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Stroud, Anna. "Small group, big talk." Practical Pre-School 2014, Sup158 (March 2014): 5–6. http://dx.doi.org/10.12968/prps.2014.1.sup158.5.
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Cui, Xia. "Small talk." Australian Review of Applied Linguistics 38, no. 1 (January 1, 2015): 3–23. http://dx.doi.org/10.1075/aral.38.1.01cui.
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There is growing evidence that social interactions at work with local colleagues present a real challenge for Chinese immigrants to Australia (e.g. Tomazin, 2009; Zhou, Windsor, Coyer, & Theobald, 2010), often leaving them feeling defeated and despairing, and the Australians puzzled or affronted. Seeking to understand the nature, origin, and dynamics of the problem at its sociocultural depth, a study was undertaken to examine the problematic social experience as reported by a group of Chinese immigrant professionals, from both their own and their Australian counterparts’ perspectives. The findings suggest small talk presents professionally qualified Chinese with an acute problem, and this is because the nature and dynamics of small talk are new in their social experience. Taking a sociolinguistic perspective to analyse data comprising Chinese accounts and discussions of problematic incidents and Australian commentary on these, the root of the difficulty has been revealed to lie in mismatches in the deeply held beliefs and values of Chinese and Australians about the nature of personal identity and interpersonal relationships, most pertinently, differences in their belief about how relationships beyond the intimate circle should be best managed. The article will present the findings of the study and the implications they suggest.
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Jones, Lynda. "The Reporting Back of Small Group Talk." English in Education 19, no. 1 (March 1985): 38–46. http://dx.doi.org/10.1111/j.1754-8845.1985.tb00507.x.
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Tompkins, Virginia, Tricia A. Zucker, Laura M. Justice, and Sevda Binici. "Inferential talk during teacher–child interactions in small-group play." Early Childhood Research Quarterly 28, no. 2 (April 2013): 424–36. http://dx.doi.org/10.1016/j.ecresq.2012.11.001.
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Yoerger, Michael, Joseph A. Allen, and John Crowe. "The Impact of Premeeting Talk on Group Performance." Small Group Research 49, no. 2 (December 14, 2017): 226–58. http://dx.doi.org/10.1177/1046496417744883.
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Interactions that occur prior to a meeting constitute premeeting talk (PMT). Of the different PMT types, research suggests that small talk PMT is especially meaningful. In this study, meeting participants’ interactions both prior to and during the meeting were video recorded, coded into sense units, and classified by coding schemes. This study investigated the influence of small talk PMT on both perceived and objective group performances, as well as the potential for positive socioemotional and problem-focused statements to serve as mediators. The results supported the mediating influence of both types of statements for only perceived performance. Our results suggest that a group-level babble effect can take place in meetings, such that groups who engage in more extensive discussion tend to believe that they achieved high performance, but objective ratings do not support this belief. Theoretical and practical implications, limitations of the study, and future research opportunities are discussed.
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Westgate, David, and Roy Corden. "‘What we thought about things’: Expectations, context and small‐group talk." Language and Education 7, no. 2 (January 1993): 115–26. http://dx.doi.org/10.1080/09500789309541352.
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Wood, Marcy B., and Crystal A. Kalinec. "Student talk and opportunities for mathematical learning in small group interactions." International Journal of Educational Research 51-52 (January 2012): 109–27. http://dx.doi.org/10.1016/j.ijer.2011.12.008.
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김승현. "Aspects of ‘Talk for Learning’ in Elementary School Students’ Small-Group Communication." Journal of Speech Communication ll, no. 30 (November 2015): 105–46. http://dx.doi.org/10.18625/jsc.2015..30.105.
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Rose, Mary R., Shari Seidman Diamond, and Daniel A. Powers. "Inequality in talk and group size effects: An analysis of measures." Group Processes & Intergroup Relations 23, no. 5 (September 4, 2019): 778–98. http://dx.doi.org/10.1177/1368430219871620.
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The earliest studies of talk in small groups indicated that larger groups experience more inequality in participation than smaller groups. However, there has been insufficient attention to how to properly measure inequality when group size varies. We describe properties of a common inequality metric, the Gini coefficient, and consider it in light of early efforts that modeled talk in small groups using harmonic and exponential distributions. We use these classic distributions to develop novel inequality measures and also consider a measure developed specifically to examine inequality across small systems of different sizes (the CON). We apply all measures of inequality to data from four highly realistic jury deliberation datasets, including one involving real juries, examining both word counts and turns. All indicators correlate very highly with one another, but both the Gini and a Gini adjusted for group size privilege smaller groups over larger ones, producing significant positive correlations with group size. The model-based values and the CON offer a different ordering of datasets compared to the Gini and do not show the same correlations with group size. Results offer several reasons to recommend the CON measure as a promising way of comparing inequality across small groups of different sizes.
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Chai, Albert, Joshua P. Le, Andrew S. Lee, and Stanley M. Lo. "Applying Graph Theory to Examine the Dynamics of Student Discussions in Small-Group Learning." CBE—Life Sciences Education 18, no. 2 (June 2019): ar29. http://dx.doi.org/10.1187/cbe.18-11-0222.
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Group work in science, technology, engineering, and mathematics courses is an effective means of improving student outcomes, and many different factors can influence the dynamics of student discussions and, ultimately, the success of collaboration. The substance and dynamics of group discussions are commonly examined using qualitative methods such as discourse analysis. To complement existing work in the literature, we developed a quantitative methodology that uses graph theory to map the progression of talk-turns of discussions within a group. We observed groups of students working with peer facilitators to solve problems in biological sciences, with three iterations of data collection and two major refinements of graph theory calculations. Results include general behaviors based on the turns in which different individuals talk and graph theory parameters to quantify group characteristics. To demonstrate the potential utility of the methodology, we present case studies with distinct patterns: a centralized group in which the peer facilitator behaves like an authority figure, a decentralized group in which most students talk their fair share of turns, and a larger group with subgroups that have implications for equity, diversity, and inclusion. Together, these results demonstrate that our adaptation of graph theory is a viable quantitative methodology to examine group discussions.
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De Medeiros, Luciano Frontino, Armando Kolbe Junior, and Alvino Moser. "A Cognitive Assistant that Uses Small Talk in Tutoring Conversation." International Journal of Emerging Technologies in Learning (iJET) 14, no. 11 (June 14, 2019): 138. http://dx.doi.org/10.3991/ijet.v14i11.10288.
