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1. "So Either You Have a Foetal Monitor or You Have Your Waters Broken, Basically Is It?": Articulating Maternity Care Policy at a Midwives' Ante-Natal Clinic (EJ867246)
Author(s):
O'Malley, Mary-Pat
Source:
Language Policy, v9 n1 p87-96 Feb 2010
Pub Date:
2010-02-00
Pub Type(s):
Journal Articles; Reports - Evaluative
Peer-Reviewed:
Yes
Descriptors: Foreign Countries; Females; Pregnancy; Birth; Obstetrics; Clinics; Health Services; Well Being; Interaction; Sociolinguistics; Public Policy; Resistance (Psychology); Change Strategies
Abstract: Maternity care in Ireland has been described as a "testament to the strength and influence of the medical profession" (Mc Kee 1986: 192). A review of maternity and gynaecology services in the Dublin area in 2004 revealed that "no participant...thought that the maternity services were women centred at the time" (Women's Health Council, 2007, "Review of the gynaecology and maternity services in the greater Dublin area"). Meanwhile, current Department of Health policy aims to deliver "woman centred" maternity care as a means to ensuring the well being of Irish women (Department of Justice, Equality and Law Reform 2007, "National women's strategy 2007-2016." Dublin: Stationery Office). This paper deploys Frame Analysis in order to show how maternity policy is articulated in the face-to-face interaction of a midwives' ante-natal clinic. Drawing on the interactive notion of frames and knowledge schemas (Goffman 1967, "Interaction ritual: Essays on face to face behaviour." New York: Pantheon; 1981, Tannen and Wallat 1993), the analysis shows how current maternity policy is articulated linguistically in the context of a midwives' ante-natal clinic. Several frames are intertwined in the talk: examination frame, reporting frame, socio-relational frame. The frames can be identified with reference to question- answer- comment/next question exchange structures, and a conversational register. Frame switches are accomplished by both the women and the midwives. The medical model of pregnancy and birth prevails in the interactions. The analysis also shows how women attempt to articulate their perspectives on pregnancy and birth through the alignments they take up in the talk that occurs and through their ability to frame switch gracefully.Resistance to current policy occurs occasionally and fleetingly, instigated by women's introduction of a birth plan or by recommendations of the midwife. Resistance is a delicate undertaking and ultimately the medical perspective that prevails in the face-to-face interaction while alternative perspectives are heard as whispers that are easily silenced. Close analysis of how policy is enacted and resisted in face-to-face interaction in this health care context is important for enabling change to take place. Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract
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2. Circassian Language Maintenance in Jordan (EJ866839)
Rannut, Ulle
Journal of Multilingual and Multicultural Development, v30 n4 p297-310 Jul 2009
2009-07-00
Descriptors: Language Maintenance; Language Planning; Uncommonly Taught Languages; Foreign Countries; Classification; Interviews; Video Technology; Surveys; Social Status; Computational Linguistics; Language Acquisition; Civil Rights; Sociolinguistics
Abstract: The central goal of this research is to explore the language policy aspects in Jordan by focusing on the Circassian language maintenance issues and to provide measures for language revitalisation in the current demographic, linguistic and political situation. Research is based on multiple sources of information, but primarily on the empirical data collected through 14 videotaped interviews conducted with prominent researchers and professors and teachers of Circassian, through observations and a survey covering 485 respondents, including 323 pupils from the age of 10 up to 16, and 162 parents. The Circassian language status and maintenance are analysed as a continuum of language functions and domains in a society. Classification is based on the traditional distribution of language policy dimensions, where language status, corpus and acquisition aspects, as well as UNESCO's nine language vitality factors and linguistic rights are considered. Different factors influencing language maintenance are useful for characterising a language's overall sociolinguistic situation. So far there has been neither expert evaluation of the Circassian language situation based on international legal documents, nor has there been research which would provide basis for requesting governmental support and plan further steps for language revitalisation. (Contains 3 figures and 1 note.) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract
3. Centre for Applied Language Research at the University of Southampton (EJ866674)
Baird, Robert; Hyde-Simon, Caroline
Language Teaching, v42 n3 p397-401 Jul 2009
Journal Articles; Reports - Descriptive
Descriptors: Second Language Learning; Local Issues; Intercultural Communication; Language Research; Sociolinguistics; Modern Languages; Humanities; Applied Linguistics; College Faculty; Program Descriptions; Foreign Countries; Second Language Instruction; Global Approach; Language Usage; Student Rights; Teaching Methods; Educational Policy
Abstract: The Centre for Applied Language Research at the University of Southampton is one of two research centres within the discipline of Modern Languages. Established in 2004, CALR now has more than 50 members, predominantly faculty members working in the School of Humanities/Modern Languages, as well as growing number of postgraduate researchers. The Centre has always sought to work collaboratively with other centres and institutions worldwide and regularly hosts visiting international scholars. Additionally, many of its members work closely with the Centre for Transnational Studies, which also comes under the School of Modern Languages. CALR promotes an extensive applied language research agenda, including language education policy, second language acquisition (SLA), foreign language learning (FLL) and teaching, sociolinguistics, intercultural communication and language globalisation. Emanating from the legacy of Christopher Brumfit, the founder of the Centre, CALR work has always reflected an awareness of global and local issues in language use and learning. Brumfit was renowned for balancing his concerns for the rights and freedoms of the language learner with his influential work on classroom pedagogy. Since his passing in 2006, these values have lived on in the work of the Centre. Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract
4. Sign Language Planning: Pragmatism, Pessimism and Principles (EJ864607)
Turner, Graham H.
