korean context and 2) the residential nature of the experience, which provided intensive peer collaboration among practicum participants. The chapter concludes with recommendations for implementing a TESOL practicum abroad as a meaningful and consciousness-raising opportunity for preservice teachers' professional development.
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Moya, Mario R. "Empowering Multilingual Learners Through Critical Liberating Literacy Practices in English-Dominated Speech Communities." In Handbook of Research on Cultivating Literacy in Diverse and Multilingual Classrooms, 210–33. IGI Global, 2020. http://dx.doi.org/10.4018/978-1-7998-2722-1.ch011.
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This chapter explores the nuances of critical literacy reviewing the influence of the sociocultural context and the critical element that arises from the individuals who negotiate their identities as they interact with others in a variety of settings. The perspective adopted here focuses on multilingual learners as they engage in literacy practices in English, the dominant language, within schooled environments resulting in hybrid productions within a Third Space, which is a metaphorical setting that promotes expansive learning. Such literacy productions consider the lived-in experiences of the individuals and their personal histories as tools for learning with the potential to liberate themselves from the dominant literacy practices. The chapter includes a discussion of the role and status of English to empower non-dominant groups within English-speaking settings.
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Mossman, Douglas. "Stalking, Competence to Stand Trial, and Criminal Responsibility." In Stalking. Oxford University Press, 2007. http://dx.doi.org/10.1093/oso/9780195189841.003.0015.
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In the 1990s, stalking emerged as a new category of criminal offense and a distinct type of disordered behavior. A substantial fraction of stalkers suffer from delusional disorders or other severe mental illnesses, and many persons charged criminally with stalking adduce irrational beliefs to explain and justify their conduct. Such beliefs pose special challenges for mental health professionals who assess or help restore an accused stalker’s competence to stand trial, or who evaluate an accused stalker’s criminal responsibility. This chapter explores the clinical and forensic problems that arise when severe psychiatric symptoms—in particular, disruptions in reality testing (e.g., erotomanic delusions)—affect legal determinations concerning competence to stand trial, mens rea, and insanity. The term “stalking” unites under a single rubric behavioral patterns that until recently might have been regarded variously as manifestations of erotomanic delusions (Esquirol, 1845/1976), harassment (Jason, Reicher, Easton, Neal, & Wilson, 1984), or quaint expressions of courtly love (Singer, 1987). Beginning in the early 1990s, a confluence of social trends and news events—including heightened fears of stranger violence, increasing fragility of interpersonal relationships, and the stalking and murder of actress Rebecca Shaeffer—led the English-speaking world to construe stalking as a major mental health problem and a new category of criminal offense (Mullen, Pathé, & Purcell, 2001a). In turn, the existence of stalking as a distinct offense led to increased public recognition of the problem and, in some jurisdictions, to the filing of an unexpectedly large number of criminal stalking charges (Nadkarni & Grubin, 2000). The acts that constitute stalking bear a superficial similarity to common (if annoying) behaviors in which “normal” people engage and that may have roots in human evolution (Brüne, 2003). Familiar examples include awkward attempts to start a dating relationship, persistent and insistent requests for attention or services, and unwanted pursuit by a former lover who hopes to rekindle a relationship (Mullen, Pathé, Purcell, & Stuart, 1999; Mullen et al., 2001a). By contrast, the types of persistent stalking toward which antistalking laws are directed involve approaches and intrusions repeated over weeks, months, or even years, in which the victim reasonably experiences fear and psychological distress.
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Velliaris, Donna M. "Across the Four Domains." In Study Abroad Contexts for Enhanced Foreign Language Learning, 120–50. IGI Global, 2018. http://dx.doi.org/10.4018/978-1-5225-3814-1.ch006.
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In many Asian countries, tertiary education remains a much desired but seemingly unattainable goal for high school graduates, due to rigorous unified national examinations. With that in mind, international students invest millions of dollars annually attempting to enter Australian higher education (HE). Students arrive with high expectations, but in the early stages of their study abroad experience, they face a range of transitional difficulties centered around ‘academic English'. An author-developed semi-structured questionnaire included the open-ended question: In your own words, how would you describe your English language ability in terms of (1) listening, (2) speaking, (3) reading, and (4) writing? The data set collected the ‘voice' of 209 pathway students attending the Eynesbury Institute of Business and Technology (EIBT). Their self-reported narratives share personal perceptions of their own English language proficiency across the four domains largely within the context of their enrolment at the institute.
