Fay, R. (University of Manchester), Andrews, J. (University of the West of England), Holmes, P. and Attia, M. (Durham University), Revisiting linguistic preparation: Some new directions arising from researching multilingually. Paper presented at the 48th Annual Meeting of the British Association for Applied Linguistics (BAAL), hosted by Aston University, September 3rd – 5th, 2015.
Researchers as mediators: languaging and culturing when researching multiling...RMBorders
Andrews, J. and Fay, R. (University of Manchester), Researchers as mediators: languaging and culturing when researching multilingually. Paper presented at the 16th IALIC Conference, “Bridging across languages and cultures in everyday life: new roles for changing scenarios”, hosted by the Autonomous University of Barcelona, Barcelona, Spain, November 25th-27th, 2016.
Researching Multilingually: Possibilities and Complexities RMBorders
AHRC Workshop, London, 12 February 2016
Mariam Attia (Durham University)
Jane Andrews (University of the West of England)
Prue Holmes (Durham University)
Richard Fay (The University of Manchester)
Ways of "researching multilingually" at the borders of language, the body, la...RMBorders
Presentation by Prue Holmes from Durham University (with Jane Andrews, The University of the West of England, Mariam Attia, Durham University and Richard Fay, The University of Manchester) at the University of Melbourne, 15 July 2016
What does it mean to be (en)languaged in a world of vulnerability, discrimina...RMBorders
Fay, R. (University of Manchester), What does it mean to be (en)languaged in a world of vulnerability, discrimination, inequity and pain? Researching multilingually ay the borders of language, the body, law and the state. Paper presented at the Research Matters seminar series, hosted by the Manchester Institute of Education at The University of Manchester, October 28th, 2015.
Revisiting a framework for Researching Multilingually: Contributions from cri...RMBorders
Holmes, P. (Durham University), Fay, R. (University of Manchester), Andrews, J. (University of the West of England) and Attia, M. (Durham University), Revisiting a framework for Researching Multilingually: Contributions from critical theory, intercultural relations, ethics, and the creative arts. Presentation as part of the AHRC Researching Multilingually at the Borders of Language, the Body, Law and the State symposium, Bucharest, Romania, November 3rd – 6th, 2015.
Researching Multilingually: Drawing on your Language Resources in the Researc...RMBorders
Workshop by Prue Holmes from Durham University (with Jane Andrews, The University of the West of England, Mariam Attia, Durham University and Richard Fay, The University of Manchester) at the Graduate School of Education, University of Melbourne, 15 July 2016
RM-ly work in progress: some current whats and hows from our interdisciplinar...RMBorders
Fay, R. (University of Manchester), Andrews, J. (University of the West of England), Holmes, P. and Attia, M. (Durham University), RM-ly work in progress: some current whats and hows from our interdisciplinary, collaborative work to date. Presentation as part of the AHRC Researching Multilingually at the Borders of Language, the Body, Law and the State symposium, Bucharest, Romania, November 3rd – 6th, 2015.
Researchers as mediators: languaging and culturing when researching multiling...RMBorders
Andrews, J. and Fay, R. (University of Manchester), Researchers as mediators: languaging and culturing when researching multilingually. Paper presented at the 16th IALIC Conference, “Bridging across languages and cultures in everyday life: new roles for changing scenarios”, hosted by the Autonomous University of Barcelona, Barcelona, Spain, November 25th-27th, 2016.
Researching Multilingually: Possibilities and Complexities RMBorders
AHRC Workshop, London, 12 February 2016
Mariam Attia (Durham University)
Jane Andrews (University of the West of England)
Prue Holmes (Durham University)
Richard Fay (The University of Manchester)
Ways of "researching multilingually" at the borders of language, the body, la...RMBorders
Presentation by Prue Holmes from Durham University (with Jane Andrews, The University of the West of England, Mariam Attia, Durham University and Richard Fay, The University of Manchester) at the University of Melbourne, 15 July 2016
What does it mean to be (en)languaged in a world of vulnerability, discrimina...RMBorders
Fay, R. (University of Manchester), What does it mean to be (en)languaged in a world of vulnerability, discrimination, inequity and pain? Researching multilingually ay the borders of language, the body, law and the state. Paper presented at the Research Matters seminar series, hosted by the Manchester Institute of Education at The University of Manchester, October 28th, 2015.