Current Issues in Language Planning, v10 n3 p243-254 Aug 2009
2009-08-00
Descriptors: Language Planning; Sign Language; Applied Linguistics; Sociolinguistics; Educational Legislation; Power Structure; Deafness; Language Maintenance
Abstract: This article introduces the present collection of sign language planning studies. Contextualising the analyses against the backdrop of core issues in the theory of language planning and the evolution of applied sign linguistics, it is argued that--while the sociolinguistic circumstances of signed languages worldwide can, in many respects, be treated analogously to those of other minority languages--there are unique features to the socio-political landscape facing signing communities and sign language planners. With reference to topics addressed in this collection (language teaching, codification, education and legislation), the distribution of power emerges as a constant theme, inevitably centred upon the relationship between Deaf people and others. While immense changes in sign language prospects have evidently taken place worldwide over the last half-century, it can be seen that the power balance remains precarious and that major forces continue to align to ensure that sign language planning remains at best an uphill struggle. Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract
5. The Speech Community in Evolutionary Language Dynamics (EJ864021)
Blythe, Richard A.; Croft, William A.
Language Learning, v59 ns1 p47-63 Dec 2009
2009-12-00
Descriptors: Mathematical Models; Interaction; Interpersonal Communication; Social Cognition; Sociolinguistics; Physics; Researchers; Evolution; Change Agents; Language Acquisition; Language Variation; Language Research
Abstract: Language is a complex adaptive system: Speakers are agents who interact with each other, and their past and current interactions feed into speakers' future behavior in complex ways. In this article, we describe the social cognitive linguistic basis for this analysis of language and a mathematical model developed in collaboration between researchers in linguistics and statistical physics. The model has led us to posit two mechanisms of selection--neutral interactor selection and weighted interactor selection--in addition to neutral evolution and replicator selection (fitness). We describe current results in modeling language change in terms of neutral interactor selection and weighted interactor selection. Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract
6. Complex Adaptive Systems and the Origins of Adaptive Structure: What Experiments Can Tell Us (EJ864013)
Cornish, Hannah; Tamariz, Monica; Kirby, Simon
Language Learning, v59 ns1 p187-205 Dec 2009
Journal Articles; Reports - Research
Descriptors: Evolution; Figurative Language; Interpersonal Communication; Cultural Influences; Language Variation; Language Research; Semiotics; Sociolinguistics; Artificial Languages; Structural Analysis (Linguistics); Research Methodology
Abstract: Language is a product of both biological and cultural evolution. Clues to the origins of key structural properties of language can be found in the process of cultural transmission between learners. Recent experiments have shown that iterated learning by human participants in the laboratory transforms an initially unstructured artificial language into one containing regularities that make the system more learnable and stable over time. Here, we explore the process of iterated learning in more detail by demonstrating exactly how one type of structure--compositionality--emerges over the course of these experiments. We introduce a method to precisely quantify the increasing ability of a language to systematically encode associations between individual components of meanings and signals over time and we examine how the system as a whole evolves to avoid ambiguity in these associations and generate adaptive structure. Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract
7. School's out for the Summer: A Cross-Cultural Comparison of Second Language Learning in Informal Settings (EJ862601)
Feuer, Avital
International Journal of Bilingual Education and Bilingualism, v12 n6 p651-665 Nov 2009
2009-11-00
Descriptors: Cross Cultural Studies; Ethnography; Sociolinguistics; Cognitive Structures; Learning Processes; Immersion Programs; Summer Programs; Day Camp Programs; Informal Education; Second Languages; Second Language Learning; Chinese; Semitic Languages; Ethnic Studies; Socialization; Linguistics; Activities; Cultural Activities; Teaching Methods
Abstract: This ethnographic, cross-cultural study used a dialogic, sociolinguistic framework to describe learning processes in portraits of three immersion summer camps in the eastern US. Using the data collection techniques of in-depth interviewing, participant observation and textual analysis, the study examined the process of second language learning and ethnic socialization through linguistic and cultural activities at two Chinese and one Hebrew summer day camp for children ages four to 12. Informal alternatives to standard learning elements such as the "classroom"; "student"; "teacher"; "curriculum"; "textbooks"; and "tests" within the four language learning skill sets were observed and analyzed. Participants described positive language learning and social outcomes as a result of: voluntary participation in task or project-based activities; modeling using authentic materials and native-speaking role models; wide-ranging learning methods with an emphasis on physical activities; and language and social mediation through dialogue and relationships with junior counselors and counselors-in-training. (Contains 1 note.) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract
8. Maintaining Two Worlds: The Relevance of Mother Tongue in Brazil's Amerindian Societies (EJ862588)
Murphy, Isabel I.; Vencio, Elizabeth
International Journal of Bilingual Education and Bilingualism, v12 n4 p387-400 Jul 2009