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This paper presents a cognitive conversational agent for use in teaching and learning processes named THOTH (Training by Highly Ontology-oriented Tutoring Host) that is capable of formulating and enunciating a well-defined set of small talk segments in a Q&A (Question and Answer) interaction. The small talk structures are placed within the tutoring conversation by an agent designed as a cognitive assistant, in order to make communication smoother and less formal, presenting a more “concerned” behavior. Twelve small talk segments are suggested, included in conversation stages such as opening and closing the conversation, maintaining the rhythm and managing learning. We also explore some branches of the theoretical assumptions and concepts grounding THOTH, such as Dennett’s intentional stance, Bloom’s taxonomy and microlearning theory. In order to measure the perception and effects of using THOTH, we performed a quantitative and qualitative study with a group of students from a course in Applied Artificial Intelligence over one semester. The outcomes are classified into two main categories of analysis – interactivity and intentionality – informing the discussion on the potential uses of a small talk agent as a valuable resource in tutoring interaction, and also raising some points for improvement. In addition to this study, we also drew a small talk profile for this group of students revealing what structures and topics they use the most, as well as a partial performance analysis that allows identifying some effects on learning.
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Ahern, Terence C. "The Effect of Interface on the Structure of Interaction in Computer-Mediated Small-Group Discussion." Journal of Educational Computing Research 11, no. 3 (October 1994): 235–50. http://dx.doi.org/10.2190/5p8j-10m6-gp9k-6rep.
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In the traditional classroom, talk is usually considered noise that must be controlled, but there is mounting evidence that talk is vital to learning and education. Implementing a change from the traditional classroom to one that values talk is not a simple matter. Computer technology may provide a solution. However, our understanding of how computer-mediated communication systems affect patterns of interaction is severely limited. Research into the nature of interaction demonstrates that interaction does not normally consist of a succession of disconnected remarks but is a collaborative effort. Consequently, it is important for participants to be able to identify not only for whom a message was intended but also the position of that message in an ongoing sequence of messages. A major disadvantage of current CMC design is that it can be structurally difficult to relate previous messages. Therefore, the primary purpose of this study was to investigate the effect of a redesigned user interface on the structure of interaction between group members in a small-group discussion. It was found that a graphic-based interface significantly reduced isolate messages as well as increasing sustained multichannel interaction.
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Bungum, Berit, Maria Vetleseter Bøe, and Ellen Karoline Henriksen. "Quantum talk: How small-group discussions may enhance students’ understanding in quantum physics." Science Education 102, no. 4 (May 14, 2018): 856–77. http://dx.doi.org/10.1002/sce.21447.
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Maricchiolo, Fridanna, Stefano Livi, Marino Bonaiuto, and Augusto Gnisci. "Hand Gestures and Perceived Influence in Small Group Interaction." Spanish journal of psychology 14, no. 2 (November 2011): 755–64. http://dx.doi.org/10.5209/rev_sjop.2011.v14.n2.23.
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A laboratory study was carried out to establish the relative importance of verbal and gestural behavior, as well as their interaction, for perceived social influence in more or less competitive small groups. Forty women (psychology students) participated in leaderless small group discussions of different sizes (fourmember and eight-member): at the end, each member rated the perceived influence in decision-making of every other member. Verbal dominance coding is based on traditional quantitative conversational dominance (number of talk turns). Gestural coding (conversational, ideational, object-adaptor, self-adaptor gestures) is based on classical gesture classifications. Beside a substantial effect of verbal dominance, the main result is that frequency of object-adaptors and conversational (only in large groups) and ideational (in both small and large groups) gestures increases perceived influence scores particularly when the verbal dominance of the speaker is low.
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Allen, Terre. "Effects of metaknowledge on talk duration and interaction involvement in small group decision‐making." Communication Research Reports 8, no. 1 (June 1991): 1–7. http://dx.doi.org/10.1080/08824099109359869.
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Díez-Palomar, Javier, Man Ching Esther Chan, David Clarke, and Maria Padrós. "How does dialogical talk promote student learning during small group work? An exploratory study." Learning, Culture and Social Interaction 30 (September 2021): 100540. http://dx.doi.org/10.1016/j.lcsi.2021.100540.
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Hutchby, Ian, and Alison Dart. "‘Let’s check-in with our tummies’: Orienting to feelings-talk in group supervision for psychotherapy counsellors." Discourse Studies 20, no. 5 (March 14, 2018): 598–612. http://dx.doi.org/10.1177/1461445618760600.
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This article examines a particular kind of business-opening activity found in a specific, and little analysed, type of institutional group meeting: group supervision for psychotherapeutic counsellors. The data consist of a particular set of activities that occur in the initial stages of these meetings, which are neither the kind of pre-meeting talk identified by previous research on interaction in meetings, nor specifically the business of group supervision itself. This phase, referred to as the ‘check-in’, functions as an interim stage between small talk and getting down to business. The analysis shows how the check-in comprises a highly structured set of linguistic sequences whose production is bound up with one of the key interactional features of group supervision: the collaborative orientation to the production and relevance of ‘feelings-talk’.
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O'Keeffe,, Anne, and Steve Walsh,. "Applying corpus linguistics and conversation analysis in the investigation of small group teaching in higher education." Corpus Linguistics and Linguistic Theory 8, no. 1 (May 25, 2012): 159–81. http://dx.doi.org/10.1515/cllt-2012-0007.
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AbstractIn this paper, we consider how a combined corpus linguistics and conversation analysis methodology can reveal new insights into the relationship between interaction patterns, language use, and learning. The context of the paper is higher education small group teaching sessions and our data are drawn from a one million word corpus, the Limerick-Belfast Corpus of Academic Spoken English (LI-BEL CASE). Our methodology combines corpus linguistics (CL) and applied conversation analysis (CA), enabling quantitative findings to be elaborated by more close-up qualitative analysis of sequences of interaction. Using a combined CL and CA approach (henceforth CLCA) enables us to consider more closely the relationships between, for example, interaction patterns and lexical chunks and to evaluate the extent to which tutors create or prevent opportunities for learning. Using CLCA, we offer a more detailed description of the linguistic and interactional features of turns at talk and consider how these features combine in the joint enterprise of meaning-making. Put simply, CLCA enables us to characterize seminar talk in a more systematic way. Starting at the level of turn, and using CA to move to a higher level of discourse, we can identify specific features of the spoken interaction, such as sequential organisation and topic management. Similarly, starting again at the level of turn but using CL, we can move our analysis to lower levels of discourse, such as cluster and word patterns, in order to see how words combine. This CLCA approach offers a fuller, richer description of talk in small-group teaching than would be found using either CA or CL alone. Finally, we offer an evaluation of a CLCA methodology and consider its applications in other research settings.
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Wei, Liwei, P. Karen Murphy, and Carla M. Firetto. "How Can Teachers Facilitate Productive Small-Group Talk? An Integrated Taxonomy of Teacher Discourse Moves." Elementary School Journal 118, no. 4 (June 2018): 578–609. http://dx.doi.org/10.1086/697531.
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Charlesworth, John R., and John R. Slate. "Teaching about Puberty: Learning to Talk about Sensitive Topics." Teaching of Psychology 13, no. 4 (December 1986): 215–17. http://dx.doi.org/10.1207/s15328023top1304_12.
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A small-group exercise was developed to allow students to discuss affective and cognitive aspects of puberty. Students were requested to write a group letter to a male and female child explaining the changes each child would encounter during puberty. Pretest–posttest results showed that students' knowledge about pubertal issues increased. In addition, students reported feeling more comfortable in discussing puberty with members of both sexes. This teaching exercise could be helpful to persons teaching courses in developmental psychology.