Revisiting a framework for Researching Multilingually: Contributions from cri...RMBorders
Holmes, P. (Durham University), Fay, R. (University of Manchester), Andrews, J. (University of the West of England) and Attia, M. (Durham University), Revisiting a framework for Researching Multilingually: Contributions from critical theory, intercultural relations, ethics, and the creative arts. Presentation as part of the AHRC Researching Multilingually at the Borders of Language, the Body, Law and the State symposium, Bucharest, Romania, November 3rd – 6th, 2015.
Researching Multilingually: Drawing on your Language Resources in the Researc...RMBorders
Workshop by Prue Holmes from Durham University (with Jane Andrews, The University of the West of England, Mariam Attia, Durham University and Richard Fay, The University of Manchester) at the Graduate School of Education, University of Melbourne, 15 July 2016
RM-ly work in progress: some current whats and hows from our interdisciplinar...RMBorders
Fay, R. (University of Manchester), Andrews, J. (University of the West of England), Holmes, P. and Attia, M. (Durham University), RM-ly work in progress: some current whats and hows from our interdisciplinary, collaborative work to date. Presentation as part of the AHRC Researching Multilingually at the Borders of Language, the Body, Law and the State symposium, Bucharest, Romania, November 3rd – 6th, 2015.
Researching Multilingually and Translating Cultures Hub
Presented by Prue Holmes
7 Dec 2015, University of Glasgow
Languages, Refugees & Migration Event
Researching multilingually and interculturallyRMBorders
Holmes, P. (Durham University), Fay, R. (University of Manchester), Attia, M. (Durham University) and Andrews, J. (University of the West of England), Researching multilingually and interculturally. Paper presented at the 19th CultNet, hosted by Durham University, April 21st-23rd, 2016.
Investigating the Integration of Culture Teaching in Foreign Language Classroom: A Case Study
Dr. Samah Benzerroug & Dr. Souhila Benzerroug,
Teacher Training College of Bouzareah, Algiers, Algeria
The Sixth International Conference on Languages, Linguistics, Translation and Literature
9-10 October 2021 , Ahwaz
For more information, please visit the conference website:
WWW.LLLD.IR
Embarking The Six Thinking Hats in EFL Students’ Dissertation Writing at Saida University
Dr. Nadia Ghounane & Dr. Hanane Rabahi,
Department of English Language and Literature, Faculty of Letters, Languages and Arts,
Saida University, Dr. Moulay Tahar, Algeria & Department of English Language and Literature, Faculty of Letters and Languages, Maghnia University Centre, Algeria
The present study aims to provide some helpful techniques that guide EFL students in writing essays based on de Bono’s The Six Thinking Hats, hoping that these techniques can help EFL Master Students in writing their dissertations. The researchers selected first-year Master's students at Dr. Moulay Tahar University, Saida. The sample of the study consists of 39 students forming the experimental group. Before starting the experiment, the group had a pretest. After that, they were taught how to use the Six Thinking Hats Approach in writing the abstract and general introduction. The findings of the study revealed that there is a significant difference between the results of the pretest and posttest. The result also indicated that the use of the Six Thinking Hats technique provides mechanisms that can enhance the EFL student’s writing skill mainly, in writing dissertations. It is recommended that more importance should be given to practice in developing students’ writing skills. This may enhance the teaching process by implementing techniques that include cognitive abilities in writing tasks that may also improve their critical thinking.