Conference papers on the topic "English-speaking persons"
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Chen, Jie, Cheri Chan, Rachel Pulverman, Twila Tardif, Marianella Casasola, Xiaobei Zheng, and Xiangzhi Meng. "English- and Mandarin-speaking infants' discrimination of persons, actions, and objects in a dynamic event without audio inputs." In 2009 IEEE 8th International Conference on Development and Learning. IEEE, 2009. http://dx.doi.org/10.1109/devlrn.2009.5175539.
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Vecino-Ramos, Sonia, and Paola Ruiz-Bernardo. "Desarrollo de la expresión y la oralidad a través de clubs de lectura en el aula de inglés en Escuelas Oficiales de Idiomas." In IN-RED 2020: VI Congreso de Innovación Educativa y Docencia en Red. Valencia: Universitat Politècnica de València, 2020. http://dx.doi.org/10.4995/inred2020.2020.12021.
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The reading clubs or book clubs are an innovative practice in the foreign language classroom that, apart from the reading comprehension, allow the students to share their individual and personal experience with their classmates, and, thus, improve their speaking by means of the practice of orality, as well as to promote their critical and reflexive thinking throudh the contualization offered by the book. This communication explains the case study of these clubs in English classes at Official School of Languages in Castellón in the B1, B2 and C1 levels. To evaluate the experience a self-designed survey was administered based on their reading development and centered in the students perception related to their improvement in reading comprehension and oral expression. From the results, it can be concluded that the students perception towards the use of reading clubs in the classroom to practise oralitiy and speaking is positive, which makes it advisable to use them in other languages and different educational levels.
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Khoroshilova, Svetlana, and Ekaterina Kostina. "THE IMPACT OF STUDENT BLOGS ON THEIR PROFESSIONAL AND SOCIAL COMPETENCIES." In NORDSCI International Conference. SAIMA Consult Ltd, 2020. http://dx.doi.org/10.32008/nordsci2020/b1/v3/12.
Full textAbstract:
In digital era technology is constantly reshaping our future and creates new demands for educators to bridge the gap between old school methodology and digitally-oriented professional landscape. Digital natives, who are flooding our universities at the moment, can’t imagine their lives without mobile phones and social networks. The question that naturally arises is why not to use these ICT advances in and out of the classroom in order to enhance learners’ outcomes in both hard and soft skills? The paper presents the study which evaluates the impact of tertiary-level student blogs in English on the development of their professional and social competences from the students’ perspective. The research questions were: 1) to investigate the students’ experience with running an educational blog; 2) to evaluate the impact of a student educational blog in Public Speaking Course on students’ foreign language proficiency level perceived by language learners themselves; 3) to assess the students’ beliefs and evaluations of the development of their soft skills due to the blogging technology interwoven into the academic process in Public Speaking Course at the university. The method employed in the current research was a questionnaire study to find out learners’ opinions about the impact of students’ blogs on their professional and social competences. The experiment was conducted at Novosibirsk State Pedagogical University (Russia) in which two study groups participated with the total of 32 students. The participants as part of their Public Speaking course had to run a multi-media educational blog in the English language as a portfolio of their progress in this discipline. The questionnaire included demographic questions and research questions. Research questions addressed the respondents’ experience with blogs, their attitudes to blogging, and the perceived impact of blogging technology on their foreign language proficiency level and soft skills. The results of the study showed that most participants were interested in having more experience with both professional and personal blogs in the future and gave high ranking to the impact of such blogs on their foreign language acquisition. The research confirmed our hypothesis that students’ multimedia blogs in the target language would have a positive impact on students’ professional as well as social competences and would enhance their motivation and participation rates.
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Noever, David, Josh Kalin, Matthew Ciolino, Dom Hambrick, and Gerry Dozier. "Local Translation Services for Neglected Languages." In 8th International Conference on Artificial Intelligence and Applications (AIAP 2021). AIRCC Publishing Corporation, 2021. http://dx.doi.org/10.5121/csit.2021.110110.
Full textAbstract:
Taking advantage of computationally lightweight, but high-quality translators prompt consideration of new applications that address neglected languages. For projects with protected or personal data, translators for less popular or low-resource languages require specific compliance checks before posting to a public translation API. In these cases, locally run translators can render reasonable, cost-effective solutions if done with an army of offline, smallscale pair translators. Like handling a specialist’s dialect, this research illustrates translating two historically interesting, but obfuscated languages: 1) hacker-speak (“l33t”) and 2) reverse (or “mirror”) writing as practiced by Leonardo da Vinci. The work generalizes a deep learning architecture to translatable variants of hacker-speak with lite, medium, and hard vocabularies. The original contribution highlights a fluent translator of hacker-speak in under 50 megabytes and demonstrates a companion text generator for augmenting future datasets with greater than a million bilingual sentence pairs. A primary motivation stems from the need to understand and archive the evolution of the international computer community, one that continuously enhances their talent for speaking openly but in hidden contexts. This training of bilingual sentences supports deep learning models using a long short-term memory, recurrent neural network (LSTM-RNN). It extends previous work demonstrating an English-to-foreign translation service built from as little as 10,000 bilingual sentence pairs. This work further solves the equivalent translation problem in twenty-six additional (non-obfuscated) languages and rank orders those models and their proficiency quantitatively with Italian as the most successful and Mandarin Chinese as the most challenging. For neglected languages, the method prototypes novel services for smaller niche translations such as Kabyle (Algerian dialect) which covers between 5-7 million speakers but one which for most enterprise translators, has not yet reached development. One anticipates the extension of this approach to other important dialects, such as translating technical (medical or legal) jargon and processing health records or handling many of the dialects collected from specialized domains (mixed languages like “Spanglish”, acronym-laden Twitter feeds, or urban slang).
Reports on the topic "English-speaking persons"
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DiGrande, Laura, Sue Pedrazzani, Elizabeth Kinyara, Melanie Hymes, Shawn Karns, Donna Rhodes, and Alanna Moshfegh. Field Interviewer– Administered Dietary Recalls in Participants’ Homes: A Feasibility Study Using the US Department of Agriculture’s Automated Multiple-Pass Method. RTI Press, May 2021. http://dx.doi.org/10.3768/rtipress.2021.mr.0045.2105.
Full textAbstract:
Objective: The purpose of this study was to assess the feasibility of administering the Automated Multiple-Pass Method (AMPM), a widely used tool for collecting 24-hour dietary recalls, in participants’ homes by field interviewers. Design: The design included computer-assisted personal interviews led by either a nutritionist (standard) or field interviewer. Portion estimators tested were a set of three-dimensional food models (standard), a two-dimensional food model booklet, or a tablet with digital images rendered via augmented reality. Setting: Residences in central North Carolina. Participants: English-speaking adults. Pregnant women and individuals who were fasting were excluded. Results: Among 133 interviews, most took place in living rooms (52%) or kitchens (22%). Mean interview time was 40 minutes (range 13–90), with no difference by interviewer type or portion estimator, although timing for nutritionist-led interviews declined significantly over the study period. Forty-five percent of participants referenced items from their homes to facilitate recall and portion estimation. Data entry and post-interview coding was evaluated and determined to be consistent with requirements for the National Health and Nutrition Examination Survey. Values for the number of food items consumed, food groups, energy intake (average of 3,011 kcal for men and 2,105 kcal for women), and key nutrients were determined to be plausible and within reasonably expected ranges regardless of interviewer type or portion estimator used. Conclusions: AMPM dietary recall interviews conducted in the home are feasible and may be preferable to clinical administration because of comfort and the opportunity for participants to access home items for recall. AMPMs administered by field interviewers using the food model booklet produced credible nutrition data that was comparable to AMPMs administered by nutritionists. Training field interviewers in dietary recall and conducting home interviews may be sensible choices for nutrition studies when response rates and cost are concerns.