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Murphy, P. Karen, Jeffrey A. Greene, Carla M. Firetto, Brendan D. Hendrick, Mengyi Li, Cristin Montalbano, and Liwei Wei. "Quality Talk: Developing Students’ Discourse to Promote High-level Comprehension." American Educational Research Journal 55, no. 5 (April 27, 2018): 1113–60. http://dx.doi.org/10.3102/0002831218771303.
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Students often struggle to comprehend complex text. In response, we conducted an initial, year-long study of Quality Talk, a teacher-facilitated, small-group discussion approach designed to enhance students’ basic and high-level comprehension, in two fourth-grade classrooms. Specifically, teachers delivered instructional mini-lessons on discourse elements (e.g., questioning or argumentation) and conducted weekly text-based discussions in their language arts classes. Analysis of the videorecorded discussions showed decreases in teacher-initiated discourse elements, indicating a release of responsibility to students, whereas students’ discourse reflected increased critical-analytic thinking (e.g., elaborated explanations or exploratory talk). Importantly, statistically and practically significant increases were evidenced on written measures of students’ basic and high-level comprehension, indicating the promise of small-group discourse as a way to foster individual student learning outcomes.
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Meggs, Jennifer, and Mark A. Chen. "Competitive Performance Effects of Psychological Skill Training for Youth Swimmers." Perceptual and Motor Skills 126, no. 5 (June 11, 2019): 886–903. http://dx.doi.org/10.1177/0031512519852533.
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This study assessed the effect of two different psychological methods of skills training—self-talk and goal setting—on the swimming performance of youth swimmers. We allocated a convenience sample of club and county level youth swimmers ( N = 49; Mage = 10.8, SD = 1.25) to one of the three groups: self-talk, goal setting, or a control group engaged in no systematic psychological method of skills training. The groups were balanced in terms of competitive performance ability, age, and gender. Participants in the experimental conditions (self-talk and goal setting) completed a 5-week psychological skills intervention program and were measured on pre- and post-200-m swimming time in competition. After controlling for level of engagement in the program, analysis of covariance revealed a significant omnibus effect ( p = .006, [Formula: see text] = .20) with post hoc pairwise comparisons using magnitude-based statistics demonstrating that goal setting had a small positive effect compared with self-talk ( η2 = .40; ± 0.45). Both self-talk ( η2 = .50; ±0.48) and goal setting ( η2 = .71; ±0.4) showed a small and moderate positive effect, respectively, relative to the control group. A social validation check confirmed that the swimmers found the intervention to be relevant, beneficial, and meaningful for improving performance. Psychological skills training may be effective in improving youth swimming performance; specific mechanisms underlying these benefits need further exploration.
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Sorab, Priya, Andrew R. Benza, Ian T. Patterson, and Lisa D. Kelly. "Impact of Resident-Led Small-Group Learning Sessions on Preclinical Students' Perceptions of Ophthalmology." Journal of Academic Ophthalmology 13, no. 01 (January 2021): e78-e81. http://dx.doi.org/10.1055/s-0040-1722742.
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Abstract Introduction Resident physicians have a significant role in the education of medical students, and limited research has demonstrated that positive interactions with residents are linked with enhanced students’ perceptions of a specialty. Minimal research on residents as teachers has been done in ophthalmology, and no research has examined the impact of residents as teachers on the perceptions of preclinical students. This is an important area of interest because ophthalmology conducts an early match. The competitiveness of the field increases the importance of early involvement in research and clinical activities. This study aimed to assess the role of a resident-led workshops as a vehicle for exposing preclinical students to ophthalmology. Methods A 2-hour workshop on the Ophthalmology Clinical Skills was held at the University of Cincinnati College of Medicine in November 2018. The workshop was conducted by seven ophthalmology residents, and the learners were 15 first-year and 11 second-year medical students. The workshop format consisted of a 30-minute introductory lecture on the field of ophthalmology, followed by a 60-minute small-group clinical skills’ session focusing on direct ophthalmoscopy and slit lamp examination. Preworkshop and postworkshop surveys were administered to the medical students, and Student’s paired sample t-test was used to assess the differences in responses before and after the workshop. Results Students’ average interest in ophthalmology rose (p = 0.049) as did their likeliness to approach a resident for career advice (p = 4.65 × 10−6) and their likeliness to attend the Secrets of the Match Lunch talk, a yearly talk held by a student matched into ophthalmology (p = 0.002). Conclusion These results suggest that resident intervention can have a positive impact on preclinical students’ perceptions of ophthalmology and may be a good educational strategy to foster their positive attitudes toward the field.
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Li, Hui Helen, and Lawrence Jun Zhang. "Effects of structured small-group student talk as collaborative prewriting discussions on Chinese university EFL students’ individual writing: A quasi-experimental study." PLOS ONE 16, no. 5 (May 28, 2021): e0251569. http://dx.doi.org/10.1371/journal.pone.0251569.
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Prior studies have reported inconsistent findings with regard to the effects of small-group student talk on developing individual students’ English-as-a-foreign-language (EFL) writing ability. To further explore the question under discussion, we designed a quasi-experimental study that included a pretest, a posttest, and a delayed posttest, and implemented it in two English-major groups at a university in China. We randomly assigned the students to an intervention group and a comparison group to investigate whether employing structured small-group student talk as collaborative prewriting discussions would effectively facilitate individual students’ EFL writing development and whether such effects could be retained. The immediate and sustained effects after the quasi-experimental study was completed were measured by the analytic scores on five components of the writing task (content, organization, vocabulary, language, and mechanics) and the holistic writing scores cumulated of all these components. Statistical analyses revealed that the two groups were significantly distinguished by their analytic and holistic scores, indicating that students in the intervention group outperformed their comparison group peers in writing performance. The effects of collaborative prewriting discussions in the form of structured small-group student talk were found statistically significant in facilitating students’ writing improvement in the content, organization, vocabulary, and language use, but not mechanics. The effects on content, organization, and vocabulary were retained as seen from the delayed posttest, while those on language use were not. The comparison group showed little improvement in their writing performance across the three tests. We concluded this study with a discussion on the implications for English-as-a-second/foreign-language (L2) writing instruction.
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Thornborrow, Joanna. "The Organization of Primary School Children's On-Task and Off-Task Talk in a Small Group Setting." Research on Language & Social Interaction 36, no. 1 (January 2003): 7–32. http://dx.doi.org/10.1207/s15327973rlsi3601_2.
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Kallunki, Veera. "Active and spontaneous learning in a small group – a case of learning DC-circuit phenomena in the 3rd grade." Nordic Studies in Science Education 9, no. 2 (November 18, 2013): 113–24. http://dx.doi.org/10.5617/nordina.764.