Keywords: Abstract and General Introduction Writing, Cognitive Abilities, Dissertation Writing, EFL Master Students, Six Thinking Hats
The Sixth International Conference on Languages, Linguistics, Translation and Literature
9-10 October 2021 , Ahwaz
For more information, please visit the conference website:
WWW.LLLD.IR
Investigating the Integration of Culture Teaching in Foreign Language Classroom: A Case Study
Dr. Samah Benzerroug (Department of English) & Dr. Souhila Benzerroug (Department of French),
Teacher Training College of Bouzareah, Algiers, Algeria
Many scholars argue that language and culture are closely related to each other and hence the teaching of a foreign language cannot take place without the teaching of its corresponding culture which helps promoting language learning and enhancing learners’ motivation and performance (Corbett, J. (2003); (1996); Hinkel, E. (1999); Kramsch, C. (2006)). This being the case, the present study aims at putting emphasis on the importance and significance of integrating culture teaching in foreign language classroom in the Algerian school. It seeks to investigate whether foreign language teachers grant significant value and interest to the foreign language culture. Therefore, a descriptive analysis of the English and French textbooks of the secondary education was carried out to identify and examine the way the cultural dimensions are being dealt with. In addition, a survey was conducted by addressing a questionnaire to a number of secondary school teachers of English and French to investigate to what extent they consider culture teaching in their classroom. The research results revealed that despite the fact that there is a move towards fostering culture teaching, the textbooks still offer few tasks that deal with cultural aspects and teachers are still unfamiliar with the techniques to promote it in the classroom, thus they neglect culture teaching and prefer to focus on other aspects in the class like accuracy, fluency and language skills development. In light of these findings, a number of considerable implications and recommendation are presented to foreign language teachers and language policy decision-makers to stress the importance of integrating culture teaching and adequately implement it in the classroom.
Keywords: Foreign Language, Culture, Teaching, Integrating, Classroom
The Sixth International Conference on Languages, Linguistics, Translation and Literature
9-10 October 2021 , Ahwaz
For more information, please visit the conference website:
WWW.LLLD.IR
The exploring nature of vocabulary acquisition and common main gaps in the cu...Dr. Seyed Hossein Fazeli
Vocabulary can be as a key factor for success, central to a language, and paramount to a
language learner. In such situation, the lexicon may be the most important component for
learners (Grass & Selinker, 1994), and mastering of vocabulary is an essential component of
second/foreign language teaching and learning that has been repeatedly acknowledge in
theoretical and empirical second/foreign language acquisition research. The intent of the current
study is to set out the nature of vocabulary acquisition alongside the expressing importance of
vocabulary acquisition. The importance of the present study is to explore the current studies of
vocabulary in order to find out common main gaps among such studies.
It has been repeatedly suggested that there are L1 interference and gender-related differences in second language acquisition. This study aims to investigate L1 transfer and sex effect on fricative learning by comparing the spectral peak value of the target fricatives /s / and F2 onset of their following vowels produced by late Cantonese-Mandarin bilinguals and L1 Mandarin speakers. The results indicated that there were significant gender effects in /s/ and / /, yet no significant gender effect in / /. And there were statistically significant differences in /s/ and / /, but no significant differences in / / between the two language groups.
Among the IALIC-ists: the transcreation of intercultural knowledge landscapesRMBorders
Fay, R., Zhou, X., and Huang, Z.M., University of Manchester, paper title: Among the IALIC-ists: the transcreation of intercultural knowledge landscapes. Paper presented the 16th IALIC Conference, “Bridging across languages and cultures in everyday life: new roles for changing scenarios”, hosted by the Autonomous University of Barcelona, Barcelona, Spain, November 25th-27th, 2016.
