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Spanier, Adam, and William Mahoney. "Static Vulnerability Analysis Using Intermediate Representations: A Literature Review." European Conference on Cyber Warfare and Security 22, no. 1 (June 19, 2023): 458–65. http://dx.doi.org/10.34190/eccws.22.1.1154.
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Analysis (SA) in Cybersecurity is a practice aimed at detecting vulnerabilities within the source code of a program. Modern SA applications, though highly sophisticated, lack programming language agnostic generalization, instead requiring codebase specific implementations for each programming language. The manner in which SA is implemented today, though functional, requires significant man hours to develop and maintain, higher costs due to custom applications for each language, and creates inconsistencies in implementation from SA-tool to SA-tool. A source of programming language generalization occurs within compilers. During the compilation process, source code is converted into a grammatically consistent Intermediate Representation (IR) (e.g. LLVM-IR) before being converted to an output format. The grammatical consistencies provided by the IR theoretically allow the same program written in different languages to be analyzed using the same mechanism. By using the IRs of compiled programming languages as the codebase of SA practices, multiple programming languages can be encompassed by a single SA tool. To begin understanding the possibilities the combination of SA and IRs may reveal, this research presents the following outcomes: 1) a systematic literature search, 2) a literature review, and 3) the classification of existing work pertaining to SA practices using IRs. The results of the study indicate that generalized Static Analysis using the LLVM IR is already a common practice in all compilers, but that the extended use of the LLVM IR in Cybersecurity SA practices aimed at finding vulnerabilities in source code remains underdeveloped.
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Amsler, Mark. "History of linguistics." Historiographia Linguistica 20, no. 1 (January 1, 1993): 49–66. http://dx.doi.org/10.1075/hl.20.1.05ams.
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Summary Recent work in the history of early medieval linguistics has challenged a number of assumptions about the representation of Latin and language usage during the period. Given the way Latin is often positioned as a standard for literacy and schooling, these revisions of early medieval linguistics also raise questions for teaching literacy, language arts, and standard English. Late classical and early medieval grammatical discourse presents not a monolithic view of Latin but various accounts of pronunciation, spelling, and semantics. Some stigmatize contemporary usage, others do not. In addition, historical texts such as the 9th-century History of the Langobards represent heterogeneous and bilingual speech communities in which Latin and Germanic languages are used in different contexts. Rather than constraining the history of linguistics as a ‘specialist’s add on’, we can reconceptualize writing histories of linguistics as contributions to a critical cultural history, uncovering the assumptions and practices of not only linguistic theory and description but also language teaching practices, ideological constructions of national languages, representations of language differences and identity, and attitudes toward language usage and standardization.
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Barontini, Alexandrine, and Karima Ziamari. "Sociolinguistic representations of variation in Moroccan spoken Arabic: discourses, practices and internet memes." International Journal of the Sociology of Language 2022, no. 278 (November 1, 2022): 155–80. http://dx.doi.org/10.1515/ijsl-2022-0010.
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Abstract This paper explores metalinguistic representations of Moroccan Arabic, through speakers’ discourses – taken from various spontaneous recordings and interviews with Moroccan Arabic speakers, of various ages, social backgrounds, and, for the most part, living in Meknes – and humoristic images and memes mocking local accents to be found on social media. By comparing language practices and metalinguistic representations with internet memes related to language stereotypes, our objective is to highlight indexicality, iconization and rhematization, in the circulation of metalinguistic representations, especially their reproduction through copy and imitation, which is the main attribute of memes that interests us. Markers, values, meanings associated with variation constantly change and shift through speakers’ practices and discourses, interacting with language ideologies, representations and stereotypes. With that in mind, we examine metalinguistic discourses and sociolinguistic variables in parallel to each other in order to study old and new representations along with social categories such as young/old, virile/effeminate, as well as regional stereotypes.
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Москвичева, Светлана Алексеевна, and Маммадали Магсад оглы Гасанов. "LANGUAGE PRACTICES AND LANGUAGE IDEOLOGIES IN THE TRANSMISSION OF THE LANGUAGE IN THE AZERBAIJANI COMMUNITY IN MOSCOW." Tomsk Journal of Linguistics and Anthropology, no. 3(33) (November 28, 2021): 59–69. http://dx.doi.org/10.23951/2307-6119-2021-3-59-69.
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Целью настоящей статьи является анализ условий и факторов, влияющих на передачу и сохранение азербайджанского языка в азербайджанской общине города Москвы в среде хорошо интегрированных и социально успешных мигрантов первого и второго поколения. Работа вписывается в проблематику языковых контактов в городе в аспекте социолингвистической динамики поддержания и сохранения языка. Выбор азербайджанской общины был обусловлен сложностью ее социальной структуры, развитыми связями внутри сообщества, наличием языковой среды в различных доменах, сложной социолингвистической конфигурацией используемых языков, включающей отношения между литературными и диалектными формами азербайджанского языка и русским языком. Использование и передача языка молодыми азербайджанцами рассматривалась с учетом символического и инструментального измерений языковой ситуации. Анализ как реальных языковых практик, так и языковых идеологий носителей идиома позволил решить две задачи: выявить направления динамики использования и передачи азербайджанского языка в условиях миграции и проанализировать, насколько желания носителей языка, их аттитюды и языковые репрезентации соответствуют реальным усилиям по поддержке и сохранению языка. Методология исследования включала проведение социолингвистического анкетирования (70 анкет) и серии исследовательских интервью с представителями общины (6 интервью). Интерес к уровню владения и передачи языка в молодом поколении обусловил деление информантов по критерию возраста на две когорты: от 18 до 29 лет и от 30 до 65+ лет. Далее анализировались и сравнивались языковые практики этих когорт. Результаты исследования показывают высокую сохранность и уровень передачи языка, высокую лояльность его носителей и положительный тип репрезентаций в обеих когортах. Вместе с тем в молодом поколении отмечается повышение роли русского языка, сдвиг в использовании диалектных и литературной форм азербайджанского языка, в социальном образе языка отмечено превалирование символических репрезентации и оценки языка аффективного типа. The purpose of this article is to analyze the conditions and factors influencing the transmission of the Azerbaijani language in the Azerbaijani community in Moscow among well-integrated and socially successful migrants of the first and second generation. The research complies with the problem of linguistic contacts in the city in the aspect of the sociolinguistic dynamics of maintaining and preserving the language. The choice of the Azerbaijani community was due to the complexity of its social structure, developed connections within the community, the presence of linguistic environment in various domains, a complex sociolinguistic configuration of the languages used, including the relationship between the literary and dialectal forms of the Azerbaijani language and the Russian language. The use and transmission of the language by young Azerbaijanis was considered taking into account symbolic and instrumental dimensions of the language situation. The analysis of both real linguistic practices and linguistic representations of native speakers of the idiom made it possible to solve two problems: to identify the directions of the dynamics of the use and transmission of the Azerbaijani language in conditions of migration and to analyze how the desires of native speakers, their attitudes and linguistic representations correspond to their real efforts to support and preserve the language. The research methodology involved a sociolinguistic questionnaire (70 questionnaires in total) and a series of research interviews with community representatives (6 interviews). Interest in the level of language proficiency and transmission in the younger generation led to the division of informants according to the age criterion into two cohorts: from 18 to 29 years old and from 30 to 65+ years old. Further, we analyzed and compared the language practices of these cohorts. The results of the study show a high preservation and level of language transmission, strong loyalty of its speakers and a positive type of representations in both cohorts. Meanwhile, among the younger generation we observe the dynamics of linguistic practices towards increasing the role of the Russian language and a shift in the use of dialectal and literary forms of the Azerbaijani language; symbolic representations and overvaluation of the affective type prevail in the social image of the language.