Descriptors: Educational Needs; Speech Communication; Native Language Instruction; Written Language; American Indian Languages; Foreign Countries; Minority Groups; Metacognition; Language Acquisition; Language Attitudes; Case Studies; Oral Tradition; Cultural Pluralism; Sociolinguistics; Cultural Maintenance; Indigenous Populations
Abstract: This article explores mother tongue awareness among several Brazilian Amerindian societies in contrast with the perception of the importance of the vernacular according to policy makers and academics. The perception of the vernacular as important is discussed in the light of continuing debate among Brazil's educators concerning appropriate educational intervention within traditional societies. Two case studies are presented. One illustrates the Jarawara people's appropriation and use of writing in their own language, even as academics were debating the pros and cons of literacy for an oral society. The Jarawara incorporated writing into their culture in an unique manner, communicating with each other in ways that oral communication inhibited for cultural reasons. The second illustrates the Xerente's perception of their written language as a means of cultural affirmation and resistance in opposition to the majority culture. These two cases represent opposite poles on a continuum in the ongoing struggle of traditional societies to find acceptance and equality in Brazil's multicultural mosaic. The studies reveal cultural, sociolinguistic and human factors which must be considered by policy makers if the practical educational needs and aspirations of minority groups are to be respected. Clearly, there are implications for mother-tongue language issues worldwide. (Contains 5 notes.) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract
9. English as a "Lingua Franca" in the Linguistic Landscape of the Multilingual Resort of S'Arenal in Mallorca (EJ861202)
Bruyel-Olmedo, Antonio; Juan-Garau, Maria
International Journal of Multilingualism, v6 n4 p386-411 Nov 2009
Descriptors: Sociolinguistics; Multilingualism; Foreign Countries; English (Second Language); Official Languages; Tourism; Databases; Language Attitudes; Photography; Error Patterns; Error Analysis (Language)
Abstract: English has become the "lingua franca" of international exchanges. This is reflected in sociolinguistic studies of linguistic landscape (LL) which tackle the coexistence of English with local languages (e.g. Backhaus, 2007; Cenoz & Gorter, 2006; Edelman, 2006), on occasion oppressed (e.g. Nino-Murcia, 2003). However, there is little research on how English interacts with other languages in multilingual tourist destinations in the expanding circle. It is often assumed that English is expected by international holidaymakers, but the truth behind such an assumption has not yet been established. The world's second tourism earner, Spain, allows us to study how different languages interact, exerting sociolinguistic forces in a limited space. This will be illustrated with data from the LL of S'Arenal in Mallorca (Balearic Islands), paying particular attention to English as a "lingua franca." The expectations and perceptions manifested by 224 informants from various countries holidaying in S'Arenal will be contrasted with a database of 372 seafront pictures, examined for the different languages and errors in English that they include. The analysis of this evidence will reveal complex language interaction patterns as well as the special treatment received by English in the LL. (Contains 23 tables, 6 figures, and 1 note.) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract
10. Scaffolding Language, Literacy, and Academic Content in English and Spanish: The Linguistic Highway from Mesoamerica to Southern California (EJ859682)
Hayes, Katherine; Rueda, Robert; Chilton, Susan
English Teaching: Practice and Critique, v8 n2 p137-166 Sep 2009
2009-09-00
Descriptors: Heritage Education; Academic Discourse; Language Dominance; Second Language Learning; Achievement Tests; Foreign Countries; English (Second Language); Urban Schools; Elementary Schools; Class Activities; Learning Activities; Official Languages; Language of Instruction; Spanish; Classroom Communication; Classroom Environment; Sociolinguistics; Bilingual Education; Classroom Techniques; Hispanic American Students; Educational Policy; Second Language Instruction; Teaching Methods; Instructional Effectiveness; Program Descriptions; Cultural Background; American Indian Languages; Literacy
Abstract: This article contains a description of the Dual Proficiency (DP) program in an urban elementary school located in the heart of a large south-western city, as well as the teachers who designed and now implement DP, and the immigrant community participating by choice in DP. We write from a context where, ironically, the number of English language learners (ELL) in the United States is at its highest and yet use of the children's native language for classroom instruction is severely restricted, for all intents and purposes, by law. On top of this, district, state and national accountability demands, and the resulting focus on standardised test scores as indices of achievement, have served to narrow the curriculum and to direct classroom time to intensively tested skills. For schools with large numbers of students whose scores do not meet state testing standards, the prescribed remedy is often mandated, skills-based commercial programs. In the DP program, on the other hand, thoughtful content-based instruction utilising academic language connections between the students' two dominant languages (Spanish and English) with explicit recognition of the contributions of additional heritage indigenous languages from Mexico and Central America provides the scaffold to academic understanding for participating students. DP students consistently score significantly above their non-DP peers on state-mandated achievement tests. (Contains 1 table and 2 footnotes.) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract
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