Researching Multilingually and Translating Cultures Hub
Presented by Prue Holmes
7 Dec 2015, University of Glasgow
Languages, Refugees & Migration Event
Researching multilingually and interculturallyRMBorders
Holmes, P. (Durham University), Fay, R. (University of Manchester), Attia, M. (Durham University) and Andrews, J. (University of the West of England), Researching multilingually and interculturally. Paper presented at the 19th CultNet, hosted by Durham University, April 21st-23rd, 2016.
Investigating the Integration of Culture Teaching in Foreign Language Classroom: A Case Study
Dr. Samah Benzerroug & Dr. Souhila Benzerroug,
Teacher Training College of Bouzareah, Algiers, Algeria
The Sixth International Conference on Languages, Linguistics, Translation and Literature
9-10 October 2021 , Ahwaz
For more information, please visit the conference website:
WWW.LLLD.IR
Embarking The Six Thinking Hats in EFL Students’ Dissertation Writing at Saida University
Dr. Nadia Ghounane & Dr. Hanane Rabahi,
Department of English Language and Literature, Faculty of Letters, Languages and Arts,
Saida University, Dr. Moulay Tahar, Algeria & Department of English Language and Literature, Faculty of Letters and Languages, Maghnia University Centre, Algeria
The present study aims to provide some helpful techniques that guide EFL students in writing essays based on de Bono’s The Six Thinking Hats, hoping that these techniques can help EFL Master Students in writing their dissertations. The researchers selected first-year Master's students at Dr. Moulay Tahar University, Saida. The sample of the study consists of 39 students forming the experimental group. Before starting the experiment, the group had a pretest. After that, they were taught how to use the Six Thinking Hats Approach in writing the abstract and general introduction. The findings of the study revealed that there is a significant difference between the results of the pretest and posttest. The result also indicated that the use of the Six Thinking Hats technique provides mechanisms that can enhance the EFL student’s writing skill mainly, in writing dissertations. It is recommended that more importance should be given to practice in developing students’ writing skills. This may enhance the teaching process by implementing techniques that include cognitive abilities in writing tasks that may also improve their critical thinking.
Keywords: Abstract and General Introduction Writing, Cognitive Abilities, Dissertation Writing, EFL Master Students, Six Thinking Hats
The Sixth International Conference on Languages, Linguistics, Translation and Literature
9-10 October 2021 , Ahwaz
For more information, please visit the conference website:
WWW.LLLD.IR
Investigating the Integration of Culture Teaching in Foreign Language Classroom: A Case Study
Dr. Samah Benzerroug (Department of English) & Dr. Souhila Benzerroug (Department of French),
Teacher Training College of Bouzareah, Algiers, Algeria
Many scholars argue that language and culture are closely related to each other and hence the teaching of a foreign language cannot take place without the teaching of its corresponding culture which helps promoting language learning and enhancing learners’ motivation and performance (Corbett, J. (2003); (1996); Hinkel, E. (1999); Kramsch, C. (2006)). This being the case, the present study aims at putting emphasis on the importance and significance of integrating culture teaching in foreign language classroom in the Algerian school. It seeks to investigate whether foreign language teachers grant significant value and interest to the foreign language culture. Therefore, a descriptive analysis of the English and French textbooks of the secondary education was carried out to identify and examine the way the cultural dimensions are being dealt with. In addition, a survey was conducted by addressing a questionnaire to a number of secondary school teachers of English and French to investigate to what extent they consider culture teaching in their classroom. The research results revealed that despite the fact that there is a move towards fostering culture teaching, the textbooks still offer few tasks that deal with cultural aspects and teachers are still unfamiliar with the techniques to promote it in the classroom, thus they neglect culture teaching and prefer to focus on other aspects in the class like accuracy, fluency and language skills development. In light of these findings, a number of considerable implications and recommendation are presented to foreign language teachers and language policy decision-makers to stress the importance of integrating culture teaching and adequately implement it in the classroom.
Keywords: Foreign Language, Culture, Teaching, Integrating, Classroom
The Sixth International Conference on Languages, Linguistics, