Journal articles on the topic 'Italian language – Australia'
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1
Rubino, Antonia. "Trilingual women as language mediators in the family." Australian Review of Applied Linguistics. Series S 18 (January 1, 2004): 25–49. http://dx.doi.org/10.1075/aralss.18.03rub.
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In the process of language shift from the immigrant languages to English, everyday communication within the family can become increasingly problematic due to strong divergences in the linguistic competences of the older and the younger generations. This article explores the process of language mediation between different generations, as it occurs within a Sicilian-Australian family belonging to the last wave of Italian mass immigration to Australia Through a corpus of spontaneous conversations, the study focuses on the role played by a second generation woman as a mediator within her family. The linguistic analysis shows that, in order to overcome communication breakdown, she makes full use of her competence in all three languages: Italian, Sicilian and English, and employs codeswitching extensively as a conversational strategy to accommodate participants with different language abilities. Furthermore, while she maintains Dialect as the language of the most inner family circle, she shifts to Italian as the more ‘learneable’ language that can contribute to cohesion in the extended family.
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Dench, Alan. "Pidgin Ngarluma." Journal of Pidgin and Creole Languages 13, no. 1 (January 1, 1998): 1–61. http://dx.doi.org/10.1075/jpcl.13.1.02den.
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This paper discusses evidence of an early pidgin in use amongst Aboriginal people of the north west coast of Western Australia. The crucial evidence comes from an Italian manuscript describing the rescue, by local Aborigines, of two castaways wrecked on North West Cape in 1875. The data reveals that the local Aborigines attempted to communicate with the Italian-speaking survivors using what appears to be an Australian language spoken some 300 kilometers further along the coast, around the emerging center of the new Pilbara pearling industry. I present an analysis of the material, showing that it differs from Australian languages of the area in significant ways and can be considered a reduced variety. I conclude that this variety is an indigenous pidgin — the first to be described for Australia.
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Bennetts, Stephen. "‘Undesirable Italians’: prolegomena for a history of the Calabrian ’Ndrangheta in Australia." Modern Italy 21, no. 1 (February 2016): 83–99. http://dx.doi.org/10.1017/mit.2015.5.
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Although Italian mafia scholars have recently been turning their attention to the Calabrian mafia (known as the ’Ndrangheta) diaspora in Australia, their efforts have been limited by conducting research remotely from Italy without the benefit of local knowledge. Australian journalists and crime writers have long played an important role in documenting ’Ndrangheta activities, but have in turn been limited by a lack of expertise in Italian language and culture, and knowledge of the Italian scholarly literature. As previously in the US, Australian scholarly discussion of the phenomenon has been inhibited, especially since the 1970s, by a ‘liberal progressive’ ‘negationist’ discourse, which has led to a virtual silence within the local scholarly literature. This paper seeks to break this silence by bringing the Italian scholarly and Australian journalistic and archival sources into dialogue, and summarising the clear evidence for the presence in Australia since the early 1920s of criminal actors associated with a well-organised criminal secret society structured along lines familiar from the literature on the ’Ndrangheta.
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Santello, Marco. "Exploring the bilingualism of a migrant community through language dominance." Australian Review of Applied Linguistics 37, no. 1 (January 1, 2014): 24–42. http://dx.doi.org/10.1075/aral.37.1.02san.
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This study outlines a linguistic profile of two subgroups of Italian English circumstantial bilinguals – one dominant in English and the other dominant in Italian – by exploring for the first time their linguistic repertoire through the Gradient Bilingual Dominance Scale (Dunn & Fox Tree, 2009). The scale takes into account language background/history, language use and phonological interference, three main clusters of indicators that make up their dominance. The analysis is further complemented by additional descriptors adapted from Marian, Blumenfeld and Kaushanskaya (2007) and Baker (2011). Over one hundred English dominants (EDs) and Italian dominants (IDs) of Italian descent living in Australia were administered a survey. Results indicate that the scores yielded by the scale broadly parallel the data on self-reported dominance. The contrastive analysis of single variables, however, reveals both discrepancies and similarities between the two groups. While both groups use and are exposed to both languages and self-report high proficiency in the four skills, EDs differ from IDs across indicators such as language attrition and phonological interference. These outcomes confirm that the examination of these subgroups of Italians through the components of their language dominance offers a concise analysis of their linguistic features that makes allowance for both the individual and the societal elements of their bilingualism.
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Benatti, Ruben, and Angela Tiziana Tarantini. "Dialects Among Young Italian-Australians: A Shift in Attitude and Perception." Studia Anglica Posnaniensia 52, no. 4 (December 20, 2017): 467–83. http://dx.doi.org/10.1515/stap-2017-0021.
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Abstract The aim of this article is to analyse the relationship that second- and third-generation Italian migrants in Australia have with the Italian dialect of their family. We report on the survey we recently carried out among young Italian-Australians, mainly learners of Italian as a second language. First, we analyse the motivation behind learning Italian as a heritage language. We then move on to describe their self-evaluation of their competence in the dialect of their family, and their perception thereof. Surprisingly, our survey reveals that not only are Italian dialects still understood by most second- and third-generation Italians (contrary to what people may think), but Italian dialects are also perceived by young Italian-Australians as an important part of their identity. For them, dialect is the language of the family, particularly in relation to the older members. It fulfills an instrumental function, as it enables communication with some family members who master neither English nor Italian, but above all, it is functional to the construction of their self and their social identity.
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Caruso, Marinella. "Attrition in the verb system of Italian in Australia." Australian Review of Applied Linguistics. Series S 18 (January 1, 2004): 9–24. http://dx.doi.org/10.1075/aralss.18.02car.
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This article reports on an investigation into the loss of morphology expressing temporality in the Italian of second generation Italo-Australians. The purpose of the study is to verify whether the loss of Italian tense and aspect morphology proceeds from marked to unmarked, where markedness is defined on the basis of formal and semantic criteria. Italian language samples are elicited through interviews with first and second generation Italo-Australians, and speakers are placed on an attritional continuum along which the verb forms are compared. The explanations for the patterns of loss identified in the data involve a combination of factors, such as markedness principles, universal or general characteristics of spoken language and interlinguistic influence of dialect.
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Fenton-Smith, Ben, and Ian Walkinshaw. "Research in the School of Languages and Linguistics at Griffith University." Language Teaching 47, no. 3 (June 3, 2014): 404–8. http://dx.doi.org/10.1017/s026144481400010x.
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Griffith University is set across five campuses in south-east Queensland, Australia, and has a student population of 43,000. The School of Languages and Linguistics (LAL) offers programs in linguistics, international English, Chinese, Italian, Japanese and Spanish, as well as English language enhancement courses. Research strands reflect the staff's varied scholarly interests, which include academic language and learning, sociolinguistics, second language learning/acquisition and teaching, computer assisted language learning (CALL) and language corpora. This report offers a summary of research recently published or currently underway within LAL.
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Haller, Hermann W. "Book Reivew: Using and Learning Italian in Australia." Forum Italicum: A Journal of Italian Studies 39, no. 1 (March 2005): 273–76. http://dx.doi.org/10.1177/001458580503900124.
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D'Orazzi, Giuseppe. "University Students’ Demotivation in Learning Second Languages." International Journal of Literacy, Culture, and Language Education 1 (December 9, 2020): 28–53. http://dx.doi.org/10.14434/ijlcle.v1i0.31151.
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Prior studies report a tendency of university students in Australia to quit their beginner level second language (L2) courses at an early stage (Martín et al., 2016; Nettelbeck et al., 2007). Demotivational patterns are meta-analyzed to understand what hampers the interest in learning French, German, Italian and Spanish of continuing students, discontinuing students, and quitters over one year of studies at Australian universities. Such a distinction across categories of students is offered in line with Martín et al.’s (2016) research. Demotivators are structured on three levels of analysis drawing on Gruba et al.’s (2016) and The Douglas Fir Group’s (2016) frameworks, which encapsulate three levels of analysis, specifically micro, meso and macro. Findings suggest that beginner L2 students in Australia are demotivated by all three levels of analysis in very dynamic and interchangeable ways. Students were found to concurrently experience very different degrees of demotivation over time.
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Runci, Susannah J., Jennifer R. Redman, and Daniel W. O'Connor. "Language use of older Italian-background persons with dementia in mainstream and ethno-specific residential care." International Psychogeriatrics 17, no. 4 (September 27, 2005): 699–708. http://dx.doi.org/10.1017/s1041610205002309.
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Background: Australia has a growing aging migrant population and rates of dementia in residential care are high. The communication of persons with dementia and limited English language proficiency in residential care is an area that has received little attention in the research literature.Method: Thirty-nine Italian-background older persons with severe dementia residing in either mainstream (n = 20) or Italian-specific (n = 19) aged care facilities were observed and language use was recorded. Medication regime and language proficiency information was obtained.Results: Participants in mainstream facilities engaged in less communication with co-residents and were prescribed daytime benzodiazepines at a higher rate than those in Italian-specific facilities.Conclusions: Older persons in mainstream facilities with dementia and lower levels of English proficiency may benefit from additional language-relevant resources. The finding of higher prescription rate of daytime benzodiazepines requires further investigation.
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Santello, M. "Advertising to Italian English Bilinguals in Australia: Attitudes and Response to Language Selection." Applied Linguistics 36, no. 1 (December 17, 2013): 95–120. http://dx.doi.org/10.1093/applin/amt037.
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Zanardi, Nicoletta. "Cohesion in Italian adult learners’ and native speakers’ compositions." Australian Review of Applied Linguistics 17, no. 2 (January 1, 1994): 22–50. http://dx.doi.org/10.1075/aral.17.2.02zan.
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Abstract This paper presents data from a cross-sectional study of the use of cohesion in Italian texts written by L2 adult learners and by native speakers. Twenty-six free compositions were analysed for cohesion: eighteen by anglophone learners of Italian attending first, second, third and fourth year of Italian at Sydney University, and eight by native speakers of Italian divided in two groups: one of students, who have either done their schooling in Italy or recently arrived in Australia, the other of Italian professionals living in Sydney. More specifically, cohesion was analysed for the three categories of reference, conjunction and lexical cohesion. The objective of the study is twofold: a) to compare learners and native speakers in their use of cohesion, and b) to observe the developmental sequences in the use of cohesion in the six different groups. Examples from the texts are given and a tentative interpretation of the data is presented.
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Newhouse, C. Paul, and Martin Cooper. "Computer-based oral exams in Italian language studies." ReCALL 25, no. 3 (June 26, 2013): 321–39. http://dx.doi.org/10.1017/s0958344013000141.
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AbstractIn this paper we report on one component of a three-year study into the use of digital technologies for summative performance assessment in senior secondary courses in Western Australia. One of the courses was Italian Studies, which had an oral communication outcome externally assessed with an oral performance for which students travelled to a central location and undertook an interview with two assessors. Apart from the logistical difficulties for both students and the organising body, this method did not leave an enduring record of the process, and raised questions about the reliability of the assessment. Over the three years of this study, we tried several approaches to using digital technology to assess oral performance, including a portfolio of sub-tasks leading up to a video-recorded oral presentation, a computer-based exam, a video recorded interview, and an online exam that included oral audio-recordings. For each of the years online marking tools supported two methods of drawing inferences about student performance from the representations: the more traditional analytical method and the comparative pairs method. Rasch analysis of the results of the two methods showed that both were at an acceptable level of reliability. Overall, students and teachers reported that they liked using audiovisual recordings and online performance tasks for revision but not for summative assessment. The study also demonstrated that the scores from externally marked computer-based oral tasks carried out in class time correlated highly with the scores from traditional face-to-face recorded interviews. Therefore, online assessment of oral performance appears to be an equally effective way to facilitate assessment when compared with traditional methods and offers other affordances, such as convenience and access from a variety of locations, as well as providing an enduring record of student performance.
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Muslim, Ahmad Bukhori, and Jillian R. Brown. "NAVIGATING BETWEEN ETHNIC AND RELIGIOUS IDENTITY: HERITAGE LANGUAGE MAINTENANCE AMONG YOUNG AUSTRALIANS OF INDONESIAN ORIGIN." Indonesian Journal of Applied Linguistics 6, no. 1 (July 29, 2016): 145. http://dx.doi.org/10.17509/ijal.v6i1.2747.
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<p>For ethnic minority groups, speaking a heritage language signifies belonging to their country of origin and enriches the dominant culture. The acculturation of major ethnic groups in Australia – Greek, Italian, Chinese, Indian and Vietnamese – has been frequently studied, but a minor one like Indonesian has not. Through semi-structured interviews at various places and observations at cultural events, the study explores the contextual use, meaning and perceived benefits of Bahasa Indonesia (Indonesian language) among Indonesian families and how this practice influences the young participants’ (18-26 years old) identification with Indonesia, the origin country of their parents, and Australia, their current culture of settlement. The findings suggest that Bahasa Indonesia serves as a marker of ethnic and religious identity glued in family socialization. Parents believe that not only does the language signify their Indonesian ethnic identity, but also provides a means for socializing family values, and is beneficial for educational purposes and future career opportunities. However, parents face a dilemma whether to focus on ethnic or religious identity in socializing the use of Bahasa Indonesia. Interestingly, most young participants demonstrate a more global worldview by embracing both Indonesian and Australian values. How religious identity relates to more global worldview should be addressed more comprehensively in future studies.</p>
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Finocchiaro, Carla. "Intergenerational language maintenance of minority groups in Australia in the 1990s: An Italian case study." Journal of Intercultural Studies 16, no. 1-2 (January 1995): 41–54. http://dx.doi.org/10.1080/07256868.1995.9963422.
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de Courcy, Michèle. "Policy Challenges for Bilingual and Immersion Education in Australia: Literacy and Language Choices for Users of Aboriginal Languages, Auslan and Italian." International Journal of Bilingual Education and Bilingualism 8, no. 2-3 (March 15, 2005): 178–87. http://dx.doi.org/10.1080/13670050508668605.
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Carolan-Olah, Mary, and Angie Cassar. "The Experiences of Older Italian Migrants With Type 2 Diabetes: A Qualitative Study." Journal of Transcultural Nursing 29, no. 2 (March 1, 2017): 172–79. http://dx.doi.org/10.1177/1043659617696974.
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Purpose: Older Italian migrants in Australia are a vulnerable group, with high rates of type 2 diabetes and low levels of English language proficiency. The project explored the experience of living with diabetes and factors that facilitated or inhibited access to diabetes services. Method: Focus groups were conducted in Italian with 13 participants with type 2 diabetes, aged 68 to 85 years. Results: Findings indicate five main themes, including (a) the value of health, (b) the impact of diabetes, (c) making changes, (d) managing diabetes, and (e) access to information and services. Conclusion: The social context of food, presented the greatest impediment to successful diabetes self-management for this group of older Italian migrants. Participants identified a need for greater community engagement and education. Implications for Practice: A need for greater access to interpreters and information in Italian was identified. Counselling services may be necessary for this group.
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J. N. Drummond, Murray, Tom A. Laws, and Jelena Poljak-Fligic. "Knowledge of and Attitudes towards Prostate Cancer among Italo-Australian Men." Australian Journal of Primary Health 7, no. 3 (2001): 9. http://dx.doi.org/10.1071/py01040.
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Information surrounding the treatment of prostate cancer is not clearly defined by medical science. Consequently, health professionals are divided with respect to the most appropriate method of screening and detection. The assumption that if health professionals are not clear, what are the perceptions of Australian males in terms of prostate cancer detection and treatment options? Further, what does it mean to men from non-Australian cultures with language and cultural barriers impacting on choices and decisions relating to health? (Laws et al., 2000). This paper provides insight into the lives of 20 Italo-Australian men. It attempts to draw on their perceptions and understandings of prostate cancer and prostate cancer awareness from their unique perspectives. It will highlight some of the significant issues with respect to being an Italian born man living in Australia and how this impacts on health issues, and specifically prostate cancer awareness. The intention of this paper is to provide in-depth qualitative data to emphasise Italo-Australian men?s health perspectives and experiences.
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Merlini, Raffaela, and Roberta Favaron. "Examining the “voice of interpreting” in speech pathology." Interpreting. International Journal of Research and Practice in Interpreting 7, no. 2 (November 9, 2005): 263–302. http://dx.doi.org/10.1075/intp.7.2.07mer.
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This paper investigates professional interpreting practice in the setting of speech pathology through a multifaceted analysis of the transcripts of three recorded sessions involving first-generation Italian-speaking immigrants to Australia and English-speaking healthcare professionals working in Melbourne. Applying Mishler’s notion of “voice” to the context of interpreter-mediated communication and focusing on a selection of linguistic features — ranging from turn-taking and topic development to the interpreter’s choice of footing, departures from the primary speakers’ utterances, and use of prosodic resources — the discussion identifies the voice that interpreters, as third participants in the interaction, choose to adopt between the “voice of medicine” and the “voice of the lifeworld”. The study is of a qualitative nature, although a general indication of the frequency of certain features is supplied, and interpreting conduct is described rather than prescribed. The reporting and interpretation of findings are, however, informed by and reflect issues of value revolving around the concept of “humane medical care”.
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De Toni, Francesco. "Expressing friendship in letters: Conventionality and sincerity in the multilingual correspondence of nineteenth-century Catholic churchmen." Multilingua 39, no. 1 (January 28, 2020): 33–58. http://dx.doi.org/10.1515/multi-2018-0133.
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AbstractThe relationship between the polite and conventional nature of friendly language and the sincerity of the writer’s feelings is a central topic in linguistic and historical research on friendship in epistolary communication. This relationship can be understood in the context of the emotional values and conventionalised emotional practices that characterise the writer’s emotional community.The language of friendship has a significant role in the history of letter writing in religious communities. However, epistolary and emotional practices among religious groups in the modern era remain a rather unexplored filed of research. In this regard, the nineteenth century is of particular interest, as it saw the consolidation of sincerity as a central notion in European standards of letter writing.Bringing together historical pragmatics and the history of emotions, this paper describes the forms and functions of sincerity in the negotiation of friendships between nineteenth-century Catholic churchmen. The article analyses a corpus of letters in Italian and Spanish from the multilingual correspondence of European Benedictine missionaries in Australia between the 1850s and the 1890s. The results of the analysis show that sincerity and emotional self-disclosure, while dependent on the pragmatic conventions of letter writing, belonged to cross-linguistic cultural scripts typical of religious communities.
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Fuller, Jeff. "Community Expectations of Ethnic Health Workers: Implications for Best Practice." Australian Journal of Primary Health 2, no. 1 (1996): 61. http://dx.doi.org/10.1071/py96008.
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The manner in which people from non-English speaking background (NESB) communities seek health services in Australia is not well understood. Hence, best practices in immigrant health service delivery are not well articulated. This paper is a report of a study that explored what members of ethnic communities want from ethnic health workers. Interviews and focus group discussions were held with key informants and members of the Cambodian, Greek, Italian, Vietnamese and Chinese communities in Adelaide. The main themes identified from the research data were: the understanding of the role of the ethnic health worker; important attributes of an ethnic health worker; and the length of time an ethnic health worker is needed in a community. Participants reported that ethnic health workers were expected to help out with a broad range of problems, but were needed principally to mediate between clients and the bureaucracy for health and other matters. A client's ability to communicate with the ethnic health worker and to develop a trusting relationship determined how the ethnic health worker was used. Practical matters related to settlement in Australia set the priority for assistance in the early stages of residence. although ongoing language differences created a demand for special assistance even after 20-40 years. Implications for best practice are discussed, and the paper concludes with suggestions for changes to improve how health services are provided.
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Smith, Paul Julian. "Screenings." Film Quarterly 71, no. 3 (2018): 72–76. http://dx.doi.org/10.1525/fq.2018.71.3.72.
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Italian television scholar Milly Buonanno has often complained that, in this second Golden Age of TV, academic attention is focused almost exclusively on the United States. Even in a country like Spain, newspapers dutifully recap each episode of American premium-cable and streaming-service series while ignoring their own local productions. Hence, the importance of Buonanno's new collection Television Antiheroines: Women Behaving Badly in Crime and Prison Drama, which tracks its female figures on screens from Italy and France to Australia and Brazil. Smith examines two prominent Spanish language TV shows featuring women in prison and concludes that Buonanno's invaluable book shows it is no longer necessary to ask where the female Tony Sopranos or Walter Whites may be. And, thanks to the compelling examples of Capadocia (HBO Latin America, 2008–12) and Spain's Vis a vis (Antena 3/Fox, 2015–), it is now clear that difficult women can speak Spanish as well as English on global TV screens, even as they are confined within them to the smallest of prison cells.
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Bettoni, Camilla. "Language Loss Among Italians in Australia." Dimensions of Language Attrition 83-84 (January 1, 1989): 37–50. http://dx.doi.org/10.1075/itl.83-84.04bet.
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Menning, Carol Bresnahan. "Alison Brown. The Medici in Florence: The Exercise and Language of Power. (The University of Western Australia Italian Medieval and Renaissance Studies, 3.) Florence: Leo S. Olschki Editore, and Perth: University of Western Australia Press, 1992. xiii + 356 pp. L 75,000." Renaissance Quarterly 48, no. 2 (1995): 367–69. http://dx.doi.org/10.2307/2863071.
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Mitchell, Tony. "Doppio: a Trilingual Touring Theatre for Australia." New Theatre Quarterly 8, no. 29 (February 1992): 70–75. http://dx.doi.org/10.1017/s0266464x00006333.
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Doppio is a theatre company which uses three languages – English, Italian, and a synthetic migrant dialect it calls ‘Emigrante’ – to explore the conditions of the large community of Italian migrants in Australia. It works, too, in three different kinds of theatrical territory, all with an increasingly feminist slant – those of multicultural theatrein-education; of community theatre based in the Italian clubs of South Australia; and of documentary theatre, exploring the roots and the past of a previously marginalized social group. The company's work was seen in 1990 at the Leeds Festival of Youth Theatre, but its appeal is fast increasing beyond the confines of specialisms, ethnic or theatric, and being recognized in the ‘mainstream’ of Australian theatrical activity. Tony Mitchell – a regular contributor to NTQ, notably on the work of Dario Fo – who presently teaches in the Department of Theatre Studies in the University of Technology in Sydney, here provides an analytical introduction to the company's work, and follows this with an interview with one of its directors and co-founders, Teresa Crea.
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Palmieri, Cristiana. "Belonging, idealized self and wellbeing." Australian Review of Applied Linguistics 40, no. 2 (December 1, 2017): 176–93. http://dx.doi.org/10.1075/aral.40.2.06pal.
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Abstract This paper presents the findings from a study that examines the motivations of adult Australians of non-Italian origin to learn Italian in continuing education contexts in Sydney. The study embraces a view of motivation as a multifaceted phenomenon that is produced in a social environment through the interaction between the second language learners and the context in which they operate. The findings reveal that in the Australian multicultural context, the motivation to learn Italian is influenced by a process of negotiation of identity, triggered by both the presence of a well-established Italian migrant community, and the exposure to Italian cultural elements. Thus, the ‘investment’ of students in learning Italian may be generated by the desire to acquire some forms of symbolic capital rather than material resources, as in the case of other more ‘global’ languages (e.g., English). The willingness to invest in the acquisition of elements of symbolic capital indicates learners’ desire to achieve goals related to self-growth and identity development, which in turn generates greater gains in wellbeing. Interviews with the participants also reveal that intrinsic factors, such as affiliation (with the target language speaking community, as well as with the community of learners in Sydney), and self-realization (correspondence with the ideal self-image of a competent language speaker), are key motivators for this group of students. The desire to belong to a community, of either speakers of Italian or like-minded people involved in the same learning trajectory, highlights the importance of cultivating meaningful relationships to increase individuals’ wellbeing and to nurture a sense of attachment and affiliation.
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Willoughby, Louisa, Marisa Cordella, Simon Musgrave, and Julie Bradshaw. "Triadic medical interaction with a bilingual doctor." Communication and Medicine 15, no. 2 (March 14, 2020): 222–32. http://dx.doi.org/10.1558/cam.31956.
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While studies of interpreted medical interactions are common, there is relatively little research on bilingual doctors who choose to consult in the migrant patients’ first language. This paper presents a case study of one such language concordant consultation conducted in Italian in the outpatients’ clinic of an Australian hospital, a triadic encounter where the patient was accompanied by her Italian-speaking daughter. In this consultation English medical terms were sometimes introduced but Italian was the main language of the consultation. The communication between all parties was notably very smooth and we reflect on reasons for this. These include the commitment of all parties to using Italian and the proactive role played by the patient’s Italian-speaking daughter in supporting and occasionally challenging her mother’s account of affairs. We conclude by reflecting on issues that bilingual doctors need to be aware of before undertaking to consult in more than one language.
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Holmes, George. "The Medici in Florence. The exercise and language of power. By Alison Brown. (Italian Medieval and Renaissance Studies, 3.) Pp. xiii + 356. Florence: Olschki/Perth: University of Western Australia Press, 1992. L. 75,000. 88 22 3959 8." Journal of Ecclesiastical History 45, no. 3 (July 1994): 545. http://dx.doi.org/10.1017/s0022046900017541.
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Elder, Cathie, Jane Warren, John Hajek, Diane Manwaring, and Alan Davies. "Metalinguistic knowledge." Australian Review of Applied Linguistics 22, no. 1 (January 1, 1999): 81–95. http://dx.doi.org/10.1075/aral.22.1.04eld.
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Abstract This paper reports on a project (funded by a small Australian Research Council grant) investigating levels of metalinguistic knowledge of English and other languages amongst first-year undergraduate learners of French, Chinese and Italian and the relationship between this knowledge and success in studying a language at university. The study is a partial replication of research undertaken by Alderson, Clapham and Steel (1977) in relation to learners studying French at a number of British universities. The findings offer no support for the widely-held view that there is a strong connection between learners’ knowledge about language and their success in foreign language study. Results show that, while undergraduate language learners have serious lacunae in their knowledge about language, those who have studied a language other than English (LOTE) at school do better on some measures of metalinguistic knowledge than those who are beginning language study from scratch. However, the results also show that for all three languages there is a weak relationship between metalinguistic knowledge and second language ability. The study points to areas of further research, including a more detailed examination of the relationship between metalinguistic awareness in L1 and L2 and an investigation of those areas of grammar that may be more amenable to explicit grammar teaching.
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Fratti, Sara, Stephen C. Bowden, and Olimpia Pino. "Diagnostic memory assessment in Italian-born Australians." International Psychogeriatrics 23, no. 7 (March 22, 2011): 1133–43. http://dx.doi.org/10.1017/s1041610211000305.
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ABSTRACTBackground:In many English-speaking countries neuropsychological assessment of non-English speakers is often performed in English or through an interpreter. Relying on interpreters often involves unstandardized and ad hoc translations of tests which may limit valid assessment.Methods:In a sample of 75 Italian-born elderly Australians from the general community (48 women and 27 men, aged 56–90 years) we administered standardized and normed psychological tests in both English (WMS-III, WAIS-III, BNT, Schonell Graded Word Reading Test) and Italian (Milan Overall Dementia Assessment, MODA). We examined the hypothesis that long-term retrieval ability assessed in English is primarily influenced by cognitive abilities assessed in Italian and by English language competence.Results:Regression analysis showed that the strongest predictor of long-term retrieval in English was long-term retrieval in Italian (R2= 0.229, F(72) = 29.12, p<0.01). After inclusion of an estimate of general cognitive ability in Italian, English language competence failed to add significantly to variance explained in memory tested in English (p > 0.05).Conclusions:Results of the present study support the view that long-term retrieval memory is not significantly affected by second language proficiency after control of cognitive ability assessed in Italian. As a consequence, if an Italian-born elder Australian with English as a second language scores poorly on a diagnostic memory test, this result may be due to cognitive impairment rather than language issues. If, instead, we attribute poor performance to language competence, an increased risk of false negative diagnosis may arise.
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Rubino, Antonia, and Camilla Bettoni. "The use of English among Italo-Australians in Sydney." Australian Review of Applied Linguistics 14, no. 1 (January 1, 1991): 59–89. http://dx.doi.org/10.1075/aral.14.1.04rub.
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Abstract This article presents the first results of a research project which investigates patterns of language use in the Italo-Australian community in Sydney. All three languages spoken by the majority of Italo-Australians are taken into account: Italian, dialect and English. This article focusses on English. Use of English by 202 subjects (of different generations, Italian regions, age groups and socioeconomic backgrounds) is explored in 46 situations in four domains (family, friendship, work/school and transactions), taking into account congruent and incongruent situations with regard to three main factors: interlocutor, topic of conversation and place where it takes place. The data show a widespread shift to English which starts among younger subjects of the first generation and increases dramatically among the second generation. Furthermore, use of English by Italo-Australians depends more on personal characteristics of speakers and addressees (such as age and generation) than on topic or place of conversation.
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Tsukada, Kimiko, Felicity Cox, John Hajek, and Yukari Hirata. "Non-native Japanese learners’ perception of consonant length in Japanese and Italian." Second Language Research 34, no. 2 (August 12, 2017): 179–200. http://dx.doi.org/10.1177/0267658317719494.
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Learners of a foreign language (FL) typically have to learn to process sounds that do not exist in their first language (L1). As this is known to be difficult for adults, in particular, it is important for FL pedagogy to be informed by phonetic research. This study examined the role of FL learners’ previous linguistic experience in the processing of a contrast absent in the L1. The FLs under investigation are Japanese and Italian, which both use contrastive consonant length. Two groups of non-native Japanese (NNJ) learners – L1 Australian English (OZ) and L1 Korean – participated in the consonant length identification task. Neither OZ nor Korean has an underlying consonant length contrast, but Korean has non-contrastive lengthening of tense obstruents with corresponding shorter preceding vowels, which may be beneficial in perceiving consonant length in an FL. We have taken a novel, two-stage approach. First, we compared the perception of Japanese long/geminate and short/singleton consonants by the two groups of NNJ learners. Second, we investigated whether FL Japanese learning by the two groups transfers to the processing of consonant length in an unknown language, Italian. Native speakers of Japanese (NJ) and Italian (NI) were included as controls. They were familiar with contrastive consonant length in their L1, but were naïve to the other language. The NJ and NI groups accurately identified the consonant length category in their L1 but were slightly less accurate in the unknown language. The two NNJ groups were generally accurate (> 80%) in perceiving consonant length not only in Japanese, but also in Italian. However, the direction of NNJ learners’ misperception (i.e. singleton as geminate or geminate as singleton) varied, suggesting that some learners, according to their L1, may categorize length in Japanese and Italian differently rather than uniformly applying the concept of [±long].
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LARRAZA, SAIOA, and CATHERINE T. BEST. "Differences in phonetic-to-lexical perceptual mapping of L1 and L2 regional accents." Bilingualism: Language and Cognition 21, no. 4 (July 19, 2017): 805–25. http://dx.doi.org/10.1017/s1366728917000323.
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This study investigates how second language (L2) listeners match an unexpected accented form to their stored form of a word. The phonetic-to-lexical mapping for L2 as compared to L1 regional varieties was examined with early and late Italian-L2 speakers who were all L1-Australian English speakers. AXB discrimination and lexical decision tasks were conducted in both languages, using unfamiliar regional accents that minimize (near-merge) consonant contrasts maintained in their own L1-L2 accents. Results reveal that in the L2, early bilinguals’ recognition of accented variants depended on their discrimination capacity. Late bilinguals, for whom the accented variants were not represented in their L2 lexicon, instead mapped standard and accented exemplars to the same lexical representations (i.e., dual mapping: Samuel & Larraza, 2015). By comparison, both groups showed the same broad accommodation to L1 accented variants. Results suggest qualitatively different yet similarly effective phonetic-to-lexical mapping strategies both for L2 versus L1 regional accents.