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Moskvitcheva, Svetlana A., Alain Viaut, and Radif R. Zamaletdinov. "Language representations and language attitudes in the Mishar dialect continuum." Russian Journal of Linguistics 27, no. 3 (September 30, 2023): 687–714. http://dx.doi.org/10.22363/2687-0088-34933.
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To forecast the sociolinguistic dynamics of the language, to determine the level of its vitality and to provide adequate measures of language policy and planning, it seems important to analyze the structures of the symbolic components of the language situation, which include language representations and language attitudes, that is, social attitudes towards language. The article presents the results of the analysis of the main types of Tatar language representations and linguistic attitudes among speakers of the Mishar idiom of the Tatar language. The data were collected in the regions where the Mishary Tatars live, namely in the Middle Volga region and in Prisurie. The main research method was a semi-structured interview with subsequent analysis of the obtained data, its classification and interpretation. The paper proposes five clusters of language representations in the minority situation: representations related to the instrumental, symbolic and regulative functions of language, on the one hand, and representations related to the actualized identity structures and to the deontic attitudes of the individual, on the other. In connection with these classes of representations and taking into account language forms, language competences and language practices, a typology of language loyalty is proposed, which includes instrumental loyalty, symbolic loyalty, loyalty according to the forms of language used, loyalty according to language competences and prescriptive loyalty. The material analysis showed the prevalence of positive representations of the Mishar idiom among its speakers, the presence of active positive loyalty in oral spheres of communication at the local level, a high level of idiom preservation, and the integrative nature of sociolinguistic dynamics. At the same time, the situation should be regarded as diglossic both in relation to the Russian language and to the literary Tatar language, which is considered to be prestigious.
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Cowan, Kay, and Peggy Albers. "Semiotic Representations: Building Complex Literacy Practices Through the Arts." Reading Teacher 60, no. 2 (October 2006): 124–37. http://dx.doi.org/10.1598/rt.60.2.3.
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Dubrovskaya, Tatiana V. "«…It was done by Soviet scientists»: Representations of scientific social practices in Soviet magazines for children (the 1980s)." Media Linguistics 10, no. 3 (2023): 357–75. http://dx.doi.org/10.21638/spbu22.2023.305.
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The author explores the texts of Soviet periodicals for children and sets the task to reveal how science is represented in relation to state policy, as well as defining the semiotic resources that convey grown-ups’ social practices to children’s audience. Methodologically, the study builds on content analysis and discourse analysis of the publications drawn from the magazines “Pioneer” and “Kostyor”. It has been found that publications on science occupied an important place in the magazines, sections on science were regular, and most of them had exact and natural sciences as their subject. Specific features of representations have been discovered, including references to experts’ opinions, channeling of agonality, emotions and ideologies. The validity of scientific information provided was guaranteed by the expert status of the author or commentator: their professionalism and public recognition. The texts contained argumentation tactics that were typical of academic communication, and thus, grown-ups’ social practices were transferred to children’s magazines. The author claims that the rational sphere of science was discursively constructed as a source of emotional experience, specifically — the feeling of wonder. The factual component was complemented by the emotional modus and actualized through the lexical markers of wonder, evaluative elements and stylistic devices. The journals were used as an instrument of dialogue between the state and a younger generation, and the representations of scientific social practices contained markers of ideology. The author claims that convergence of scientific, media and political discourses is taking place in the process of representation of scientific practices. The resulting representations build axiological attitudes of a younger generation, maintain ideological guidelines, and determine a scientific and ideological worldview.
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Harvey, Keith. "Describing camp talk: language/pragmatics/politics." Language and Literature: International Journal of Stylistics 9, no. 3 (August 2000): 240–60. http://dx.doi.org/10.1177/096394700000900303.
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This article uses literary examples from English-language and French-language postwar fiction to elaborate a descriptive framework for representations of camp talk. The framework is based on four underlying semiotic strategies that produce a variety of surface textual effects (stylistic and pragmatic). The strategies are called Paradox, Inversion, Ludicrism and Parody. The effects they generate range from register play, through puns, to innuendo. The article argues that these effects contribute to the development of fictional representations of homosexual/gay/queer characters in postwar fiction and also to the elaboration of a gay critique of dominant cultural norms and practices. As such, the four strategies may also, it is suggested, underpin other (visual, gestural) semiotic regimes.
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Pinto, Susana, and Maria Helena Araújo e Sá. "Scientific research and languages in Portuguese Higher Education Institutions." Language Problems and Language Planning 44, no. 1 (July 1, 2020): 20–44. http://dx.doi.org/10.1075/lplp.00054.pin.
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Abstract This paper reports on a study that looked at Portuguese public universities setting out to identify and discuss institutional stakeholders’ social representations concerning the use of languages in scientific research and the development of institutional language policies within this area of higher education activity. In order to do so, institutional stakeholders responsible for research activities at six Portuguese public universities completed a questionnaire and participated in in-depth interviews. The findings indicate there are common tendencies regarding the identified social representations that point, mainly, to a tension between, on one hand, the existence of reported practices that centre on “English-mainly” research language policies, reflecting the current monolingual scenario of global science and, on the other hand, the need for a more plurilingual science and the privileging of Portuguese as a science language.
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McDonald, Susan, Elizabeth Warren, and Eva DeVries. "Refocusing on Oral Language and Rich Representations to Develop the Early Mathematical Understandings of Indigenous Students." Australian Journal of Indigenous Education 40 (2011): 9–17. http://dx.doi.org/10.1375/ajie.40.9.
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This article examines the nature of oral language and representations used by teachers as they instruct young Indigenous Australian students at the beginning of formal schooling during play-based activities in mathematics. In particular, the use of Standard Australian English (SAE), the mathematical register used, and the interplay with mathematical representations during classroom instruction are analysed based upon the teachers' selfreported practices. The data are drawn from structured telephone interviews with 40 teachers in 15 schools from rural and remote or multicultural settings in Queensland at the initial stage of a large, longitudinal study. The specific aim of the study was the identification of effective pedagogical practices that may assist young Australian students from diverse ethnic and cultural backgrounds to negotiate western mathematical understanding. The findings indicate that despite experience in these settings and focused professional learning sessions, the majority of these teachers report practices which reflect a strong emphasis on literacy acquisition rather than mathematical understanding. It is the contention of the researchers that the use of oral language with a rich selection of mathematical representations strongly supports mathematical understanding.
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De Jesus, Dánie Marcelo. "Identity practices of English teachers in Brazilian digital communities." Revista Leitura, no. 53 (January 16, 2019): 81–103. http://dx.doi.org/10.28998/2317-9945.201453.81-103.