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In this study, the learning of DC-circuit phenomena in a small group in the 3rd grade (9-year-olds) of a comprehensive school is scrutinised. The focus of the study is on the progressive nature of learning sciences, and especially on its active and spontaneous components. Learning in a small group is examined from the standpoint of pupil’s talk. The article explores the small group’s learning process for the basic components of DC-circuits, especially bulbs. This process is treated from the standpoint of developing the conception of “the brightness of the bulbs”. In this study it is shown that even in the case of abstract subject matter, a small group can be a fruitful learning environment, where active and spontaneous learning can take place.
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King, Sarah Elizabeth, and Julie E. Dockrell. "Investigating affordance of opportunity for young children’s language interactions in a nursery setting: How can small group talk act as a forum for language learning?" Journal of Early Childhood Research 14, no. 4 (July 24, 2016): 351–69. http://dx.doi.org/10.1177/1476718x14552877.
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The importance of research on the unique nature of the communication supporting environment in nurseries has been heightened by growing evidence of the significance of early language skills for later academic and social development. This study focussed on children’s language use during small group times. Opportunities to hear and practise language were examined to uncover variation in conversational experiences for children with differing language needs. In this mixed-methods study, different measures were used to examine the relationship between participation and language level. Participants were an Early Years practitioner and 19 3- to 4-year-olds in two cohorts. Children’s language levels were measured using the Clinical Evaluation of Language Fundamentals Pre-School (2) UK. Quantitative analysis of interaction rates was made from video recordings of small group conversations. This was followed by detailed qualitative examination of talk during episodes of more sustained conversation. Differences were revealed in affordance of opportunity for children according to language level. Children’s interaction rates were positively correlated with scores on the Clinical Evaluation of Language Fundamentals Pre-School (2) UK at the start. Analysis showed conversational features of both formal and informal talk. Combining features from each was found to be associated with episodes of sustained conversation. Patterns of turn-taking were associated differently with participation for children with higher and lower language levels. Findings support the role for small group times as a forum for language development, facilitating opportunities for children differently according to their language needs. This has important implications for practice in supporting children to make the transition from informal to formal talk in the educational setting.
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Cleovoulou, Yiola, Heather McCollam, Erica Ellis, Lauren Commeford, Isabelle Moore, Annie Chern, and Janette Pelletier. "Using Photographic Picture Books to Better Understand Young Children’s Ideas of Belonging: A Study of Early Literacy Strategies and Social Inclusion." Journal of Childhood Studies 38, no. 1 (April 3, 2013): 11–20. http://dx.doi.org/10.18357/jcs.v38i1.15434.
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This study examined the ways young children (3 years 11 months to 7 years 9 months) talk about and demonstrate their understanding of social inclusion through the use of self-produced family photograph books. One hundred eighty-seven children from the Greater Toronto Area participated in the study by first sharing their personal photograph books with a small group of peers and then exploring books produced by children unknown to them. A mixed methods approach was used where children’s understanding of vocabulary was documented and small focus group discussions weretranscribed and analyzed. This article focuses on the study’s qualitative findings that children spoke about and conveyed their understanding of concepts surrounding social inclusion (inclusion, diversity, respect, acceptance, understanding) based on (1) their learning of the social inclusion vocabulary, (2) their personalexperience with social inclusion, and (3) their talk of social inclusionin relation to social identity. These themes and their implications for early childhood education are discussed.
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Morra Pellegrino, Maria Luisa, and Alda Scopesi. "Structure and function of baby talk in a day-care centre." Journal of Child Language 17, no. 1 (February 1990): 101–14. http://dx.doi.org/10.1017/s030500090001312x.
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ABSTRACTThe aim of this study is to examine how caretakers speak to young children in a day-care centre and particularly to investigate how they adjust their language, according to children's age and to size of groups. Five Italian teachers were observed, each one during six different sessions. Children's ages were 0;10–1;2 and 2;6–3;0. The number of children varied from a rather large group (seven children) to a small group (three children) to a single child. Language was taperecorded during free-play sessions of ten minutes. Context was noted by two observers. Transcripts were analysed according to structural features (syntactical complexity, redundancy, type-token ratio, speed) and functional features (proportion of utterances with different purpose: control and organization of child behaviour, empathy, conversation and teaching). Results show some significant differences in structure and function according to children's age and group size.
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pulluru, Upendhar Reddy, and Venkateshwar Reddy Muchintala. "1st MBBS professional student’s perception on teaching & learning methods of anatomy, before and at the time of COVID-19 pandemic." International Journal of Anatomy and Research 9, no. 2.1 (April 15, 2021): 7960–64. http://dx.doi.org/10.16965/ijar.2021.117.
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Objectives: COVID-19 pandemic has brought challenges to learn the anatomy subject for the students. Perception & online opinion has been taken from the students of SVS medical college, Mahbubnagar, on teaching and learning methods of anatomy, before and at the time of covid-19 pandemic Materials and Methods: students feedback has been collected through google forms - online survey opinion & Inputs were collected from the 113 MBBS students of the academic year 2019-2020, who had just completed their first year syllabus in both offline and online teaching methods, before lockdown and after lockdown (September-2019 to December-2020). Present study was done by using specially designed questionnaire comprising of points relating to the present curriculum in anatomy & teaching methodology at SVS Medical College, Mahbubnagar. Results: Students point of view, online teaching like streaming (ZOOM MEETING, GOTO MEETING & CISCO WEBEX) was not that much effective. Majority of the students opted for the best method for online teaching was recorded video or voice over PPT’S are the best option than the online streaming classes. Finally the students have opted for Traditional teaching like chalk & talk fallowed by PPT Presentation. Gross anatomy was mainly learned by the dissections involved by the students and faculty side by side. Histology was mainly learned by spending the more time on the microscope & involved in small group teaching. Embryology was mainly understood by small group teaching with the help of 3D models. Conclusion: The study concluded that the chalk and talk teaching fallowed by PPT’S, dissection by the students along with the faculty and spending more time on the microscope with small group teaching were the best methods to approach the anatomy subject. KEY WORDS: Students perception, Anatomy teaching learning methods, online and offline, chalk & talk, dissection.
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SALAM, GAVIN P. "FALL AND RISE OF THE GLUON SPLITTING FUNCTION." International Journal of Modern Physics A 20, no. 19 (July 30, 2005): 4450–55. http://dx.doi.org/10.1142/s0217751x05028053.
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This talk reviews some recent results on the NLL resummed small-x gluon splitting function, as determined including renormalisation-group improvements. It also discusses the observation that the LO, NLO, NNLO, etc. hierarchy for the gluon splitting function breaks down not when αs ln 1/x ~ 1 but rather for αs ln 2 1/x ~ 1.
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Jackson, Sue, and Tamsyn Gilbertson. "`Hot Lesbians': Young People's Talk About Representations of Lesbianism." Sexualities 12, no. 2 (March 24, 2009): 199–224. http://dx.doi.org/10.1177/1363460708100919.