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Runci, Susannah J., Barbara J. Eppingstall, and Daniel W. O'Connor. "A comparison of verbal communication and psychiatric medication use by Greek and Italian residents with dementia in Australian ethno-specific and mainstream aged care facilities." International Psychogeriatrics 24, no. 5 (December 5, 2011): 733–41. http://dx.doi.org/10.1017/s1041610211002134.
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ABSTRACTBackground: Older migrants with dementia and limited English language proficiency in residential care may have unmet needs for social interaction. This project compared verbal communication and prescribed psychiatric medication of Greek and Italian residents with dementia in ethno-specific and mainstream residential care.Methods: Participants were 82 older Australians of Greek or Italian background who had been diagnosed with dementia and were residing in mainstream or ethno-specific care. Residents were observed and their language use was recorded. An assessment of cognitive impairment was conducted. A structured interview was held with a family member and a staff member.Results: The observed rate of resident-to-resident communication was higher in the ethno-specific facilities. Staff-to-resident interaction rate did not differ between the facility types. Residents in ethno-specific care were prescribed antipsychotics at a significantly lower rate.Conclusions: Residents with dementia and limited English language proficiency in mainstream care would benefit from greater opportunities to interact with peers in their own language. Prescribed medication should be monitored to ensure that these residents are not misinterpreted as “disruptive,” or are not actually more agitated due to difficulty in communicating their needs.
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Tudini, Vincenza, and Antonella Strambi. "“Siamo vicini, no?”." Australian Review of Applied Linguistics 40, no. 2 (December 1, 2017): 194–211. http://dx.doi.org/10.1075/aral.40.2.07tud.
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Abstract Focusing specifically on the negotiation of commonality, this study explores rapport building (Spencer-Oatey, 2000) in online intercultural text chat, where Australian students of Italian interact with L1 Italian speakers. Although the initial purpose of the examined chat exchanges is to facilitate L2 acquisition, analysis of transcripts indicates that participants also seek to establish affiliation and friendship, through discussion of shared experiences, preferred leisure activities, and personal likings. Such orientation to like-mindedness and commonality can be an implicit concern in their interactions, as well as an explicit mentionable in their talk. Participants also successfully engage in complex face-saving and rapport maintenance strategies where there is potential for disagreement. Overall, the data suggest that identified rapport-building language and behaviors promote the establishment of positive relationships, as a key component of online intercultural text chat. Thus, from a pedagogical viewpoint, these interactions appear beneficial both for L2 learning and student wellbeing. The study concludes with suggestions for the integration of similar tasks into language programs.
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Rubina, Antonia. "The discourse of history." Genre and Systemic Functional Studies 6 (January 1, 1989): 70–108. http://dx.doi.org/10.1075/aralss.6.04rub.
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This paper analyzes two texts taken from an Australian and an Italian history textbook, using the systemic-functional model of language developed by Halliday, Martin and others. The analysis highlights fundamental differences in the way the discourse of history is realized in each text, both in terms of register and genre. It is argued that such a diversity can be explained with different expectations in each country not only towards the role of history as a subject, but also towards the role of education in general. It is suggested that, in the current debate about education reforms, the Australian educational system could look at other educational systems beyond the Anglo-American model.
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CARUSO, MARINELLA, and NICOLA FRASCHINI. "A Q Methodology Study Into Vision of Italian L2 University Students: An Australian Perspective." Modern Language Journal 105, no. 2 (June 2021): 552–68. http://dx.doi.org/10.1111/modl.12713.
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Kennedy, Claire, and Mike Levy. "L'italiano al telefonino: Using SMS to support beginners' language learning." ReCALL 20, no. 3 (August 21, 2008): 315–30. http://dx.doi.org/10.1017/s0958344008000530.
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AbstractThis article discusses an experiment in sending regular Short Message Service (SMS) messages to support language learning, and vocabulary learning in particular, at beginners' level in Italian at an Australian university. The approach we took built on the initiatives of Thornton and Houser (2005) and Dias (2002b), and was informed by the results of an earlier trial we had conducted with students at high-intermediate level (Levy & Kennedy, 2005). In testing the possibilities for using mobile phones for language learning purposes, we were especially interested in investigating the acceptability of a ‘push’ mode of operation, in which the scheduling of messages is determined by the teachers. While the students appreciated the experience overall, and found the message content often useful or enjoyable, there was a wide range of views on the frequency of messages acceptable. We are therefore planning the further integration of messaging into the course around a flexible arrangement involving options for high or low frequency of pushed messages, as well as messages available on request – in ‘pull’ mode.
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Zanoletti, Margherita. "Translating an Imagetext: Verbal and Visual Self-Representation in Brett Whiteley’s Interior, Lavender Bay (1976)." TTR 26, no. 1 (June 22, 2016): 195–220. http://dx.doi.org/10.7202/1036955ar.
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This paper explores the relationship between the words and images in the drawing Interior, Lavender Bay by the Australian artist Brett Whiteley (1939-1992). This artwork combines the depiction of the artist’s home with a written element composed of the title, date, artist’s monogram, and a brief inscription. By examining Whiteley’s use of words and images in this drawing, the verbal/visual synergy that underpins his language is emphasized as a key aspect of his communicative appeal. The interpretive lens used in order to analyze Interior, Lavender Bay is interlingual translation. Translating Whiteley’s words from English into Italian allows not only to decipher the literal meaning and comprehend the symbolic function of his words, but also to highlight the relation between art and language. From this perspective, drawing on W. J. T. Mitchell’s Picture Theory (1994), the paper aims to discuss the functioning of images and the way in which interlingual translation might bring out latent connections in the source, opening a window on the interdisciplinary encounter between creative processes in the visual art and translation theory and practice.
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Messora, Noemi, and A. Fiorato. "L'insegnamento della lingua italiana all' estero: Francia, Gran Bretagna, Germania, Spagna, Canada, Stati Uniti, Argentina, Brasile, Australia." Modern Language Review 88, no. 4 (October 1993): 1003. http://dx.doi.org/10.2307/3734495.
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Westra, Haijo. "University of Calgary." Florilegium 20, no. 1 (January 2003): 56–58. http://dx.doi.org/10.3138/flor.20.014.
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Medieval Studies at the University of Calgary is a field spread out over several faculties, specifically Humanities, Social Sciences, Arts, and Communication and Culture. There is one multidisciplinary program that draws on courses offered by most of these faculties, a Minor in Medieval, Renaissance and Reformation Studies, with an anchor course in Humanities. Since students do not have to declare a Minor, enrolments are modest. There is no interdisciplinary M.A., but efforts are under way to fit such a program into a generic interdisciplinary M.A.. There are, however, significant opportunities for studying the medieval period and for writing an Honours, M.A. and (the odd) Ph.D. thesis within the traditional disciplines. Moreover, several graduates, especially from History and English, have pursued advanced degrees in Canada (Toronto), the U.S. (Notre Dame, Santa Barbara) and Britain (Oxford). Precisely because it is not a regular discipline, Medieval Studies has not been affected by systemic cutbacks. In addition to the specialists on hand, there have been recent appointments in this area in several departments, but that departmental presence and strength usually depends on just one person. Outside this structure, there is a flourishing Philology Research Group with an impressive range of activities. It was initiated by Ken Brown (French, Italian and Spanish Languages) four years ago and has been successful in attracting funding from the Faculty of Humanities, the university, and SSHRC. Its focus has been on textual editing, including text-encoding, palaeography, codicology and printing, with scholars from the U.S., Europe and Australia teaching workshops in their specialties. The Group has a community outreach program involving high school students, funded by the Delmas Foundation, and publishes its own series of occasional papers. Most recently, a beginning has been made in establishing a Medieval and Renaissance Cultural Studies Research Group with gender as its focus.
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Deshpande, Sohan, Monica Turner, Michael Byrnes, Christopher Pelligra, Amy Rines-MacEachern, Madhura Chitnis, Austin Kulasekararaj, Derek Tang, Jessica Morison, and Esther Natalie Oliva. "A Systematic Literature Review on the Burden of Illness in Lower-Risk Transfusion-Dependent Myelodysplastic Syndromes." Blood 134, Supplement_1 (November 13, 2019): 5838. http://dx.doi.org/10.1182/blood-2019-124300.