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This study investigates the identitypractices of three virtual communities directed toEnglish teachers – “English Language Teachers”,“English Teachers in Brazil”, and “I am an EnglishTeacher” – in order to understand how teachers’professional identities are constructed in thediscourse of community members. The study isgrounded on Critical Discourse Analysis (Fairclough,2000). The research methodology is interpretiveand the analysis seeks identity representations thatmaterialise in users’ linguistic choices. Findingsreveal an attempt to set a traditional professionalidentity for foreign language teachers in theirrespective communities. DOI: 10.28998/2317-9945.2014v1n53p81-103
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Li, Jia, Juan Dong, and Wei Duan. "Identity Options and Cultural Representations in English Textbooks Used in Cambodia." Asian Social Science 15, no. 11 (October 21, 2019): 60. http://dx.doi.org/10.5539/ass.v15n11p60.
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Language textbooks play an important role in bridging learners’ understanding between the source culture and target culture. This study explores how the Cambodian and foreign characters are produced and how the source and target cultures are represented in three English language textbooks published by the Cambodian Ministry of Education, Youth and Sport (MoEYS). The data were collected from textbook passages, exercises and images presented in the textbooks and the data were analyzed based on the emerging themes in language and cultural representations of the textbooks. The findings indicate that regarding the distribution in the target communities, Anglophone and their postcolonial countries are prominently highlighted in the textbooks with the exception that Japan is exclusively introduced as imagined interlocutor for cultural communication; concerning the representation of the source culture, Buddhism and Khmer are constructed as legitimate forms of Cambodian practices. Based on the findings, we argue that English textbooks produced in Cambodia have not provided Cambodian youth with balanced exposure of cultural diversity. The study has implications for designing English textbooks with the consideration of diverse identity options and cultural representations.
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LEMON, ALAINA MARIA. "“Form” and “function” in Soviet Stage Romani: Modeling metapragmatics through performance institutions." Language in Society 31, no. 1 (January 2002): 29–64. http://dx.doi.org/10.1017/s0047404502001021.
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A crucial division of linguistic labor is that among metalinguistic labors. Who is authorized to speak about language, how, and where? Language ideologies not only ascribe different functions to different languages; they also ascribe different sorts of metadiscourse to speakers of (or about) those languages. Drawing from archival and field work, this article traces the ways particular Soviet and post-Soviet institutions and actors modeled and regimented metapragmatic discourses, specifically through stage and screen practices and representations that hypercontextualized utterances in Romani. They became so hegemonic that, in public arenas, Romani speakers spoke only about nonreferential functions; only in less well broadcast contexts (and mainly with other Roma) did they articulate metalinguistic and metareferential discourses. These practices reverse and contrast with the mainstream metapragmatics of Russian. Language ideologies commonly rank codes and metadiscourses; this case illuminates not only that they do so, but also how they do so, and it suggests what their social effects may be.
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Alexopoulos, Christos, Anastasia G. Stamou, and Penelope Papadopoulou. "Gender Representations in the Greek Primary School Language Textbooks: Synthesizing Content with Critical Discourse Analysis." International Journal on Social and Education Sciences 4, no. 2 (May 26, 2022): 257–74. http://dx.doi.org/10.46328/ijonses.317.
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School textbooks are media of communicating a large amount of knowledge and teachers rely their teaching practices and schedule their instructions upon them. Except for knowledge on school subjects, textbooks also promote various ideological messages, including gender representations. This study explores gender representations in the Greek primary school language textbook addressed to the first grade, which is currently being taught. For this purpose, Content Analysis and Critical Discourse Analysis are employed in synergy, as Content Analysis on its own is insufficient to fully explore gender representations and the ideologies of school textbook discourse. The results showed clearly that traditional gender representations are reproduced in the particular textbook, by presenting men dominating in the public sphere, and leading women’s lives and their families.
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Auger, Nathalie. "The Language Diamond: An Intercultural Model to Teach and Learn (through) Languages." Education Sciences 13, no. 5 (May 20, 2023): 520. http://dx.doi.org/10.3390/educsci13050520.
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The starting point (1) of our proposal is the observation of the lack of intercultural practices in schools in France, even in the crucial context of teaching French to migrant children (2). Thanks to previous studies, we, therefore, develop theoretical anchors (3) about learning territories, the ways to recycle language, and cultural experiences that can encompass all the context parameters (a pan-language approach) to elaborate an intercultural model for learning and teaching. The aim is to propose, methodological reflections to offer a model which could help change the representations and practices of the educational community regarding multilingualism so that students’ language and cultural experiences could become an asset to achieve academic success (4). It leads to a discussion about leads to the creation of the intercultural language diamond model to teach and learn (through) languages (5). Projects based on the language model give the opportunity to discuss this proposal (5): interests and possible limitations (6). The conclusion (7) pledges the use of the language diamond to counterbalance the ideology which considers diversity as an issue, and therefore adopt a holistic, maximalist point of view: a pan-language and pan-cultural approach to encompass the complexity of education challenges today.
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Novita, Dian, Moh Yamin, Wahyu Taufiq, and Sema G. Dilna. "Teachers’ Practices Toward Cultural Representations in an EFL Textbook: Preparing Students for A Global Experience." Journal of Languages and Language Teaching 12, no. 1 (January 9, 2024): 254. http://dx.doi.org/10.33394/jollt.v12i1.9548.
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Acquiring a foreign language necessitates navigating practical situations that transcend linguistic and cultural barriers. Therefore, it is the teachers’ responsibility to develop these abilities. However, teachers rarely do so in a foreign language (FL) teaching. Integrating culture into the process of language teaching becomes crucial. Utilizing the textbook is one method to incorporate culture into the FL classroom, as it contains cultural material and linguistics. Limited research has been devoted to pedagogical analysis compared to the extensive concentration on content analysis in ELT textbook studies. The study aims to examine the teachers’ approaches to cultural depictions in an international English for Foreign Language (EFL) textbook, intending to educate students on a global worldview. The present study employed a qualitative research method with a case study design. The study recruited two junior high school English teachers who taught seventh-grade students at a private school in East Java, Indonesia. These teachers had incorporated cultural elements into their teaching. The instruments used to accomplish the research purpose were observation and post-observation interviews. The study's findings have verified that teachers utilized a comparative approach in presenting foreign cultural elements from the supplementary book to enhance English language learning. Exploring the students’ culture and contrasting it with foreign cultures has the potential to inspire greater participation from students in classroom activities. Using this strategy enables students to develop their English language proficiency in both linguistic and cultural aspects.
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Oliveira, Andrea Barros Carvalho de. "ENEM and the Language Policy for English in the Brazilian Context." Revista Brasileira de Linguística Aplicada 19, no. 2 (June 2019): 361–83. http://dx.doi.org/10.1590/1984-6398201913666.
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ABSTRACT In this article I discuss the results of a doctoral research that focused on the language policy for English in Brazil, specifically the effects of the English questions of ENEM in the representations and practices related to this language. According to the theoretical conception in which the study was based, the comprehension of language policy goes beyond the analysis of what is manifested in laws and official programs, since the real policy, called de facto policy, is put into practice through mechanisms, namely implicit resources, such as exams, traffic signs, among others (SHOHAMY, 2006). Thus, in addition to the analysis of legislation dealing with English, interviews were conducted with students from a preparatory course to enter university, teachers, and English coordinators from public schools. The initial assumption that the presence of English in the ENEM would place the exam as a language policy mechanism was not confirmed, since there was not a significant impact of ENEM on the representations and practices reported by the participants of this study.