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Media representation of heterosexual alternatives is particularly salient for young people negotiating sexuality, more so for those with limited access to other cultural resources to inform their homosexual understandings. With the centrality of media as resource in mind, we present in this article findings from our focus group research with 25 high school students aged 16—18 in which we invited them to discuss representations of homosexuality in the media. Our analyses, which focus here on lesbian sexuality, used a thematic discursive approach. We found constructions of lesbianism as `heteroflexible', `hot' and experimental to be common patterns in participants' talk, whereas notions of lesbian desire were largely silenced. While most of the talk drew on heteronormativity, we found small pockets of its deconstruction in mobilization of alternative discourses and rejection of sexual categories.
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Aline, David, and Yuri Hosoda. "Prefacing opposition: Resources for adumbrating conflict talk in second language peer discussions." International Review of Applied Linguistics in Language Teaching 58, no. 2 (June 25, 2020): 161–94. http://dx.doi.org/10.1515/iral-2016-0039.
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AbstractThis study provides an empirical analysis of conflict talk among second language learners, focusing on the opening aspects of conflict talk sequences, specifically the short sequences between an arguable and initial opposition. Data is based on 178 hours of small group discussions video-recorded in Japanese university English classes. Analysis revealed: (a) repetitions and why-type questions directly following an initial speaker’s claim were likely to adumbrate upcoming oppositions, (b) when a questioning repeat failed to elicit an account for the original speaker’s claim, the potential opposer explicitly pursued an account for the claim with a why-type question, (c) a major action these repeats and why-type questions performed was to call for speakers of potential arguables to provide sufficient accounts for their claims. The findings contribute to research on argumentative talk in classrooms by extending analysis beyond adjacent turns, by highlighting the resources of repetitions and why-type questions that speakers deploy to adumbrate oppositions, and by explicating the details of second language learner talk in peer discussions.
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Spreckels, Janet. "Identity negotiation in small stories among German adolescent girls." Narrative Inquiry 18, no. 2 (December 12, 2008): 393–413. http://dx.doi.org/10.1075/ni.18.2.11spr.
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In recent years, a change in narrative and identity analysis, which Georgakopoulou has called “a ‘new’ narrative turn” (2006, p. 129), has been observed. This term refers to a shift of focus from the traditional “big stories”, i.e., narratives as a well-defined and delineated genre with an identifiable structure, towards non-canonical “small stories” (Bamberg, 2004). In this article, I will discuss a “small story” in terms of identity negotiation. The data are taken from a larger ethnographic conversation-analytical study of a group of German adolescent girls, who interactively negotiate and construe group and gender identity through their categorization and disaffiliation from various out-groups. I will illustrate this phenomenon by drawing on concepts such as positioning analysis (Davies & Harré, 1990), identities-in-interaction (Antaki & Widdicombe, 1998), and membership categorization (Sacks, 1992). Besides discussing content-related aspects of the sequence the small story is embedded in, I will analyze the structure of it employing elements of traditional narrative models such as that proposed by Labov and Waletzky (1967) and combine them with elements that belong exclusively to the interactive construction of “small stories”. At the end of my analysis, I will draw on Quasthoff’s model of narratives-in-interaction (2001) to argue that in close-knit groups of friends, small stories at times only minimally deviate from the ongoing turn-by-turn-talk.
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Repice, Michelle D., R. Keith Sawyer, Mark C. Hogrebe, Patrick L. Brown, Sarah B. Luesse, Daniel J. Gealy, and Regina F. Frey. "Talking through the problems: a study of discourse in peer-led small groups." Chemistry Education Research and Practice 17, no. 3 (2016): 555–68. http://dx.doi.org/10.1039/c5rp00154d.
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Increasingly, studies are investigating the factors that influence student discourse in science courses, and specifically the mechanisms and discourse processes within small groups, to better understand the learning that takes place as students work together. This paper contributes to a growing body of research by analyzing how students engage in conversation and work together to solve problems in a peer-led small-group setting. This qualitative study evaluates video of Peer-Led Team Learning (PLTL) sessions in general chemistry, with attention to both the activity structures and the function of discourse as students undertook different types of problems across one semester. Our findings suggest that students talk their way through the problems; practicing a combination of regulative and instructional language to manage the group dynamics of their community of peer learners while developing and using specific disciplinary vocabulary. Additionally, student discourse patterns revealed a focus on the process of complex problem-solving, where students engage in joint decision-making by taking turns, questioning and explaining, and building on one another's ideas. While students in our study engaged in less of the deeper, meaning-making discourse than expected, these observations about the function of language in small-group learning deepens an understanding of how PLTL and other types of small-group learning based on the tenets of social constructivism may lead to improvements in science education, with implications for the structure of small-group learning environments, problem design, and training of peer group leaders to encourage students to engage in more of the most effective discourse in these learning contexts.
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Zhou, Yankun, and Hongtao Shen. "Supervision of environmental enforcement and corporate environmental performance." Nankai Business Review International 10, no. 1 (February 21, 2019): 42–66. http://dx.doi.org/10.1108/nbri-06-2018-0036.
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PurposeThis study aims to deem the new policy – talk for environmental protection – promoted in the second half of 2014 to be the exogenous event and adopts PSM and DID to verify whether and how the central government’s mechanism of supervision of environmental enforcement improves firm environmental performance and reveals the micro effect and working mechanism of the supervision of environmental enforcement.Design/methodology/approachThe researchers first select reasonable control groups for target districts by means of PSM, then apply DID to compare corporations in the treatment group with those in the control group for the change of environmental performance before and after the talk for environmental protection, so as to evaluate the micro-level effect of such talks on corporate environmental performance; after that, the research examines the working mechanism of such talks on corporate environmental performance; then, it goes a step further to find out the environmental impact of such talks on corporations of different natures of property right.FindingsIt is found from the research that the talk for environmental protection will effectively improve the environmental performance of corporations in the target districts, and the improvement of environmental performance in state-owned corporations in the target districts will be more evident. However, such improvements, to a certain extent, are achieved by reducing the output value, and corporations do not increase environmental investments from a long-term perspective.Research limitations/implicationsFirst, the targets of the talk for environmental protection are mainly principals of municipal governments, but the research expands the scope to the whole province due to the small sample at the municipal level. Despite evidences showing that such a pressure of supervision impacts the whole province, the results obtained based on the data at the municipal level will be accurate. Second, the research selects a relatively short research period. Third, due to the limited data on corporate environmental performance in China, the research selects only listed companies from key monitored and controlled firms by state.Practical implicationsFirst, for the central government, environmental policy making is not the end of its job; it shall also supervise local governments’ work at environmental governance and properly handle its relationship with local governments. Second, for the local governments, in the course of implementing environmental policies, they should not only strengthen law enforcement but keep the continuity of law enforcement to avoid moving law enforcement. Third, in the long run, corporations must start from the source of production to enhance environmental governance and make cleaner production, so as to keep boosting corporate competitiveness and their ability of fighting risks.Originality/valueFirst, the research innovatively provides empirical evidence about the effect of China’s supervision of environmental enforcement. Previous studies on this topic are mostly theoretical discussions only, while this research makes the talk for environmental protection the exogenous event about the supervision of law enforcement and achieves breakthroughs in empirical studies of administrative enforcement supervision. Second, the research pushes the studies on the implementation effect of environmental policies from a medium level to a micro level. Third, the research achieves some breakthroughs in the data for measuring corporate environmental performance.