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Introduction: Anemia occurs in 80-90% of patients with myelodysplastic syndromes (MDS), nearly half of whom are red blood cell (RBC) transfusion dependent (TD) at diagnosis. The presence of anemia, transfusion dependency, and the resulting complications exacerbate the burden of MDS. Patients with lower-risk MDS have longer overall survival (OS) than patients with higher-risk MDS; however, TD status and higher transfusion load significantly reduce OS. Treatment of lower-risk TD MDS aims to achieve RBC transfusion independence (TI), hematologic improvements and alterations in erythroid response according to IWG 2006 criteria, and improved health-related quality of life (HRQoL). To evaluate these points, we performed a systematic literature review (SLR) to assess the burden experienced by adult patients with RBC TD anemia in lower-risk MDS. Methods: Embase®, MEDLINE®, and the Cochrane Library were systematically searched from inception to March 2019 to identify observational studies reporting on the HRQoL, clinical, and epidemiological burden as well as treatment patterns for adult patients with lower-risk MDS who were RBC TD. Conference proceedings from the last 2 years were searched to identify recent data not yet published as a full text article. Only English language articles and conference abstracts were included. References were screened at the title/abstract and full-text levels by 2 independent reviewers, with methodology following Cochrane guidelines. Results: Database searches yielded 1,175 records. After removing duplicates, 837 abstracts were reviewed, with 152 publications progressing to full-text review. Ten studies met the eligibility criteria. Two additional records were identified from hand searching (Figure). Many studies reported on mixed MDS patient populations, where only a subset were lower-risk and TD, limiting the amount of data available. Nine studies were from the USA or EU5 (France Germany, Italy, Spain, United Kingdom) as well as 1 international study encompassing Europe, the USA, and Australia. The majority of studies defined risk status using the International Prognostic Scoring System (IPSS) risk score, with only 1 study reporting both IPSS and Revised-IPSS (IPSS-R) score. Where reported, patients were mostly older (mean age > 70 years). Burden data were sparse, with few outcomes reported across multiple studies (Table). One study from Italy (mean age 72 years) reporting EuroQoL 5-dimension Visual Analogue Scale data indicated that patients with TD MDS had worse scores (53.0) compared with patients aged 65-74 years in the general Italian population (67.8). Clinical data indicated a variable OS rate across studies conducted in Spain and France, as well as in the 1 international study, with a 2-year OS rate of 73.2% and 4-year OS rates ranging from 27.6% to 73%. The data consistently reported that patients with TD MDS had shorter OS than patients with TI MDS. Differences in timepoints for assessment, types of treatments, and RBC transfusion load increased the variation in OS data. TI was defined as a transfusion-free period of ≥ 56 days, or 8 weeks, in most studies. Median time to reach TI (when reported) ranged from 32-97 weeks, although the prolonged length of time it took to reach TI and the proportion of patients achieving TI indicated an extensive time on treatment. Similar conclusions were drawn in 3 studies that compared OS in patients who became TI with those who remained TD. Epidemiology data were limited to mortality data, and no data were available on morbidity, incidence, or prevalence of disease. Mortality data provided an incomplete picture; deaths were reported as overall mortality or non-leukemic deaths, obscuring mortality rates specifically associated with lower-risk TD MDS. Treatment patterns were reported in 3 studies; erythropoiesis-stimulating agents and hypomethylating agents were the most common treatments reported. Conclusions: Data on the burden of illness in patients with lower-risk MDS with TD anemia were limited and reported inconsistently across studies. Despite this heterogeneity, HRQoL outcomes had a trend toward worse scores in patients with TD MDS than in the general population. OS rate at 2 and 4 years indicated worse prognosis in patients with TD MDS compared with the general population. To better understand the burden of illness, further robust observational studies are needed to close the evidence gaps in this population. Disclosures Deshpande: Evidera: Employment; Celgene Corporation: Consultancy. Turner:Evidera: Employment; Celgene Corporation: Consultancy. Byrnes:Evidera: Employment. Pelligra:Celgene Corporation: Research Funding; Evidera: Employment. Rines-MacEachern:Evidera: Employment. Chitnis:Celgene Corporation: Consultancy; Evidera: Employment. Kulasekararaj:Celgene Corporation: Consultancy, Honoraria, Membership on an entity's Board of Directors or advisory committees, Speakers Bureau; Alexion: Consultancy, Honoraria, Membership on an entity's Board of Directors or advisory committees, Speakers Bureau; Amgen: Honoraria, Membership on an entity's Board of Directors or advisory committees; Achilleon: Consultancy; Novartis: Consultancy, Honoraria, Membership on an entity's Board of Directors or advisory committees, Speakers Bureau; Ra Pharma: Honoraria, Membership on an entity's Board of Directors or advisory committees; Akari Therapeutics: Consultancy. Tang:Celgene Corporation: Employment, Equity Ownership. Morison:Celgene Corporation: Employment. Oliva:Apellis: Consultancy; Celgene Corporation: Consultancy, Honoraria, Speakers Bureau; Novartis: Consultancy, Speakers Bureau.
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Cellauro, Louis, and Gilbert Richaud. "François Cointereaux’s École d’ Architecture Rurale (1790-91) and its Influence in Europe and the Colonies." Architectural History 49 (2006): 129–48. http://dx.doi.org/10.1017/s0066622x00002732.
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This article continues from our previous article on François Cointereaux, published in this journal last year. The aim of this second article is to cast light on the dissemination of the technique of pisé, as perfected by this French agriculturalist and architect, in Europe and its colonies. Although Cointereaux is considered today a minor eighteenth-century architect, the fascicles (cahiers) of his École d’Architecture Rurale were translated shortly after their publication in Paris in 1790–91 into six languages (German, Russian, Danish, English, Finnish, and Italian); these in turn attracted the interest of major architects such as Henry Holland (1745-1806) in England, David Gilly (1748-1808) in Germany, and Nicolai L’vov (1751-1803) in Russia, who founded a school of earth construction in Tiukhili near Moscow based on those of Cointereaux in Paris. Through his publications, Cointereaux generated, at the end of the eighteenth century, an almost universal interest in this vernacular material that was both cheap and abundant. His influence outside France was indeed significant, especially in Europe, where many leading architects used pisé for rural and residential buildings. The sudden interest in this vernacular technique, coinciding with the neo-classical age in revolutionary France and in Europe, might seem surprising. Doubtless this success can largely be explained by a desire to revive rural architecture, as well as by the cheap price of the material and its incombustibility. Although we have no means of assessing the number of pupils who attended Cointereaux’s schools, we do know that there were many visitors, notably foreign ones. In the period 1790–95, they were attracted by the novelty of the material and by his demonstrations of its application; this facilitated the wider dissemination of pisé architecture in Europe, North America and Australasia in 1795–1840.
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"Language testing." Language Teaching 36, no. 3 (July 2003): 220–21. http://dx.doi.org/10.1017/s0261444803241951.
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03–514 Berge, Kjell Lars (U. of Oslo, Finland). Hidden norms in assessment of students’ exam essays in Norwegian Upper Secondary Schools. Written Communication (Thousand Oaks, CA, USA), 19, 4 (2002), 458–492.03–515 Brown A. (The University of Melbourne, Australia). Interviewer variation and the co-construction of speaking proficiency. Language Testing (London, UK), 20, 1 (2003), 1–25.03–516 Chiari, Isabella (La Sapienza University, Rome, Italy). La procedura cloze, la ridondanza e la valutazione della competenza della lingua italiana. [The cloze procedure, redundancy and the assessment of Italian language proficiency.] Italica, 79, 4 (2002), 525–540.03–517 Coniam, David (Chinese U. of Hong Kong; Email: coniam@cuhk.edu.hk). Perceptions of a multimedia syllabus: making the demands of a performance test more accessible. System (Oxford, UK), 31, 1 (2003), 55–70.03–518 Jenkins, Susan and Parra, Isabel (Saint Michael's College, USA; Email: sjenkins@smcvt.edu). Multiple layers of meaning in an oral proficiency test: the complementary roles of nonverbal, paralinguistic, and verbal behaviours in assessment decisions. The Modern Language Journal (Malden, MA, USA), 87, 1 (2003), 90–107.03–519 Phakiti A. (The University of Melbourne, Australia). A closer look at the relationship of cognitive and metacognitive strategy use to EFL reading achievement test performance. Language Testing (London, UK), 20, 1 (2003), 26–56.
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"Language teaching." Language Teaching 40, no. 3 (June 20, 2007): 251–56. http://dx.doi.org/10.1017/s0261444807004375.
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07–377Bamiro, Edmund (Adekunle Ajasin U, Nigeria; eddiebamiro@yahoo.com), Nativization strategies: Nigerianisms at the intersection of ideology and gender in Achebe's fiction. World Englishes (Blackwell) 25.3 & 4 (2006), 315–328.07–378Bowers, Anthony (Ningbo U Technology, China), Presentation of an Australian–Chinese joint venture program in China. EA Journal (English Australia) 23.1 (2006), 24–34.07–379Chang, Junyue (Dalian U, China; junyuechang@yahoo.com), Globalization and English in Chinese higher education. World Englishes (Blackwell) 25.3 & 4 (2006), 513–525.07–380Deterding, David (Nanyang Technological U, Singapore; david.deterding@nie.edu.sg) & Andy Kirkpatrick, Emerging South-East Asian Englishes and intelligibility. World Englishes (Blackwell) 25.3 & 4 (2006), 391–409.07–381Erling, Elizabeth J. (Freie U Berlin, Germany; berling@zedat.fu-berlin.de) & Suzanne K. Hilgendorf, Language policies in the context of German higher education. Language Policy (Springer) 5.3 (2006), 267–293.07–382Glew, Paul J. (U Western Sydney, Australia; aul.glew@coverdale.nsw.edu.au), A perspective on ELICOS in an independent school. EA Journal (English Australia) 23.1 (2006), 14–23.07–383Hammond, Jennifer (U Technology, Sydney, Australia), High challenge, high support: Integrating language and content instruction for diverse learners in an English literature classroom. Journal of English for Academic Purposes (Elsevier) 5.4 (2006), 269–283.07–384Hyland, Ken (U London, UK; k.hyland@ioe.ac.uk) & Eri Anan, Teachers' perceptions of error: The effects of first language and experience. System (Elsevier) 34.4 (2006), 509–519.07–385Jeon, Mihyon (York U, Canada) & Jiyoon LeeHiring native-speaking English teachers in East Asian countries. English Today (Cambridge University Press) 22.4 (2006), 44–52.07–386Kato, Mie (Yoshiki Senior High School, Japan), Corrective feedback in oral communication classes at a Japanese senior high school. The Language Teacher (Japan Association for Language Teaching) 31.3 (2007), 3–8.07–387Kawai, Yuko (Tokai U, Japan), Japanese nationalism and the global spread of English: An analysis of Japanese governmental and public discourses on English. Language and International Communication (Multilingual Matters) 7.1 (2007), 37–55.07–388Leshem, Shosh (Oranim Academic College of Education, Israel) & Vernon Trafford (Anglia Ruskin U, UK), Unravelling cultural dynamics in TEFL: Culture tapestries in three Israeli schools. Teachers and Teaching: Theory and Practice (Taylor & Francis) 12.6 (2006), 639–656.07–389Labbo, Linda D. (U Georgia, USA), Literacy pedagogy and computer technologies: Toward solving the puzzle of current and future classroom practices. Australian Journal of Language and Literacy (Australian Literacy Educators' Association) 29.3 (2006), 199–209.07–390Nault, Derrick (Jeonju U, South Korea), Going global: Rethinking culture teaching in ELT contexts. Language, Culture and Curriculum (Multilingual Matters) 19.3 (2006), 314–328.07–391Nero, Shondel (St John's U, USA; neros@stjohns.edu), Language, identity, and education of Caribbean English speakers. World Englishes (Blackwell) 25.3 & 4 (2006), 501–511.07–392Ouafeu, Yves Talla Sando (U Freiburg im Breigau, Germany; sandoyves@yahoo.com), Listing intonation in Cameroon English speech. World Englishes (Blackwell) 25.3 & 4 (2006), 491–500.07–393Rodgers, Daryl M. (U Illinois, USA; dmrodger@uiuc.edu), Developing content and form: Encouraging evidence from Italian content-based instruction. The Modern Language Journal (Blackwell) 90.3 (2006), 373–386.07–394Schleppegrell, Mary & Luciana C. de Oliveira (U Michigan, USA), An integrated language and content approach for history teachers. Journal of English for Academic Purposes (Elsevier) 5.4 (2006), 254–268.07–395Starkey, Hugh (U London Institute of Education, UK), Language education, identities and citizenship: Developing cosmopolitan perspectives. Language and International Communication (Multilingual Matters) 7.1 (2007), 56–71.07–396Takimoto, Masahiro (Tezukayama U, Japan; takimoto@tezukayama-u.ac.jp), The effects of explicit feedback and form–meaning processing on the development of pragmatic proficiency in consciousness-raising tasks. System (Elsevier) 34.4 (2006), 601–614.07–397Üstünlüoglu, Evrim (Izmir U of Economics, Turkey), University students' perceptions of native and non-native teachers. Teachers and Teaching: Theory and Practice (Taylor & Francis) 13.1 (2007), 63–79.
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"Language teaching." Language Teaching 40, no. 2 (March 7, 2007): 135–41. http://dx.doi.org/10.1017/s0261444807214284.
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07–173Anderson, Carolyn (U Strathclyde, UK; carolyn.anderson@strath.ac.uk), Early communication strategies: Using video analysis to support teachers working with preverbal pupils. British Journal of Special Education (Blackwell) 33.3 (2006), 114–120.07–174Bowers, Anthony (Ningbo U Technology, China), Presentation of an Australian–Chinese joint venture program in China. EA Journal (English Australia) 23.1 (2006), 24–34.07–175Bralich, Philip A. (Georgia State U, USA), The new SAT and fundamental misunderstandings about grammar teaching. English Today (Cambridge University Press) 22.3 (2006), 61–64.07–176Carless, D. (Hong Kong U, China; dcarless@hkucc.hku.hk), Collaborative EFL teaching in primary schools. ELT Journal (Oxford University Press) 60.4 (2006), 328–335.07–177Chen, Runyi (South China Normal U, China) & Hird, Bernard, Codeswitching in EFL group work in China. Language, Culture and Curriculum (Multilingual Matters) 19.2 (2006), 208–219.07–178Cushıon, Steve (London Metropolitan U, UK), What does CALL have to offer computer science and what does computer science have to offer CALL?Computer Assisted Language Learning (Routledge/Taylor & Francis) 19.2–3 (2006), 193–242.07–179Fidler, S. (National Education Institute, Slovenia; soca.fidler@guest.arnes.si), Awakening to languages in primary school. ELT Journal (Oxford University Press) 60.4 (2006), 346–354.07–180Gillies, Robyn M. (U Queensland, Australia), Teachers' and students' verbal behaviours during cooperative and small-group learning. British Journal of Educational Psychology (British Psychological Society) 76.2 (2006), 271–287.07–181Glew, Paul J. (U Western Sydney, Australia; aul.glew@coverdale.nsw.edu.au), A perspective on ELICOS in an independent school. EA Journal (English Australia) 23.1 (2006), 14–23.07–182Goh, Christine & Yusnita Taib (Nanyang U, Singapore), Metacognitive instruction in listening for young learners. ELT Journal (Oxford University Press) 60.3 (2006), 222–232.07–183Hémard, Domınıque (London Metropolitan U, UK), Design issues related to the evaluation of learner–computer interaction in a web-based environment: Activities v. tasks.Computer Assisted Language Learning (Routledge/Taylor & Francis) 19.2–3 (2006), 261–276.07–184Howard, Elizabeth R., Igone Arteagoitia, Mohammed Louguit, Valerie Malabonga & Dorry M. Kenyon (Centre for Applied Linguistics, Washington DC, USA), The development of the English Developmental Contrastive Spelling Test: A tool for investigating Spanish influence on English spelling development. TESOL Quarterly 40.2 (2006), 399–420.07–185Labbo, Linda D. (U Georgia, USA), Literacy pedagogy and computer technologies: Toward solving the puzzle of current and future classroom practices. Australian Journal of Language and Literacy (Australian Literacy Educators' Association) 29.3 (2006), 199–209.07–186Lau, Kit-ling (Chinese U Hong Kong), Implementing strategy instruction in Chinese language classes: A school-based Chinese reading strategy instruction programme. Educational Research (Routledge/Taylor & Francis) 48.2 (2006), 195–209.07–187Littlemore, Jeannette & Graham Low (U Birmingham, UK), Metaphoric competence, second language learning, and communicative language ability. Applied Linguistics (Oxford University Press) 27.2 (2006), 268–294.07–188Liu, Ping (California State U, USA), Community-based Chinese schools in Southern California: A survey of teachers. Language, Culture and Curriculum (Multilingual Matters) 19.2 (2006), 237–247.07–189Mackey, A. (Georgetown U, USA), Feedback, noticing and instructed second language learning. Applied Linguistics (Oxford University Press) 27.3 (2006), 405–430.07–190McPake, Joanna (U Stirling, UK) & Jo Arthur, Scots in contemporary social and educational context. Language, Culture and Curriculum (Multilingual Matters) 19.2 (2006), 155–170.07–191Rodgers, Daryl M. (U Illinois, USA; dmrodger@uiuc.edu), Developing content and form: Encouraging evidence from Italian content-based instruction. The Modern Language Journal (Blackwell) 90.3 (2006), 373–386.07–192Santos, Denise (U Reading, UK; d.m.d.santos@reading.ac.uk) & Branca Falabella Fabrício, The English lesson as a site for the development of critical thinking. TESL-EJ (http://www.tesl-ej.org) 10.2 (2006), 23 pp.07–193Schmid, E. Cutrim (U of Education Heidelberg, Germany), Investigating the use of interactive whiteboard technology in the English language classroom through the lens of a critical theory of technology. Computer Assisted Language Learning (Routledge/Taylor & Francis) 19.1 (2006), 47–62.07–194Stephens, Meredith (Matsuyama U, Japan), The use and abuse of Japanese in the university English class. The Language Teacher (Japan Association for Language Teaching) 30.8 (2006), 13–18.07–195Stoller, Fredricka L. (Northern Arizona U, USA), Bradley Horn, William Grabe & Marin S. Robinson, Evaluative review in materials development. Journal of English for Academic Purposes (Elsevier) 5.3 (2006), 174–192.07–196Timuçin, Metin (Sakarya U, Turkey; mtimucin@sakarya.edu.tr), Implementing CALL in an EFL context. ELT Journal (Oxford University Press) 60.3 (2006), 262–271.07–197Ward, Monıca (Dublin City U, Ireland), Using software design methods in CALL. Computer Assisted Language Learning (Routledge/Taylor & Francis) 19.2–3 (2006), 129–147.
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"Language teaching." Language Teaching 39, no. 2 (April 2006): 102–8. http://dx.doi.org/10.1017/s0261444806213703.
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06–208Bertinetto, Pier Marco (Scuola Normale Superiore, Pisa, Italy; bertinetto@sns.it) & Michele Loporcaro, The sound pattern of Standard Italian, as compared with the varieties spoken in Florence, Milan and Rome. Journal of the International Phonetic Association (Cambridge University Press) 35.1 (2005), 131–151.06–209Bruton, Anthony (U Seville, Spain; abruton@siff.us.es), Process writing and communicative-task-based instruction: Many common features, but more common limitations?TESL-EJ (www.tesl-ej.org) 9.3 (2005), 33 pp.06–210Canagarajah, A. Suresh (City U New York, USA), TESOL at forty: What are the issues. TESOL Quarterly (Teachers of English to Speakers of Other Languages) 40.1 (2006), 9–34.06–211Davies, Alun (Aichi Shukutoku U; Japan alun1917@yahoo.co.uk), What do learners really want from their EFL course?ELT Journal (Oxford University Press) 60.1 (2006), 3–12.06–212Eckert, Germana (U Technology, Sydney, Australia; geckert@aim.edu.au), Optimal class sizes in EAP programs. English in Australia (www.englishaustralia.com.au) 22.2 (2005), 12 pp.06–213Ellis, Rod (U Auckland, New Zealand), Current issues in the teaching of grammar: An SLA perspective. TESOL Quarterly (Teachers of English to Speakers of Other Languages) 40.1 (2006), 83–107.06–214Farrell, Thomas S. C. (Brock U, Canada; tfarrell@brocku.ca) & Particia Lim Poh Choo, Conceptions of grammar teaching: A case study of teachers' beliefs and classroom practices. TESL-EJ (www.tesl-ej.org) 9.2 (2005), 13 pp.06–215Felix, Uschi (Monash U, Melbourne, Australia; uschi.felix@arts.monash.edu.au), What do meta-analyses tell us about CALL effectiveness?ReCALL (Cambridge University Press) 17.2 (2005), 269–288.06–216Haneda, Mari (Ohio State U, USA; haneda.1@osu.edu), Some functions of triadic dialogue in the classroom: examples from L2 research. The Canadian Modern Language Review (University of Toronto Press) 62.2 (2005), 313–333.06–217Hinkel, Eli (Seattle U, USA), Current perspective on teaching the four skills. TESOL Quarterly (Teachers of English to Speakers of Other Languages) 40.1 (2006), 109–131.06–218Hu, Guangwei (Technological U, Singapore; gwhu@nie.edu.sg), English language education in China: Policies, progress, and problems. Language Policy (Springer) 4.1 (2005), 5–24.06–219Jenkins, Jennifer (King's College, London, UK; Jennifer.jenkins@kcl.ac.uk), Current perspectives on teaching world Englishes and English as a lingua franca. TESOL Quarterly (Teachers of English to Speakers of Other Languages) 40.1 (2006), 157–181.06–220Johnson, David (Kennesaw State U, USA; djohnson@kennesaw.edu), Teaching culture in adult ESL: Pedagogical and ethical considerations. TESL-EJ (www.tesl-ej.org) 9.1 (2005), 12 pp.06–221Kern, Richard (U California at Berkeley, USA), Perspectives on technology in learning and teaching languages. TESOL Quarterly (Teachers of English to Speakers of Other Languages) 40.1 (2006), 183–210.06–222Kumaravidivelu, B. (San José State U, USA), TESOL methods: changing tracks, challenging trends. TESOL Quarterly (Teachers of English to Speakers of Other Languages) 40.1 (2006), 59–81.06–223Li, Song (Harbin Institute of Technology, China) & Fu Li, Intercultural communicative language teaching: Rethinking the communicative approach to ELT in China. English in Australia (www.englishaustralia.com.au) 22.1 (2004), 24 pp.06–224Mantero, Miguel (U Alabama, USA; mmantero@bamaed.ua.edu), Language, education, and success: A view of emerging beliefs and strategies in the Southeastern United States. TESL-EJ (www.tesl-ej.org) 9.1 (2005), 15 pp.06–225Morgan, Angela (U Wolverhampton, UK; Angela-Morgan@wlv.ac.uk) & Kevin Hogan, School placement and conductive education: the experiences of education administrators. British Journal of Special Education (Blackwell) 32.3 (2005), 149–156.06–226Ryan, Mary, Systemic literacy initiatives: Stories of regulation, conflict and compliance. Australian Journal of Language and Literacy (Australian Literacy Educators' Association) 28.2 (2005), 114–126.06–227Savickienė, Ineta & Violeta Kalėdaitė (Vytautas Magnus U, Kaunas, Lithuania), Cultural and linguistic diversity of the Baltic states in a new Europe. Journal of Multilingual and Multicultural Development (Multilingual Matters) 26.5 (2005), 442–452.06–228Schauer, Gila (Lancaster U, UK; g.schauer@lancaster.ac.uk) & Svenja Adolphs, Expressions of gratitude in corpus and DCT data: Vocabulary, formulaic sequences, and pedagogy. System (Elsevier) 34.1 (2006), 119–134.06–229Silver, Rita Elaine & Rita Skuja Steele (Nanyang Technological U, Singapore; resilver@nie.edu.sg), Priorities in English language education policy and classroom implementation. Language Policy (Springer) 4.1 (2005), 107–128.06–230Sugita, Yoshihito (Yamanashi U, Japan; sugita@yamanshi-ken.ac.uk), The impact of teachers' comment types on students' revision. ELT Journal (Oxford University Press) 60.1 (2006), 34–41.06–231Vandergriff, Ilona (San Francisco State U, USA; vdgriff@sfsu.edu), Negotiating common ground in computer-mediated versus face-to-face discussion. Language Learning & Technology (http://llt.msu.edu/intro.html) 10.1 (2006), 110–138.06–232Wells-Jensen, Sheri (Bowling Green State U, USA; swellsj@bgnet.bgsu.edu), The Braille International Phonetic Alphabet and other options: The blind student in the phonetics classroom. Journal of the International Phonetic Association (Cambridge University Press) 35.1 (2005), 221–230.06–233Williams, Howard (Columbia U, USA; howwil@aol.com), Maths in the grammar classroom. ELT Journal (Oxford University Press) 60.1 (2006), 23–33.06–234Zacharias, Nugrahenny T. (Satya Wacana Christian U, Indonesia), Teachers' beliefs about the use of the students' mother tongue: A survey of tertiary English teachers in Indonesia. English in Australia (www.englishaustralia.com.au) 22.1 (2004), 9 pp.
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"Bilingual education & bilingualism." Language Teaching 39, no. 2 (April 2006): 133–40. http://dx.doi.org/10.1017/s0261444806263705.
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06–332Asker, Barry (Lingnan U, Hong Kong, China), Some reflections on English as a ‘semi-sacred’ language. English Today (Cambridge University Press) 22.1 (2006), 29–35.06–333Baldauf, Richard B. (U Queensland, Australia), Coordinating government and community support for community language teaching in Australia: Overview with special attention to New South Wales. International Journal of Bilingual Education and Bilingualism (Multilingual Matters) 8.2&3 (2005), 132–144.06–334Bamiro, Edmund O. (Adekunle Ajasin U, Nigeria; eddiebamiro@yahoo.com), The politics of code-switching: English vs. Nigerian languages. World Englishes (Blackwell) 25.1 (2006), 23–35.06–335Barwell, Richard (U Bristol, UK), Empowerment, EAL and the National Numeracy Strategy. International Journal of Bilingual Education and Bilingualism (Multilingual Matters) 8.4 (2005), 313–327.06–336Borland, Helen (Victoria U of Technology, Australia), Heritage languages and community identity building: The case of a language of lesser status. International Journal of Bilingual Education and Bilingualism (Multilingual Matters) 8.2&3 (2005), 109–123.06–337Cashman, Holly R. (Arizona State U, Tempe, USA), Who wins in research on bilingualism in an anti-bilingual state?. Journal of Multilingual and Multicultural Development (Multilingual Matters) 27.1 (2006), 42–60.06–338de Courcy, Michèle (U Melbourne, Australia), Policy challenges for bilingual and immersion education in Australia: Literacy and language choices for users of Aboriginal languages, Auslan and Italian. International Journal of Bilingual Education and Bilingualism (Multilingual Matters) 8.2&3 (2005), 178–187.06–339Duyck, Wouter (Ghent U, Belgium), Kevin Diependaele, Denis Drieghe & Marc Brysbaert, The size of the cross-lingual masked phonological priming effect does not depend on second language proficiency. Experimental Psychology (Hogrefe & Huber Publishers) 51.2 (2004), 116–124.06–340Evans, Bruce A. (Southern Oregon U, USA; evansb@sou.edu) & Nancy H. Hornberger, No child left behind: Repealing and unpeeling federal language education policy in the United States. Language Policy (Springer) 4.1 (2005), 87–106.06–341Fitzgerald, Michael & Robert Debski (U Melbourne, Australia; rdebski@unimelb.edu.au), Internet use of Polish by Polish Melburnians: Implications for maintenance and teaching.Language Learning & Technology (http://llt.msu.edu/intro.html) 10.1 (2006), 87–109.06–342Glynn, Ted & Cavanagh, Tom (U Waikato, New Zealand), Mere Berryman & Kura Loader, From literacy in Māori to biliteracy in Māori and English: A community and school transition programme. International Journal of Bilingual Education and Bilingualism (Multilingual Matters) 8.5 (2005), 433–454.06–343Grin, François (U Geneva, Switzerland; francois.grin@etat.ge.ch) & Britta Korth, On the reciprocal influence of language politics and language education: The case of English in Switzerland. Language Policy (Springer) 4.1 (2005), 67–85.06–344Kagan, Olga (U California at Los Angeles, USA), In support of a proficiency-based definition of heritage language learners: The case of Russian. International Journal of Bilingual Education and Bilingualism (Multilingual Matters) 8.2&3 (2005), 213–221.06–345Kasanga, Luanga A. (Sultan Qaboos U, Oman; luangak@yahoo.fr), Requests in a South African variety of English. World Englishes (Blackwell) 25.1 (2006), 65–89.06–346Love, Tracy (U Califonia, USA), Edwin Maas & David Swinney, Influence of language exposure on lexical and syntactic language processing. Experimental Psychology (Hogrefe & Huber Publishers) 50.3 (2003), 204–216.06–347Malcolm, Ian G. (Edith Cowan U, Mount Lawley, Australia) & Farzad Sharifian, Something old, something new, something borrowed, something blue: Australian Aboriginal students' schematic repertoire. Journal of Multilingual and Multicultural Development (Multilingual Matters) 26.6 (2005), 512–532.06–348May, Stephen & Richard Hill (U Waikato, New Zealand), Māori-medium education: Current issues and challenges. International Journal of Bilingual Education and Bilingualism (Multilingual Matters) 8.5 (2005), 377–403.06–349Mercurio, Antonio (Assessment Board of South Australia, Australia) & Angela Scarino, Heritage languages at upper secondary level in South Australia: A struggle for legitimacy. International Journal of Bilingual Education and Bilingualism (Multilingual Matters) 8.2&3 (2005), 145–159.06–350Nicholls, Christine (Flinders U, Australia), Death by a thousand cuts: Indigenous language bilingual education programmes in the Northern Territory of Australia, 1972–1998. International Journal of Bilingual Education and Bilingualism (Multilingual Matters) 8.2&3 (2005), 160–177.06–351Pauwels, Anna (The U Western Australia, Australia), Maintaining the community language in Australia: Challenges and roles for families. International Journal of Bilingual Education and Bilingualism (Multilingual Matters) 8.2&3 (2005), 124–131.06–352Rau, Cath (U Waikato, New Zealand), Literacy acquisition, assessment and achievement of year two students in total immersion in Māori programmes. International Journal of Bilingual Education and Bilingualism (Multilingual Matters) 8.5 (2005), 404–432.06–353Sharifian, Farzad (Monash U, Victoria, Australia; Farzad.Sharifian@arts.monash.edu.au), A cultural-conceptual approach and world Englishes: The case of Aboriginal English. World Englishes (Blackwell) 25.1 (2006), 11–22.06–354Starks, Donna (U Auckland, New Zealand), The effects of self-confidence in bilingual abilities on language use: Perspectives on Pasifika language use in South Auckland. Journal of Multilingual and Multicultural Development (Multilingual Matters) 26.6 (2005), 533–550.06–355Tagoilelagi-LeotaGlynn, Fa'asaulala, Stuart McNaughton, Shelley MacDonald & Sasha Farry (U Auckland, New Zealand), Bilingual and biliteracy development over the transition to school. International Journal of Bilingual Education and Bilingualism (Multilingual Matters) 8.5 (2005), 455–479.06–356Tuafuti, Patisepa & John McCaffery (U Auckland, New Zealand), Family and community empowerment through bilingual education. International Journal of Bilingual Education and Bilingualism (Multilingual Matters) 8.5 (2005), 480–503.06–357Tucker, G. Richard (Carnegie Mellon U, USA), Innovative language education programmes for heritage language students: The special case of Puerto Ricans?International Journal of Bilingual Education and Bilingualism (Multilingual Matters) 8.2&3 (2005), 188–195.06–358Wiltshire, Caroline R. & James D. Harnsberger (U Florida, USA; wiltshir@ufl.edu), The influence of Gujarati and Tamil L1s on Indian English: A preliminary study. World Englishes (Blackwell) 25.1 (2006), 91–104.06–359Zhiming, Bao & Hong Huaqing (National University of Singapore, Singapore; ellbaozm@nus.edu.sg), Diglossia and register variation in Singapore English. World Englishes (Blackwell) 25.1 (2006), 105–114.
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Amorati, Riccardo. "Community presence, motivation, and identity." Australian Review of Applied Linguistics, April 23, 2021. http://dx.doi.org/10.1075/aral.20079.amo.
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Abstract This study examines the extent to which the motivation of university students of Italian in Melbourne (Australia) is influenced by the visibility of a local Italian community. The research relies on data collected by open-ended questions and two Likert items from a survey study (n = 74) as well as in-depth interviews (n = 5). The findings show that learners’ motivation is influenced by their exposure to the L2 language and culture in the local context and by their engagement with a community that forms part of Australia’s culturally and linguistically diverse population. Students’ investment in the L2 can be interpreted in light of a new identity dimension, the community-engaged L2 self, which builds upon previous motivational variables (integrative orientation, ideal L2 self), as well as scholarly insights into the link between language, identity, and access to L2 resources. This self-characterizes both heritage and non-heritage learners’ positioning through the L2 in the local socio-context and is expected to hold considerable pedagogical significance.
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"Language learning." Language Teaching 37, no. 4 (October 2004): 264–75. http://dx.doi.org/10.1017/s0261444805222632.
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04–473Adler, Renatte K. and Loughrin-Sacco, Steven J. (San Diego State U., USA). Internships for American undergraduates: acquiring language and cross-cultural skills for a global market. Journal of Language for International Business (Glendale, Arizona, USA), 15, 1 (2004), 30–40.04–474Allum, Paul (Rikkyo U., Tokyo, Japan; Email: allum@rikkyo.ac.jp). Evaluation of CALL: initial vocabulary learning. ReCALL (Cambridge, UK), 16, 2 (2004), 488–501.04–475Barcroft, Joe (Washington U., USA; Email: barcroft@artsci.wustl.edu). Effects of sentence writing in second language lexical acquisition. Second Language Research (London, UK), 20, 4 (2004), 303–334.04–476Belz, Julie (Pennsylvania State U., USA; Email: jab63@psu.edu). Learner corpus analysis and the development of foreign language proficiency. System (Oxford, UK), 32, 4 (2004), 577–591.04–477Benati, Alessandro (U. Greenwich, UK; Email: A.Benati@gre.ac.uk). The effects of processing instruction and its components on the acquisition of gender agreement in Italian. Language Awareness (Clevedon, UK), 13, 2 (2004), 67–80.04–478Bitchener, John (Auckland U. of Technology, New Zealand; Email: john.bitchener@aut.ac.nz). The relationship between the negotiation of meaning and language learning: a longitudinal study. Language Awareness (Clevedon, UK), 13, 2 (2004), 81–95.04–479Blin, Francoise (Dublin City U., Ireland; Email: francoise.blin@dcu.ie). CALL and the development of learner autonomy: towards an activity-theoretical perspective. ReCALL (Cambridge, UK), 16, 2 (2004), 377–395.04–480Boehringer, Michael, Bongartz, Christiane and Gramberg, Anne-Katrin (U. Waterloo, Canada). Language learning and intercultural training: the impact of cultural primers on learners and non-learners of German. Journal of Language for International Business (Glendale, Arizona, USA), 15, 2, (2004), 1–18.04–481Cartes-Henriquez, Ninette, Solar Rodriguez, M. I. and Quintana Letelier, R. (U. de Concepcion, Correo, Chile; Email: ncartes@udec.cl). Electronic texts or learning through textbooks: an experimental study. ReCALL (Cambridge, UK), 16, 2 (2004), 539–557.04–482Church, Ruth Breckinridge, Ayman-Nolley, Saba and Mahootian, Shahrzad (Northeastern Illinois U., USA; Email: rbchurch@neiu.edu). The role of gesture in bilingual education: does gesture enhance learning?International Journal of Bilingual Education and Bilingualism (Clevedon, UK), 7, 4 (2004), 303–319.04–483Clyne, Michael, Isaakidis, Tina, Liem, Irene and Rossi Hunt, Claudia (U. of Melbourne, Australia; Email: mgclyne@unimelb.edu.au). Developing and sharing community language resources through secondary school programmes. International Journal of Bilingual Education and Bilingualism (Clevedon, UK), 7, 4 (2004), 255–278.04–484Cohen, Andrew D. (U. Minnesota, USA; Email: adcohen@umn.edu). The learner's side of foreign language learning: where do styles, strategies, and tasks meet?International Review of Applied Linguistics for Language Teaching (Berlin, Germany), 41 (2003), 279–291.04–485Cziko, Gary A. (U. of Illinois at Urbana-Champaign, USA; Email: garycziko.net). Electronic tandem language learning (eTandem): a third approach to Second Language Learning for the 21st century. CALICO Journal (Texas, USA), 22, 1 (2004), 25–39.04–486DiFino, Sharon M. and Lombardino, Linda J. (U. of Florida, USA). Language learning disabilities: the ultimate foreign language challenge. Foreign Language Annals (Alexandria, VA, USA), 37, 3 (2004), 390–400.04–487Dubreil, Sebastien (U. of Notre Dame, Indiana, USA; Email: sdubreil@nd.edu), Herron, Carol and Cole, Steven B. An empirical investigation of whether authentic web sites facilitate intermediate-level French language students' ability to learn culture. CALICO Journal (Texas, USA), 22, 1 (2004), 41–61.04–488Duppenthaler, Peter M. (Tezukayama Gakuin U., Japan). Journal writing and the question of transfer of skills to other types of writing. JALT Journal (Tokyo, Japan), 26, 2 (2004), 172–188.04–489Egbert, Joy and Yang, Yu-Feng (Washington State U., USA; Email: jegbert@wsu.edu). Mediating the digital divide in CALL classrooms: promoting effective language tasks in limited technology contexts. ReCall (Cambridge, UK), 16, 2 (2004), 280–291.04–490Elder, Catherine (Monash U., Australia) and Manwaring, Diane. The relationship between metalinguistic knowledge and learning outcomes among undergraduate Students of Chinese. Language Awareness (Clevedon, UK), 13, 3 (2004), 145–162.04–491Ewald, Jennifer D. (Saint Joseph's U., USA; Email: jewald@sju.edu). A classroom forum on small group work: L2 learners see, and change, themselves. Language Awareness (Clevedon, UK), 13, 3 (2004), 163–179.04–492García, Paula (Northern Arizona U., USA; Email: pg4@dana.ucc.nau.edu). Developmental differences in speech act recognition: a pragmatic awareness study. Language Awareness (Clevedon, UK), 13, 2 (2004), 96–115.04–493Gearon, Margaret (Monash U., Australia; Email: margaret.gearon@education.monash.edu.au). Learner strategies for filling the knowledge gap during collaborative tasks. Babel – Journal of the AFMLTA (Queensland, Australia), 39, 1 (2004), 26–34.04–494Grantham O'Brien, Mary (U. of Calgary, Canada). Pronunciation matters. Die Unterrichtspraxis (New Jersey, USA), 37, 1 (2004), 1–9.04–495Gruba, Paul (U. of Melbourne, Australia). Designing tasks for online collaborative language learning. Prospect (Sydney, Australia), 19, 2 (2004), 72–81.04–496Harris, Vee and Grenfell, Michael (U. London, UK; Email: m.grenfell@soton.ac.uk). Language-learning strategies: a case for cross-curricular collaboration. Language Awareness (Clevedon, UK), 13, 2 (2004), 116–130.04–497Heift, Trude (Simon Fraser U., Canada; Email: heift@sfu.ca). Corrective feedback and learner uptake in CALL. ReCALL (Cambridge, UK), 16, 2 (2004), 416–431.04–498Hruska, Barbara (U. of Tampa, Florida). Constructing gender in an English dominant kindergarten: implications for second language learners. TESOL Quarterly (Alexandria, VA, USA), 38, 3 (2004), 459–485.04–499Hubbard, Philip and Bradin Siskin, Claire (Stanford U., California, USA; Email: phubbard@stanford.edu). Another look at tutorial CALL. ReCALL (Cambridge, UK), 16, 2 (2004), 448–461.04–500Hyland, Fiona (U. of Hong Kong, China; Email: hylandf@hkucc.hku.hk). Learning autonomously: contextualising out-of-class English language learning. Language Awareness (Clevedon, UK), 13, 3 (2004), 180–202.04–501Kasper, Gabriele (U. of Hawai'i at Manoa, USA; Email: gkasper@hawaii.edu). Participant orientations in German conversation-for-learning. The Modern Language Journal (Malden, MA, USA), 88, 4 (2004), 551–567.04–502Kim, Yong Suk (Korean U. of Technology and Education; Email: yongkim@kut.ac.kr). Exploring the role of integrative orientation in a Korean EFL environment. English Teaching (Anseonggun, Korea), 59, 3 (2004) 77–91.04–503Lapkin, Sharon and Swain, Merrill (U. of Toronto, Canada). What underlies immersion students' production: the case ofavoir besoin de. Foreign Language Annals (Alexandria, VA, USA), 37, 3 (2004), 349–355.04–504Lever, Tim (U. of Sydney, Australia). AMEP students online: The view from morning self-access. Prospect (Sydney, Australia), 19, 2 (2004), 39–55.04–505Malcolm, Diane (Arab Gulf U. in Bahrain). Why should learners contribute to the self-access centre?ELT Journal (Oxford, UK), 58, 4 (2004), 346–354.04–506Noelle, Lamy (The Open U., UK; Email: m.n.lamy@open.ac.uk). Oral conversations online: redefining oral competence in synchronous environments. ReCALL (Cambridge, UK), 16, 2 (2004), 520–538.04–507Park, Gi-Pyo (Soonchunhyang U., Korea). Comparison of L2 listening and reading comprehension by university students learning English in Korea. Foreign Language Annals (Alexandria, VA, USA), 37, 3 (2004), 448–458.04–508Riley, Jean, Burrell, Andrew and McCallum, Bet (U. of London, UK; Email: j.riley@ioe.ac.uk). Developing the spoken language skills of reception class children in two multicultural, inner-city primary schools. British Educational Research Journal (London, UK), 30, 5 (2004), 657–672.04–509Ryan-Scheutz, Colleen and Colangelo, Laura M. (U. of Notre Dame, USA). Full-scale theatre production and foreign language learning. Foreign Language Annals (Alexandria, VA, USA), 37, 3 (2004), 374–389.04–510Sealey, Alison and Thompson, Paul (U. of Reading, UK). ‘What do you call the dull words?’ Primary school children using corpus-based approaches to learn about language. English in Education (Sheffield, UK), 38, 1 (2004), 80–91.04–511Stewart, Melissa A. and Pertusa, Inmaculada (Western Kentucky U., USA). Gains to language learners from viewing target language closed-captioned films. Foreign Language Annals (Alexandria, VA, USA), 37, 3 (2004), 438–447.04–512Thomas, Alain (U. of Guelph, Canada; Email: thomas@uoguelph.ca). Phonetic norm versus usage in advanced French as a second language. International Review of Applied Linguistics for Language Teaching (Berlin, Germany), 42, 4 (2004), 365–382.04–513Van Berkel, Ans (Free U. Amsterdam, The Netherlands; Email: aj.van.berkel@let.vu.nl). Learning to spell in English as a second language. International Review of Applied Linguistics for Language Teaching (Berlin, Germany), 42 (2004), 239–257.04–514Ward, Monica (Dublin City U., Ireland; Email: mward@computing.dcu.edu.ie). The additional uses of CALL in the endangered language context. ReCALL (Cambridge, UK), 16, 2 (2004), 345–359.04–515Yamamori, Koyo, Isoda, Takamichi, Hiromori, Tomohito and Oxford, Rebecca L. (National I. Educational Policy Research, Japan; Email: koyo@nier.go.jp). Using cluster analysis to uncover L2 learner differences in strategy use, will to learn, and achievement over time. International Review of Applied Linguistics for Language Teaching (Berlin, Germany), 41 (2003), 381–409.04–516You, Xiaoye (Purdue U., USA; Email: youx@purdue.edu). “The choice made from no choice”: English writing instruction in a Chinese University. Journal of Second Language Writing (New York, USA), 13, 2 (2004), 97–110.