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Boudreau, Annette, and Chantal White. "Turning the Tide in Acadian Nova Scotia: How Heritage Tourism is Changing Language Practices and Representations of Language." Canadian Journal of Linguistics / La revue canadienne de linguistique 49, no. 3 (2004): 327–51. http://dx.doi.org/10.1353/cjl.2006.0002.
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Boudreau, Annette, and Chantal White. "Turning the Tide in Acadian Nova Scotia: How Heritage Tourism is Changing Language Practices and Representations of Language." Canadian Journal of Linguistics/Revue canadienne de linguistique 49, no. 3-4 (December 2004): 327–51. http://dx.doi.org/10.1017/s0008413100003534.
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AbstractDrawn from ethnographic data collected in a small coastal village on Cape Breton Island, where tourism-related industries are emerging in response to the deep sea fishing crisis that hit the area in the early 1980s, this analysis focusses on the effects of tourism on linguistic practices and representations. It is argued that these effects are not without consequence on the way French-speakers in the region (re)construct their identity.Increased contact with outsiders leads to two seemingly contradictory tendencies: differentiation and standardization. These two strategies exert a marked influence on the social structure of the Acadian community. In this particular case, speakers must constantly negotiate an equilibrium between the desire to assert their specificity through discriminating traits that showcase their linguistic as well as cultural differences, on the one hand, and their need to communicate with a broader audience, on the other, the latter entailing a certain degree of linguistic standardization. This analysis focusses on how these speakers manage to perform this balancing act between differentiation and standardization.
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Gajo, Laurent, Gabriela Steffen, and Patchareerat Yanaprasart. "Between internationalising science and multilingualising knowledge." European Journal of Language Policy: Volume 13, Issue 1 13, no. 1 (April 1, 2021): 75–101. http://dx.doi.org/10.3828/ejlp.2021.6.
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This article raises the question of the conditions for the internationalisation of universities, its links with linguistic practices and its impact on the dynamics of scientific knowledge. First, it questions the notion of internationalisation, defined in a variable manner and affecting both institutions and knowledge. The links between internationalisation and language (non-)choices (monolingual or plurilingual) have been established. They challenge both the governance of universities and the implementation of curricula. Secondly, this article proposes a reflection on three major functions of language and discourse: communication, representation and contextualisation. It shows that policies in favour of monolingualism in science generally favour the function of communication. The importance of these functions varies, moreover, according to the nature of the scientific practices considered, more or less contextualised and more or less central for the development of knowledge. Third, the article looks at a study carried out within the framework of a national research funding agency in a multilingual country. It describes language practices in research evaluation across a variety of disciplines but focuses in particular on the representations of research advisers regarding the links between science and language(s). In conclusion, this article emphasises the importance, for academic institutions, to develop an explicit, socially responsible language policy that is aware of the consequences of decisions made along the entire educational chain.
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Bouko, Catherine, Olivier Standaert, and Astrid Vandendaele. "Being a journalist in a multilingual country: Representations of Dutch among Belgian French-speaking journalists." Multilingua 38, no. 3 (May 27, 2019): 231–51. http://dx.doi.org/10.1515/multi-2018-0036.
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Abstract In this paper, we examine how the francophone TV audience is introduced to the Flemish community and its language through daily news broadcasts. More specifically, our research looks at how the Dutch language is used when francophone journalists prepare and produce their reports – during all stages of the process –, up until the actual broadcast. We therefore conducted 15 qualitative interviews with TV news journalists employed by the Belgian French-speaking public broadcaster. The interviews were organized around eight topics, e.g. the place of Dutch in the newsroom and the languages chosen during interactions with Dutch-speaking interviewees. From a discursive point of view, we focused on the selected lexical terms and rhetorical tropes (the various uses of the litotes, in particular) to unpack the journalists’ practices, in relation to their representations of Dutch. Our study provides notable insights into their representation of the differences between French- and Dutch-speaking Belgians as a generational issue, their tendency to assess their proficiency in Dutch measured against bilingualism, as well as their wish to beat the cliché of “the unilingual French-speaker”. These observations are coupled with criteria which explain why French might be preferred in the end: the TV audience’s comfort, general intelligibility and subtitling constraints.
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Thomas, Roie. "Representation as repression: A First Peoples context." Public Journal of Semiotics 9, no. 2 (April 6, 2021): 53–73. http://dx.doi.org/10.37693/pjos.2020.9.21856.
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Visual images of a marginalised minority group from southern Africa are analysed against a series of colonialist representations to demonstrate tangible evidence of the role of representation in both disenfranchisement and an increasing autonomy in the case of the San, who are The First Peoples of the Kalahari, commonly known outside Africa as ‘Bushmen’ and in the dominant language of Botswana as Basarwa. This particular group is represented by government and its corporate affiliates as primordial for tourist consumption, yet systemically denied their language, ethnicity and ancestral land. Analysis is supported by critical tourism literature, showing the attitudes, power dynamics and practices evident in the produced imagery. An overview of the theoretical enframing and methodology is followed by analysis of a range of visual representations of the San. Analysis herein is based on a blend of application of post-colonial theory and post-tourism critique, along with some concepts from semiotics. Most of these visual and linguistic materials have been produced by government and industry for tourist consumption, while others include my own photography and ostensibly impartial museum exhibits.
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Jaworska, Sylvia. "A comparative corpus-assisted discourse study of the representations of hosts in promotional tourism discourse." Corpora 11, no. 1 (April 2016): 83–111. http://dx.doi.org/10.3366/cor.2016.0086.
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Most research concerned with the representations of hosts in tourism discourse points to the prevalence of stereotypical images of local people asserting that contemporary tourism perpetuates colonial legacy and gendered discursive practices. This claim has been contested, to some extent, in studies that explore representations of hosts in local tourism materials, pointing out that tourism can also resist discursively dominant Western imagery. While this research provides evidence for the existence of hegemonic and diverging discourses about the local ‘Other’, its empirical basis is rather small and often limited to one context. In this study, I address this shortcoming by examining representations of hosts in a larger corpus of promotional tourism materials, including texts produced by Western and local tourism industries. The data is investigated using the methodology of Corpus-Assisted Discourse Studies (CADS). By comparing external with internal (self-)representations, this study verifies and refines some of the claims on the subject and offers a much more nuanced picture of representations that defies the black-and-white scenarios proposed in previous research.
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Rojas-Bustos, Kyara, and Daniela Panniello. "Action Research to Transform Early Language Practice: Exploring Representations of Plurilingualism in a Private Nursery." International Journal of Educational Methodology 8, no. 1 (February 15, 2022): 129–38. http://dx.doi.org/10.12973/ijem.8.1.131.
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<p style="text-align: justify;">Through an exploration of language practices in an early years setting, this paper aims to examine discourses about transforming monolingual practice generated during an internally driven action research. Based on a small private nursery in an affluent part of London, this action research was conducted with the intention of reviewing internal practices that support young children who speak English as an additional language (EAL). Parents and practitioners took part in an initial questionnaire (n=21). This was followed by semi-structured interviews (n=3) and a focus group (n=5) with practitioners. The data was analysed considering some of the theoretical points proposed by Bourdieu and the discourse analysis tools suggested by van Leeuwen. Despite the recognition of potential barriers, encouraging positive dispositions towards language diversity were identified. The most significant feature of our examination was the value of local knowledge and the diverse language repertoires encountered in the setting. Our analysis evidence that action research can empower practitioners to challenge monolingual mindsets and to move towards an exploration of alternative (plurilingual) ideas, despite the monolingual ethos imposed by the curriculum and other external regulatory forces.</p>
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Vysotki, Vadim Mikhailovich, Ekaterina Viktorovna Patalashko, Victoria Evgenievna Stepanenko, Tatiana Valerievna Makarova, and Iuliia Andreevna Balabanova. "Language as a communication resource and its place in the representation of world practices." Linguistics and Culture Review 5, S3 (October 27, 2021): 574–84. http://dx.doi.org/10.21744/lingcure.v5ns3.1621.