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Mori, J. "Task Design, Plan, and Development of Talk-in-Interaction: An Analysis of a Small Group Activity in a Japanese Language Classroom." Applied Linguistics 23, no. 3 (September 1, 2002): 323–47. http://dx.doi.org/10.1093/applin/23.3.323.
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Simon, Irene Maya, Diniy Hidayatur Rahman, Nugraheni Warih Utami, and Eko P. Laksana. "Paket Pelatihan Coping Self-Talk bagi Calon Konselor." Jurnal Pendidikan: Teori, Penelitian, dan Pengembangan 5, no. 4 (March 31, 2020): 559. http://dx.doi.org/10.17977/jptpp.v5i4.13427.
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<p class="Abstrak"><strong>Abstract:</strong> This study aims to develop a training package of coping self-talk for pre-service counselors that has high acceptability, i.e. meeting the criteria of appropriateness, usefulness, easiness, attractiveness and clarity. The study applied a research and development design and procedure adapted from Borg & Gall. The evaluation of the training package was carried out through expert judgement and field testing. Two experts in guidance and counseling and one expert in instructional media were asked to validate the training package. Next, a lecturer and ten undergraduate students majoring in guidance and counseling were involved in small group testing. After making the necessary revisions, a lecturer and 39 other students were involved in operational field testing. The series of examinations produced a training package of coping self-talk that meets the criteria of appropriateness, usefulness, easiness, attractiveness and clarity.</p><strong>Abstrak:</strong> Penelitian ini bertujuan untuk menghasilkan paket pelatihan <em>coping self-talk </em>bagi calon konselor yang mempunyai akseptabilitas tinggi, yaitu memenuhi kriteria ketepatan, kegunaan, kemudahan, kemenarikan, dan kejelasan. Penelitian ini menggunakan desain dan prosedur penelitian pengembangan yang diadaptasi dari Borg & Gall. Pengujian bahan pelatihan dilakukan dengan uji ahli dan uji lapangan. Dua ahli bimbingan dan konseling dan seorang ahli media pembelajaran diminta untuk memvalidasi paket pelatihan. Berikutnya, seorang dosen dan sepuluh mahasiswa BK terlibat dalam pengujian kelompok kecil. Setelah dilakukan revisi produk yang diperlukan, pengujian lapangan operasional dilakukan oleh seorang dosen dan 39 mahasiswa BK lainnya. Serangkaian uji coba tersebut menghasilkan produk paket pelatihan <em>coping self-talk</em> yang memiliki kriteria sangat tepat, sangat berguna, sangat mudah, sangat menarik, dan sangat jelas.
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Vetter, Amy, and Mark Meacham. "The significance of reflective conversations for adolescent writers." English Teaching: Practice & Critique 17, no. 3 (August 13, 2018): 228–44. http://dx.doi.org/10.1108/etpc-11-2017-0168.
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Purpose For writing instruction, reflection has been an essential tool. Typically, educators ask students to reflect in a structured written, individual format. Less explored is the role that small and whole group reflective conversations have in fostering students’ understandings about writing. The purpose of this paper is to explore several conversations from a young writers’ camp to examine how three high school students engaged in four different kinds of reflective talk during the writing process. Design/methodology/approach This paper draws from a larger qualitative study about how campers constructed and enacted their writer identities in a two-week young writers’ camp. Five researchers observed, video/audio recorded, engaged in interviews and collected artifacts with 58 campers for ten consecutive days. Qualitative analysis was used to examine how young writers (Grades 9-12) engaged in reflective talk to develop understandings about writing. Findings Data illustrated that students engaged in four types of reflective talk: prospective, reflective-in-action, introspective and retrospective. The paper provides one example for each kind of reflective conversation and provides analysis related to how those conversations shaped campers’ understandings about writing. Originality/value This paper illustrated how adolescent writers used prospective, reflective-in action, introspective and retrospective talk during conversations to tell their stories of learning about writing, a topic less studied in the field. This work offers insight into teaching students how to have such reflective conversations so that they are productive and supportive during writing practices.
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Falco, Frank. "Cross Talk: A New Method for Peripheral Nerve Stimulation. An Observational Report with Cadaveric Verification." Pain Physician 6;12, no. 6;12 (December 14, 2009): 965–83. http://dx.doi.org/10.36076/ppj.2009/12/965.
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Background: Relief of regional, non-appendicular pain, particularly low back pain, through spinal cord stimulation (SCS) has proven challenging. Recently, peripheral nerve stimulation (PNS), also known as peripheral nerve field stimulation (PNFS) depending on the stimulation area, has demonstrated efficacy for the treatment of well-localized, small areas of pain involving the abdomen, inguinal region, pelvis, face, occipital area, and low back. More widespread application of peripheral nerve stimulation has been limited by its narrow field of coverage in a larger group of patients with diffuse or poorly localized pain. Objectives: To determine if cross talk (the creation of an electrical circuit and therefore electrical stimulation between separate subcutaneously placed PNS leads [i.e. inter-lead stimulation]) was clinically possible across large painful areas, assess the breadth of stimulation coverage via cross talk, evaluate the clinical efficacy of peripheral nerve stimulation cross talk (PNSCT), and confirm the existence of cross talk across a large area in a cadaveric model. Study Design: Case series observational report and cadaveric experimentation. Setting: A private, comprehensive interventional pain management practice with pain medicine fellowship training in the United States. Methods: Eighteen consecutive patients with non-appendicular, regional pain were included in the study. Data collection for the implanted patients included the presence or absence of stimulation between the PNS leads, stimulation tolerability, stimulation region, lead orientation, lead montage, inter-lead distance, and pain relief from PNSCT compared to PNS without cross talk. A cadaveric analysis was performed to determine the presence or absence of an electrical circuit with 2 subcutaneously PNS leads to confirm or refute the existence of electrical stimulation from on lead to the other within subcutaneous fat with the leads placed at a significant distance apart from one another. Results: All 18 patients experienced significant pain relief, reduction of pain medication, and functional improvement. Cadaveric experimentation confirmed the presence of an electrical circuit with PNS leads placed at a distance far apart from one another and verified that interlead stimulation (cross talk) does occur in subcutaneous fat over a great distance. Limitations: This study was limited by its small sample size, and the short-term follow-up after implantation. Conclusions: The use of the PNSCT technique allows for significant analgesia for large painful areas that have been poorly captured using traditional SCS techniques and not considered as an option with the current application of peripheral nerve stimulation. Key words: Peripheral nerve stimulation, peripheral nerve field stimulation, cross talk, spinal cord stimulation, neuromodulation, low back pain, failed back surgery syndrome, abdominal pain, neck pain, post herpetic neuralgia, occipital headaches
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Morgan, Jonathan T., Meghan Oxley, Emily M. Bender, Liyi Zhu, Varya Gracheva, and Mark Zachry. "Are We There Yet?: The Development of a Corpus Annotated for Social Acts in Multilingual Online Discourse." Dialogue & Discourse 4, no. 2 (April 19, 2013): 1–33. http://dx.doi.org/10.5087/dad.2013.201.