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The paper considers language as a communication resource and its place in the representation of world practices is evaluated from the standpoint of a philosophical and linguistic approach. The authors note that discussions of language are necessarily based on ontological, sometimes contradictory ideas about languages or language use. These reports are not limited to categories that attempt to describe and analyze them. Moving forward, there are still opportunities for more interaction with language ontologies. Thinking in the ontological register is not an interpretation or description, but rather, much more importantly, it is the identification and display of hypotheses hidden in the world of language. Researchers insist on assigning ontological significance to various practices and regulations. This requires moving away from ideological analysis and the assumption that they represent multiple points of view that illuminate various partial aspects of an independently existing and ultimately determined phenomenon, and towards an approach that aims to purify reality - worlds - as created through practices. It can be stated that specific ways of perceiving a language are more complex and, therefore, more comprehensive descriptions of languages. It is inevitable that contradictory ideas about language can coexist.
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Zeegers, Margaret, Wayne Muir, and Zheng Lin. "the Primacy of the Mother Tongue: Aboriginal literacy and Non-Standard English." Australian Journal of Indigenous Education 32 (2003): 51–60. http://dx.doi.org/10.1017/s1326011100003823.
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AbstractThis article describes Indigenous Australian languages as having a history of pejoration dating from colonial times, which has masked the richness and complexity of mother tongues (and more recently developed kriols) of large numbers of Indigenous Australians.The paper rejects deficit theory representations of these languages as being inferior to imported dialects of English and explains how language issues embedded in teaching practices have served to restrict Indigenous Australian access to cultural capital most valued in modern socio-economic systems. We go on to describe ways in which alternative perspectives where acknowledgment of rich, complex and challenging features of Indigenous Australian languages may be used by educators as empowering resources for teacher education and teaching in schools. Our paper stresses the urgency of establishing frameworks for language success within which to develop other successful learning outcomes of Indigenous Australians.
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Wisnu, Windu Bramantio, and Dien Vidia Rosa. "On Air: Representing Osing Identity in Community Radio." Journal of Contemporary Sociological Issues 1, no. 1 (February 3, 2021): 1. http://dx.doi.org/10.19184/csi.v1i1.17712.
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The purpose of this research is to describe the articulation of Osing’s culture on three community radios in Banyuwangi. Understanding language as an identity medium is essential to analyzing underlying cultural dynamics and the crucial vital they play. The Government policy reshaped Osing's identity as an added value to drive regional economic growth. This impacted local, cultural practices. The government created the Osing culture as the primary character used to differentiate them from other cultural practices. Notwithstanding, this research argues that culture is not an entity that can be organized and represented in a monolithic form. Using qualitative methods, this study found that the Osing culture, especially the practice of its language, became a medium of discourse that intertwined with various other cultures. Furthermore, radio has become a space for cultural encounters and a site for cultural submissions that are continually changing and discovering social contexts.
Keywords: Osing languages, Osing community radio, Osing representations
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Lewis, Mark C. "A critique of the principle of error correction as a theory of social change." Language in Society 47, no. 3 (June 2018): 325–46. http://dx.doi.org/10.1017/s0047404518000258.
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AbstractThis article assesses the historical failures and limits of the dominant ‘error correction’ approach within sociolinguistics. The error correction approach supposes that social change can be achieved when knowledge is shared by researchers with the public or figures of institutional authority. This article reviews reflections on sociolinguists’ work toward social change, especially those of Labov, through scholarship in language ideologies and critical race theory. From a language ideological and critical race perspective, error correction is limited in its engagement with marginalizing representations of language because it does not jointly address material conditions and social positions supported by these representations. Exemplifying these limitations, sociolinguistic error-correction efforts that address the evaluation of language practices racialized as Black may have unfortunately distracted from social change agendas that confront material and institutionalized racism directly. To address these limitations, this article highlights existing critical reflexive scholarship that explicitly interrogates disciplinary assumptions. (Critical race theory, error correction, language ideologies, social change, critical reflexivity)*
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Ménard, Anaïs, and Maarten Bedert. "Introduction." African Diaspora 13, no. 1-2 (November 11, 2021): 1–18. http://dx.doi.org/10.1163/18725465-bja10021.
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Abstract This section introduction explores the imaginative dimension of mobility in two West African countries, Sierra Leone and Liberia. Building on literature that highlights the existential dimension of movement and migration, the authors explore three socio-cultural patterns that inform representations of im/mobility: historical continuities and the longue-durée perspective on mobile practices, the association of geographical mobility with social betterment, and the interaction between local aspirations and the imaginary of global modernity. The three individual contributions by Bedert, Enria and Ménard bring out the work of imagination attached to im/mobility both in ‘home’ countries and diaspora communities, and underline the continuity of representations and practices between spaces that are part of specific transnational social fields.
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Richardson, Laurel. "New Writing Practices in Qualitative Research." Sociology of Sport Journal 17, no. 1 (March 2000): 5–20. http://dx.doi.org/10.1123/ssj.17.1.5.
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New writing practices in qualitative research include evocative writing—a research practice through which we can investigate how we construct the world, ourselves, and others, and how standard objectifying practices of social science unnecessarily limit us and social science. Evocative representations do not take writing for granted but offer multiple ways of thinking about a topic, reaching diverse audiences, and nurturing the writer. They also offer an opportunity for rethinking criteria used to judge research and reconsidering institutional practices and their effects on community. Language is a constitutive force, creating a particular view of reality and the Self. No textual staging is ever innocent (including this one). Styles of writing are neither fixed nor neutral but reflect the historically shifting domination of particular schools or paradigms. Social scientific writing, like all other forms of writing, is a sociohistorical construction, and, therefore, mutable.
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Noguerón-Liu, Silvia, and Jamie Jordan Hogan. "Remembering Michoacán: Digital Representations of the Homeland by Immigrant Adults and Adolescents." Research in the Teaching of English 51, no. 3 (February 1, 2017): 267–89. http://dx.doi.org/10.58680/rte201728976.
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Previous research has documented the potential of digital projects for immigrant students to capitalize on their transnational knowledge. Yet, there are only limited insights on the practices and perspectives of immigrant adults in digital/multimodal composition. In this article, we explore how visual media are used by adults and adolescents as resources in the production of digital texts, and as artifacts to elicit accounts and memories. We draw from transnational approaches to theorize the role of technology in facilitating connections with students’ home countries. We use social semiotics and testimonio lenses to examine media they selected to represent their hometowns in (or nearby) the Mexican state of Michoacán. Lastly, we adopt methods of practitioner inquiry and artifactual literacy to elicit information about participants’ understandings and choices in the composition process. Our findings show that while transnational ties were relevant for all participants, their understandings about their hometowns differed across generations. Adults represented the homeland as a source of healing and miracles, while youth focused on concerns about crime and corruption. We also document the complexities of access to visual media through search engines. We show the ways family networks, travel, and media consumption shaped the composition choices students made, as well as how their current circumstances, roles, and concerns led them to share testimonios of struggle and faith. We discuss contributions to digital writing research across generations, and implications for pedagogical practices that leverage students’ transnational ties and migration histories
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Besada, José L., and Cristóbal Pagán Cánovas. "Timelines in Spectral Composition: A cognitive approach to musical creativity." Organised Sound 25, no. 2 (August 2020): 142–55. http://dx.doi.org/10.1017/s1355771820000059.
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What takes place in the minds of composers when they struggle to incorporate a given temporal concept into a musical work? Spectral composers have produced detailed theoretical proposals about time in music, but how exactly those ideas influenced their musical practices remains an extremely challenging question. Graphical representations in their sketches provide invaluable clues. Through the analyses of Gérard Grisey’s and Kaija Saariaho’s manuscripts, we show how the theoretical frameworks for the basic cognitive operations of blending and anchoring, which underlie the construction of complex meanings, can shed light on the intricate musical uses of timelines by spectral composers. We combine the universal claims of this cognitive analysis with the diachronic perspective of a musicological study, teasing out the mental paths that these composers may have followed to create novel aesthetic proposals from their experience with graphic representations of sound, mainly spectrograms, and from techniques of electroacoustic studios. Thus we pave the way towards a common language for understanding time representation across electroacoustics and music in general, based on this mixed methodology. Through such shared tenets, the cognitive study of music can reciprocally contribute to burgeoning fields such as time representation, meaning construction and creativity.
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Hadi, Hastowo, Rangga Handika Putra, Adolf Andrea Marantika, and M. Arief Rakhman. "Study in Indonesia Pilot Academy, Why not? : A Website Representation of Critical Discourse Analysis." Journey: Journal of English Language and Pedagogy 6, no. 2 (July 24, 2023): 283–94. http://dx.doi.org/10.33503/journey.v6i2.2794.
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Indonesia Pilot Academy utilizes language as an impactful tool to affect people’s perceptions. An electronic website is becoming increasingly vital for academy and candidate cadets by employing language as information and representation. The portrayal of Indonesia Pilot Academy represents the use of linguistic representation on the website and the contribution of this to understanding the overlapping factors that reinforce academic practices within the Indonesia flight-social structure. There are unanswered questions related to the study comparing and analyzing the diverse discourses used to represent Indonesia flight academy on its website regarding social constructs (e.g., gender and race). Then, the study aims to determine website language represented as academic quality, product, and social construct. The data was taken from the website of the academy. To that end, critical discourse analysis (CDA) is utilized to describe, analyze, and interpret the textual and visual representations of the Indonesia Pilot Academy website at the local, institutional, and societal levels. What is surprising is that the academy should encourage global political involvement with promotional discourse and visual images. This finding has important implications for fostering international promotional discourse and pictures to emphasize prestige and uniqueness.
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Galante, Angelica. "“The moment I realized I am plurilingual”: Plurilingual tasks for creative representations in EAP at a Canadian university." Applied Linguistics Review 11, no. 4 (November 26, 2020): 551–80. http://dx.doi.org/10.1515/applirev-2018-0116.
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AbstractIn many urban settings across the globe, English for Academic Purposes (EAP) classes are inherently multilingual and provide unique possibilities to explore a wealth of languages and cultures as well as the interactions among them. Although the field of applied linguistics has historically followed monolingual ideologies, a plurilingual approach in EAP can provide insights into language practices that are situated, creative and contextualized. Raising students’ awareness of their own plurilingual and pluricultural repertoire is key to preparing them to make mindful decisions about culture and language use in real-life situations; plurilingual instruction incudes translanguaging, validating plurilingual identities, as well as understanding pluriculturalism, all of which can open up possibilities for creativity in culture and language use. While research shows plurilingual-inspired pedagogies can benefit language learning, little is known about the extent to which they can enhance creative representations of language and culture. This article reports results from a study on the effects of plurilingual instruction on creativity in an EAP program. Seven EAP instructors delivered plurilingual tasks to adult students at a Canadian university. Data from demographic questionnaires, Language Portraits, student diaries (N=28), and classroom observations (N=21) were qualitatively analyzed and triangulated. Results suggest that the use of plurilingual tasks afforded a heightened awareness of plurilingual/pluricultural identity and validated the creative use of linguistic and cultural resources, including translanguaging. Suggestions for the inclusion of creative data collection instruments and plurilingual instruction in applied linguistics classroom research are made.
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Tennant, Amanda Berardi. "Book review: Silvia Valencich Frota and Marianela Barrios Aquino (eds), Identity: Representations and Practices." Discourse & Society 29, no. 6 (October 31, 2018): 718–20. http://dx.doi.org/10.1177/0957926517753793a.
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Muhsal, Fabian, David Jaitner, and Jannika John. "#picturesofchange: Physical self-representations in social media as a sign of change in sports- and movement culture." Current Issues in Sport Science (CISS) 8, no. 3 (January 19, 2024): 006. http://dx.doi.org/10.36950/2023.3ciss006.
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The mediatization of communicative action is a process that centrally moderates social change. Changes in communication (e.g., through new kinds of media) thus have momentous consequences for social forms and processes. As essential cultural signs, social bodies, their medial representation, and areas of society in which bodies play a role are interrelated with changes in communication. Currently, physical self-representations in digital media play a key role and hold strong possibilities of influence on the culture of sports and movement. The aim of this study was to identify the effects of visual self-representations in social media on this culture. Following an integrative review methodology, we systematically organised the current state of empirical evidence and identified the implications that digital self-representations in social media (esp., Instagram, Facebook) have on sports and movement culture and therefore possibly on physical education (PE). Six electronic databases, reference lists, and citations of full-text articles were searched for English and German language peer-reviewed articles. The search string combined different terms relating to social media and sports culture. Two independent reviewers screened all identified studies for eligibility and assessed the methodological quality of the included studies. The results point to direct changes in some sports and movement cultures such as the prosumtion (consumption and production) of videos in skateboarding or the perpetuation of body ideals in the fitness culture. Other sports and movement cultures are changed indirectly via different new use cases for the athletes, as they can use social media to either build communities or gain visibility. As the practice of prosuming bodily self-representations is a growing part of the lifeworld of adolescents, such practices could become content within PE. Therewith, students could acquire competencies that allow them to intellectually relate to these practices, which could help them in understanding, changing or transcending their existing realities.
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Zhang, Yu, Zhijuan Ni, Juan Dong, and Jia Li. "Constructing the Global Diversity or Reproducing the Orientalist Gaze: Evaluating Identity Options and Cultural Elements in an English Intercultural Communication Textbook." English Language Teaching 15, no. 1 (December 27, 2021): 130. http://dx.doi.org/10.5539/elt.v15n1p130.