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We present the AAWD and AACD corpora, a collection of discussions drawn from Wikipedia talk pages and small group IRC discussions in English, Russian and Mandarin. Our datasets are annotated with labels capturing two kinds of social acts: alignment moves and authority claims. We describe these social acts, describe our annotation process, highlight challenges we encountered and strategies we employed during annotation, and present some analyses of resulting data set which illustrate the utility of our corpus and identify interactions among social acts and between participant status and social acts and in online discourse.
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Xu, Yi. "Perfective -le Use and Consciousness-Raising among Beginner-Level Chinese Learners." Languages 5, no. 2 (April 17, 2020): 16. http://dx.doi.org/10.3390/languages5020016.
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Within the framework of explicit learning and consciousness-raising, this study investigates patterns in the use of -le in authentic classroom tasks by beginner-level learners of Chinese as a foreign language (CFL). It also explores the role and the processes of student-centered consciousness-raising in explicit knowledge building. Twenty-five participants completed a grammaticality judgment task, an interactive role-play task, and a written editing task. The experiment group received role-play sheets with explicit forms of -le provided, and participants engaged in rule induction of -le in forbidden context in the role-play session. Results showed that beginner-level learners’ difficulty with -le use manifested in different ways in these tasks, and -le underuse occurred more than overuse in the control group’s oral role-play task. Consciousness-raising through unguided small group rule induction supported participants’ learning of -le usage constraints, shown by differences between the control and experiment groups’ performances in the posttest. Through a qualitative analysis of participants’ analytical talk transcripts, the processes and outcomes of small group rule induction are examined and discussed.
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Senent-Capuz, Nuria, Inmaculada Baixauli-Fortea, and Carmen Moret-Tatay. "Parent-Implemented Hanen Program It Takes Two to Talk®: An Exploratory Study in Spain." International Journal of Environmental Research and Public Health 18, no. 15 (August 3, 2021): 8214. http://dx.doi.org/10.3390/ijerph18158214.
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Parent-implemented interventions are a highly common approach for enhancing communication and linguistic abilities of late talkers, involving a population that shows a small expressive vocabulary in the absence of other deficits that could explain it. This study aimed to compare the outcomes of a parent-implemented language intervention, It Takes Two to Talk®—The Hanen Program® for Parents (ITTT), to a clinician-directed therapy. Participants were 17 families and their late-talking children: 10 families took part in ITTT and 7 in the clinician-directed modality. The outcomes in the social communication domain were more favorable for the ITTT group, but there were no significant differences between groups as regards vocabulary and syntax. In terms of parents, the research focused on examining if there were significant changes in parents’ stress and their perceptions of their children’s communication abilities. No differences were observed in the level of stress. In contrast, the group that received the ITTT program significantly altered their perceptions of their children’s communication difficulties in comparison with the clinician-directed therapy. These results have implications in the clinical management of late-talking children, and they are discussed in terms of evidence-based practice.
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Henderson, J. Gibson, William T. Merkel, and Jerome D. Cohen. "Teaching Medical Students How to Talk with Patients about Cardiovascular Risk Factor Modification." International Quarterly of Community Health Education 7, no. 4 (January 1987): 367–75. http://dx.doi.org/10.2190/ftwr-p1a4-2963-uyhe.
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Although medical students are increasingly taught about the nature and importance of cardiovascular risk factors, they are less often taught how to talk about them with patients and how to encourage patients to modify certain behaviors (e.g., smoking), which are associated with high risk for cardiovascular disease. The authors describe a short educational module designed to help third year psychiatry clerks learn some practical, patient-oriented aspects of preventive cardiology. From a small group discussion that encourages active participation, students learn to assess and explore environmental factors, skill deficits, cognitive distortions and emotions that may prevent patients from changing high-risk behavior. Strategies for change are then suggested, discussed and assessed for effectiveness in sample situations. This type of module is readily adoptable into most medical school psychiatry curricula and, if widely used, could promote the necessary skills to effectively change high-risk behaviors and lead to a further reduction in cardiovascular disease.
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Goebel, Zane. "Common ground and conviviality: Indonesians doing togetherness in Japan." Multilingual Margins: A journal of multilingualism from the periphery 2, no. 1 (November 7, 2018): 46. http://dx.doi.org/10.14426/mm.v2i1.57.
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While Humanities and Social Science scholars have a long history of trying to understand how people from different backgrounds get along (i.e. to be convivial), typically this work misses much of the work carried out in sociolinguistics and related areas. In building upon work on common ground, small talk, and conviviality, this paper examines how a group of Indonesian students living in Japan go about practicing conviviality. I show how repetition and tiny response tokens are used to build common ground. I argue that this practice is key to building convivial relations amongst this group and that this type of interactional work helps open the possibility of future interactions, some of which are tied with the need to build and maintain support networks in Japan.
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Caveman, A. "A speaker's contract with the audience." Journal of Cell Science 114, no. 9 (May 1, 2001): 1599–600. http://dx.doi.org/10.1242/jcs.114.9.1599.
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An occasional column, in which Caveman and other troglodytes involved in cell science emerge to share their views on various aspects of life-science research. Messages for Caveman and other contributors can be left at caveman@biologists.com. Any correspondence may be published in forthcoming issues. Previous Sticky Wickets can be viewed at: www.biologists.com/JCS/caveman/index.html I've had it with the big invited, rock-star speaker at meetings. The last straw was at a small meeting last summer. Participation was limited, and the format was designed to provoke interactions and discussion between scientists from different disciplines. Talks were short (~20 minutes), and the Chair of each session was asked to give a general introduction so that the subsequent speakers could focus on ideas, data and models. I thought that it was a privilege to be asked to participate. Clearly, this was not the case for some of the big shots. Three problems arose at this meeting that are symptomatic of meetings in general. First, the Chair of each session did not present a coherent introduction, at least not one that summarized the topic in an unbiased manner or one that helped place the subsequent talks in any sort of context. The introduction invariably comprised short, seemingly off-the-cuff remarks about the speakers that did little more than announce the titles of their talks and their professional affiliations (which were noted in the program). Any summary was restricted to out-takes from the Chair's talk. A consequence was that the subsequent speakers, who had not included an introduction (‘focus on ideas, data and models’), were left scrambling to put their talk in some sort of context. Second, the Chair was usually the first speaker. Never have the Chair of a session as one of the speakers. The Chair's talk invariantly went over time - well, who was there to keep track of the time? The consequence of the Chair's speaking too long was that the rest of the speakers now felt that, if the Chair went over time, then they could too. However, the Chair, realizing that too much time had been taken, tried to reduce the time allotted to each speaker either by cutting the talk off early or reducing the discussion to one or two short questions. The former was simply unfair, and the latter was contrary to the purpose of the meeting (‘provoke interactions and discussions’). Third, many of the invited speakers turned up the day before their talks and then left the following day. In one session, two of the speakers left immediately following their talks and were not available for the ‘round-table’ discussion at the end of the session (i.e. ~40 min later!). These ‘shift’ changes in speakers, as one group rotated out and was replaced by the next, were very frustrating - with the decreased discussion time caused by the Chairs and speakers' being present only for a short time, there was never time for discussion. Those who went to the meeting to learn, discuss and interact were let down. What sort of level of arrogance does it take to go to a meeting to present a (canned) talk and then leave without answering questions, discussing ideas or contributing to the interactions? What's the point? I suggest that there should be a Speaker's Contract with the Audience. *The speaker will attend the whole meeting and be available for discussions. *The speaker will prepare a talk that reflects the theme of the meeting/session. *The speaker will keep to the allotted time. *The Session Chair will not speak in the session and will keep time fairly. *The Session Chair will provide a summary of the session that blends ideas, directions and the topics covered by the speakers. *The Session Chair will provoke questions and discussion, and have at least one question ready after each talk in order to start the question period. The speaker should sign the contract in advance of the meeting. Speakers who break the contract will forfeit their honorarium and reimbursement (and probably should have to pay the registration of some of the audience!), and hopefully their lack of participation will be reflected in a decline in speaking engagements. Let's put the audience first, for a change, and the rock-star speakers second.
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Spicer, André. "Playing the Bullshit Game: How Empty and Misleading Communication Takes Over Organizations." Organization Theory 1, no. 2 (April 2020): 263178772092970. http://dx.doi.org/10.1177/2631787720929704.
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Why is bullshit so common in some organizations? Existing explanations focus on the characteristics of bullshitters, the nature of the audience, and social structural factors which encourage bullshitting. In this paper, I offer an alternative explanation: bullshitting is a social practice that organizational members engage with to become part of a speech community, to get things done in that community, and to reinforce their identity. When the practice of bullshitting works, it can gradually expand from a small group to take over an entire organization and industry. When bullshitting backfires, previously sacred concepts can become seen as empty and misleading talk.
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Molyneux, Paul, and Renata Aliani. "TEXTS, TALK AND TECHNOLOGY: THE LITERACY PRACTICES OF BILINGUALLY-EDUCATED STUDENTS." Trabalhos em Linguística Aplicada 55, no. 2 (August 2016): 263–92. http://dx.doi.org/10.1590/010318135016177421.
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ABSTRACT It is widely recognized that to be literate in today's world requires conscious, creative and critical deployment of language (and other semiotic devices) for different social purposes, contexts and audiences (FREEBODY & LUKE, 1990, 2003). This notion of literacy as social practice (BARTON & HAMILTON, 2000; STREET, 1995) has been extended to include the idea of multiliteracies (NEW LONDON GROUP, 1996; KALANTZIS & COPE, 2012), in recognition of the roles technology and digital text use and production play in young people's lives. However, the literacy practices of primary school-aged students, as they enact them in their daily in-school and out-of-school lives, remain under-investigated. This is particularly the case with bilingually-educated students whose literacy practices, involving texts, talk and technology, are deployed across languages. The research reported here investigated the literacy practices and language use of 68 students at three primary schools in Melbourne, Australia. Each of these schools offered bilingual programs to their students (involving instruction in Mandarin Chinese or Vietnamese, along with English). Data collected through individually administered questionnaires and small group interviews reveal these students live highly multilingual lives, where sophisticated linguistic choices and translanguaging are part of both their in-school and out-of-school lives. The research revealed that direct connections are made between the languages learned at school and personal, family and community literacy practices. As such, the students were found to attach high levels of importance to becoming biliterate, and powerfully attest to the linguistic, educational, social and functional benefits of bilingualism and a bilingual education. The research findings provide valuable insights into bilingual and multilingual practices involving texts, talk and technology. This article posits that bilingual education, as implemented at the three research sites, enhances students' learning and their sense of personal identity, as well as affording them skills and understandings they deploy in their own increasingly technology-mediated lives.
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Pinkevičienė, Dalia. "Mixed speech at work: a case study." Taikomoji kalbotyra, no. 9 (May 19, 2017): 73–108. http://dx.doi.org/10.15388/tk.2017.17448.
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The paper delves into the situated usage of mixed speech produced by adult Lithuanians at work, the environment hardly ever sociolinguistically researched in Lithuania. By mixed speech, Lithuanian speech interspersed with occasional insertional elements from other languages is meant. The study aims to see how more diverse linguistic resources that are now available in Lithuania are used to construct and negotiate social relations and social identities in the talk at work. The case study, which is a part of an ongoing larger scale project on Lithuanian workplace discourse, draws on digital audio recordings of naturally occurring spontaneous conversations between employees collected by a volunteer in a media-related company in Vilnius. The recordings containing elements of languages other than Lithuanian (English and Russian) have been transcribed and analysed using Interactional Sociolinguistics (IS), an in-depth qualitative approach that combines the application of the interpretive methods of discourse analysis with insights into social and cultural issues. The paper argues that mixed speech in Lithuanian workplace discourse is creatively used as group or individual stylistic choice to construct certain social images and to perform various functions: for instance, mixed speech containing Russian insertions, slang and swear words serves as an index of belonging to the group (or a community of practice), whereas English is a necessary tool for doing well in a contemporary work environment and presenting oneself as an expert in one’s professional field; English insertions tend to be employed when things need to be quickly and efficiently done while Russian is still used more extensively for off-task talk, such as small talk, gossiping, humour and jokes, which constitute an integral part of the talk at work. It can be hypothesised, however, that the range of functions performed by English insertions is gradually expanding as the command of Russian among co-workers is decreasing. The study depicts mixed speech as a means of negotiating social identities of a friendly and supportive colleague, a skilled and experienced professional, a creative, playful and adaptive communicator, and an open-minded, educated and sophisticated person.
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Patton, David F. "Small Parties and the 2013 Bundestag Election: End of the Upward Trend?" German Politics and Society 32, no. 3 (September 1, 2014): 26–45. http://dx.doi.org/10.3167/gps.2014.320303.
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In the 2009 German federal election, the small parties together captured 43.2 percent of the vote; three small parties boasted a result in the double digits. Four years later, none of the small parties finished above 8.6 percent and only two reentered the Bundestag. Notably, the FDP, one of the original West German parties, dropped out of the federal parliament for the first time. Yet, any talk of catch-all party revival and party system concentration needs qualification. As a group, the small parties received nearly a third of all votes cast—the second highest share in six decades. Those that did not make it into the Bundestag won 15.7 percent, a higher share than in any other federal election. This article examines the positioning of the leading small parties in the 2013 Bundestag election campaign and their respective electoral results; highlights party systemic as well as internal party factors to explain small party performance; reassesses the commonplace classification of small parties by whether there is an established legislative presence or not; and considers the positioning and performance of small parties in the years to come.