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English is often ideologically constructed as a global language to facilitate intercultural communication between people of diverse cultural backgrounds. However, it still remains unknown to what extent English learning can enhance English learners’ awareness of global diversity. Given the dominant population of English learners in China, it is of great significance to investigate how English learning might facilitate Chinese learners’ global vision and cultivate their intercultural competence. Seeing language textbooks as a key site of cultural and linguistic representation, this study scrutinizes the hidden ideologies discursively constructed in an English Intercultural Communication (EIC) textbook targeting Chinese English learners. Data are collected from dialogues, case studies, reading passages, cultural notes, exercises in the textbook. Informed by concepts of orientalism and banal nationalism, the study reveals that the distribution of characters is nation-based, essentialized, and even stigmatized. There is an inconsistency between the discursive construction of English as a global language and the actual representation of USA/UK-centered ideology. Chinese and other non-English learners are linguistically and culturally subjected to orientalist interpretation. The internal orientalist representation of Chinese speakers is also reproduced within the diverse backgrounds of Chinese population. Based on the findings, we argue that the simplified, unbalanced and unequal representations of cultural elements may hinder English learners’ awareness of cultural diversity. The study suggests that a more diversified representation of cultural practices should be adopted in EIC textbooks to cultivate the global citizenship through English language education.
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Lagerová, Viera, and Alica Harajová. "Current trends in German language teaching: Analysis of pupils’ knowledge, its comparison, and attitudes towards the German language." Journal of Language and Cultural Education 11, no. 2 (October 1, 2023): 104–17. http://dx.doi.org/10.2478/jolace-2023-0019.
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Abstract In this paper, the authors discuss specific methods and innovative trends in education. They analyse the conditions for effective teaching and focus on modern teaching practices. The primary method of foreign language education consists mainly of a communicative approach with a dominant orientation on cultural aspects. The authors are not only concerned with linguistic competences but also point out how they can be achieved. In the research part, they set as their primary goal the observation of the use of illustrative means in German language teaching in terms of the changes that can be brought about by teachers themselves through the simplest possible intervention - in our case, by pictures, under which one can imagine materials ranging from the most concrete to the more abstract representations of reality.
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Campbell-Montalvo, Rebecca. "Linguistic and racial re-formation of indigenous Mexicans’ languages and races in Florida Heartland K-12 schools." Proceedings of the Linguistic Society of America 4, no. 1 (March 15, 2019): 50. http://dx.doi.org/10.3765/plsa.v4i1.4556.
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I interrogate how consequential representations of student characteristics are fashioned by analyzing identification, recording, and reporting of student and parent language, race, and ethnicity in K-12 school registration, school records, and state reporting. In the Florida Heartland, analysis of ethnographic school observations, school electronic records, a language inventory (survey), interviews, and official state data show that language, race, and ethnicity information for some K-12 students and parents (especially indigenous Mexicans) collected during enrollment are not recorded accurately and undergo transformation from collection to reporting. According to my language inventory, students’ parents were indigenous language speakers 19 times more often than reflected in raw school records. In records from the local middle school, 10 percent of students were American Indian, though the state reported this as 0 percent. This linguistic and racial re-formation resulted from several factors, including registrars recording languages as others (i.e. Spanish instead of Náhuatl), differential questioning practices, and state reporting policy. As discussed, enhanced procedures and updated policy should improve areas affected by inaccurate data.
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Afanaseva, Irina A. "Language Generation: Word in contemporary Russian Art." Chelovek 33, no. 6 (2022): 136. http://dx.doi.org/10.31857/s023620070023384-9.
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The focus of the article is the investigation of the verbal-visual representations in the relevant practices of contemporary Russian artists of Generation Y (Millennials), i.e. artists born from 1981 to 1996. The paper examines various types of connections between word and image in Russian art, forms of existence and cultural meanings of the verbal components in contemporary Russian art. The author comes to the conclusion that verbal-visual art is an established trend on the Russian art scene. Interesting processes of rethinking the traditional principles of conceptualism are evident in the artworks of contemporary artists. The sign-symbolist imagery is obvious in the visible graphics of figured poems by contemporary Russian artists: artistic representation coexists with logocentrism, the desire for self-identification is combined with the idea of being rooted in the foundations of traditional Russian culture. The principle of eclecticism, characteristic to the era of metamodernism, allows contemporary painters to create the endless semiosis of simulacra that do not give direct clues to the viewer for interpretation. Contemporary artists, being the conductors of the mass culture, strive to get away from the rules of academic school and define the boundaries of the past and the future, the random and the natural. The article pays special attention to the study of visual rhetoric. Using examples, the author shows that the language in contemporary Russian art has not a narrative meaning, but a multi-level semantic impulse closely related to the visual component.
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Widadi, Zahir. "PEMAKNAAN BATIK SEBAGAI WARISAN BUDAYA TAKBENDA." Pena Jurnal Ilmu Pengetahuan dan Teknologi 33, no. 2 (September 27, 2019): 17. http://dx.doi.org/10.31941/jurnalpena.v33i2.897.
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This research aims to improve the knowledge and understanding of the intangible culture heritage because many people do not understand the meaning of the confirmation of Indonesian batik as a intangible cultural heritage by UNESCO. This research uses qualitative research methods with descriptive format. The intangible cultural heritage means the practices, representations, expressions, knowledge, skills – as well as the instruments, objects, artefacts and cultural spaces associated therewith – that communities, groups and, in some cases, individuals recognize as part of their cultural heritage. The intangible culture heritage comprises of domains oral traditions and expressions, including language as a vehicle of the Intangible cultural heritage, performing arts, social practices, rituals and festive events, knowledge and practices concerning Nature and the universe, and traditional craftsmanship. Domains of the intangible cultural heritage in accordance with Indonesian batik consist of the domain oral traditions and expressions, including language as a vehicle of the intangible Cultural heritage, social practices, rituals and festive events, and traditional craftsmanship.
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Ip, Iam-chong. "After mobilization." Dialogue and Ways of Relating 10, no. 1 (May 19, 2020): 74–96. http://dx.doi.org/10.1075/ld.00060.ip.
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Abstract My research addresses how social actors “act upon” social change by generating self-interpretation and representation of social life on the one hand and control over values and cultural orientations against the authorities on the other. While the existing literature on social movements overemphasizes the moments of mobilization, this article examines the intersections of social activism, online curative practices, and their everyday life. For this article, I opted to depict three representative cases of Hong Kong young activists who joined the Umbrella Movement in 2014. I argue that despite their similar political experiences, there are three divergent forms of agency embodied in their cultural representations. They figure in contestations which increasingly alienate the politicized crowd from civil society and the establishment.
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Stevenson, Patrick. "Language, Migration, and Spaces of Representation." Journal of Germanic Linguistics 23, no. 4 (December 2011): 401–12. http://dx.doi.org/10.1017/s1470542711000213.
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The study of relationships between language and place has a long tradition in the context of Germanic languages, from 19th century dialect geography to late 20th century contact linguistics. However, thecontemporary processes of migration, coupled with the emergence of new communication technologies and structural changes in the economies of states and regions, have created challenges for the study of linguistic practices and their place in the lives of individuals and socialgroups. The preceding papers in this volume take these challenges as an opportunity to reflect in new ways on past migrations. This concluding paper discusses the contributions they make to the study of language, migration, and place in relation to (speakers of) Germanic language varieties in North America and suggests ways in which they open up different spaces of representation.
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Hopman, Elise W. M., and Maryellen C. MacDonald. "Production Practice During Language Learning Improves Comprehension." Psychological Science 29, no. 6 (April 11, 2018): 961–71. http://dx.doi.org/10.1177/0956797618754486.
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Language learners often spend more time comprehending than producing a new language. However, memory research suggests reasons to suspect that production practice might provide a stronger learning experience than comprehension practice. We tested the benefits of production during language learning and the degree to which this learning transfers to comprehension skill. We taught participants an artificial language containing multiple linguistic dependencies. Participants were randomly assigned to either a production- or a comprehension-learning condition, with conditions designed to balance attention demands and other known production–comprehension differences. After training, production-learning participants outperformed comprehension-learning participants on vocabulary comprehension and on comprehension tests of grammatical dependencies, even when we controlled for individual differences in vocabulary learning. This result shows that producing a language during learning can improve subsequent comprehension, which has implications for theories of memory and learning, language representations, and educational practices.
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Byrd Clark, Julie. "Representations of Multilingualism and Conceptions of Citizenship in an urban, globalized world." Recherches anglaises et nord-américaines 42, no. 1 (2009): 113–29. http://dx.doi.org/10.3406/ranam.2009.1375.
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Representations of multilingualism and monceptions of citizenship in an urban, globalized world In this article, I demonstrate how four self-identified multi-generational Italian Canadian youth socially construct their identities and invest in language learning while participating in a French teacher education program in Toronto, Canada. In doing so, I draw upon critical ethnography and discourse analysis (Fairclough, 1995), using multiple field methods to highlight the different conceptions of what being Canadian, multilingual and multicultural means to these youth and the ways in which they position themselves vis-à-vis the acquisition of French as official language. I furthermore illustrate how some of their lived social and linguistic practices problematize social categories and labels. This work acknowledges the creation of social spaces for overlapping identities, which could possibly challenge the status quo, crossing both societal and social borders in Canada and beyond.
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Poulsen, Chris. "Student writing: gender and visibility; then and now." English Teaching: Practice & Critique 14, no. 3 (December 7, 2015): 404–18. http://dx.doi.org/10.1108/etpc-06-2015-0048.
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Purpose – The purpose of this paper is to examine a selection of creative writings by students at one Australian secondary school over a period of 50-plus years, charting the frequency with which key markers of gender appear in student storytelling over this period and sampling the types of gendered representation demonstrated in these stories. Design/methodology/approach – Taken from a larger study, and grounded in feminist and poststructuralist reading practices, the research draws on Critical Discourse Analysis and quantifies verbal processes relating to gender using Halliday and Matthiessen’s Systemic Functional Linguistics (SFL) (2004). Findings – The research finds the visibility of females in the selected corpus has increased considerably, yet the nature of female and male participation in these texts remains comparatively unchanged when measured by the process types of Halliday and Matthiessen’s SFL (2004). Originality/value – If past decades of (pro)feminist choices are only challenging gendered patterns of representation at the level of quantity but not type, this has significant implications for teachers of English. The paper’s conclusion considers what more might be done in present and future teaching to assist students to problematise their own, as well as others’, representations of gender.
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Amat, Nuria, Lori Ween, and Oscar Fernández. "The Language of Two Shores." PMLA/Publications of the Modern Language Association of America 116, no. 1 (January 2001): 189–97. http://dx.doi.org/10.1632/pmla.2001.116.1.189.
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Nuria Amat's view of literature between borders places her in the arduous trajectory of Spanish women writers, who have written their works from the periphery of Spanish fiction. Historically, few women have been among the canonical writers of Spain, and those who wrote were known for their ambivalent representations of their role as authors. Marginal writers of both sexes were forced to engage in literary disguises and subterfuges, “common and necessary practices for those who deviated from orthodoxy and convention” (Levine and Marson xxi). With the death of Franco in 1975, women writers of Spain such as Ana María Moix (b. 1947, Catalonia), Esther Tusquets (b. 1946, Catalonia), Marina Mayoral (b. 1942, Galicia), Lourdes Ortiz (b. 1943), Montserrat Roig (b. 1946, Catalonia), Cristina Fernández Cubas (b. 1945, Barcelona), and Rosa Montero (b. 1951, Madrid) began to explore their personal and national histories as the censorship ended. There soon followed a boom of female writers, who, “encouraged by the feminist movement and by all the changing atmosphere of the seventies, were able to find marketing success that soon made them visible” (Nichols 11).
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Amat, Nuria, Lori Ween, and Oscar Fernández. "The Language of Two Shores." Publications of the Modern Language Association of America 116, no. 1 (January 2001): 189–97. http://dx.doi.org/10.1632/s0030812900105127.
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Nuria Amat's view of literature between borders places her in the arduous trajectory of Spanish women writers, who have written their works from the periphery of Spanish fiction. Historically, few women have been among the canonical writers of Spain, and those who wrote were known for their ambivalent representations of their role as authors. Marginal writers of both sexes were forced to engage in literary disguises and subterfuges, “common and necessary practices for those who deviated from orthodoxy and convention” (Levine and Marson xxi). With the death of Franco in 1975, women writers of Spain such as Ana María Moix (b. 1947, Catalonia), Esther Tusquets (b. 1946, Catalonia), Marina Mayoral (b. 1942, Galicia), Lourdes Ortiz (b. 1943), Montserrat Roig (b. 1946, Catalonia), Cristina Fernández Cubas (b. 1945, Barcelona), and Rosa Montero (b. 1951, Madrid) began to explore their personal and national histories as the censorship ended. There soon followed a boom of female writers, who, “encouraged by the feminist movement and by all the changing atmosphere of the seventies, were able to find marketing success that soon made them visible” (Nichols 11).
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EPSTEIN, Mark. "Nomenclature, terminology and language." Bionomina 5, no. 1 (March 30, 2012): 1–56. http://dx.doi.org/10.11646/bionomina.5.1.1.
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It is this paper’s intention to provide one perspective on some of the debates, theories and proposals relating to meaning, formalization, rigor (which I argue is not necessarily identical to precision), precision, reference and naming as they relate to nomenclature and terminology. I argue that resorting to formal and machine languages in an attempt to “fix” or “stabilize” the semantics of natural languages is not always a successful or desirable strategy. A careful examination of the practical relationship(s) between reference and semantics, the process of the genesis of meaning, helps one to understand how the logical premises for the pursuit of certain kinds of mechanical formalization strategies are faulty. An attentive use of existing natural languages, in conjunction with parsimonious and concise practices in the areas of nomenclature and terminology, can probably achieve reasonable levels of precision. It also may help avoid excessive proliferation of overlapping, partially redundant, metalanguages, knowledge representations, ontologies, etc., that all attempt to redefine standards for nomenclature and taxonomy, without necessarily confronting the problems (which lie at the foundation of many issues in the philosophy at language) at the root of the alleged “fuzziness” of many concepts generated with the use of natural languages. A relatively short set of practical proposals concludes the essay.
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Pramanik, Pratyusha, and Ajit K. Mishra. "Trajectories of Care: Representations of Empowered Mothering in Contemporary Bollywood." Southeast Asian Review of English 60, no. 2 (December 30, 2023): 23–47. http://dx.doi.org/10.22452/sare.vol60no2.2.
Full textAbstract:
Mothering a child with disability increases caregiving responsibilities considerably, making the mother assume the role of the nurse, the therapist, and the educator. Uninterrupted care work, societal surveillance and prevalent stigma severely interfere with the mental, physical, and existential well-being of such mothers. Through a thematic analysis of select contemporary Bollywood films, this article maps the trajectories of care and examines the alternative mothering strategies adopted by mothers of children with disabilities to take care of their children and themselves. A critical examination of these on-screen mothers provides an insight into the shifting discourses of mothering practices in India.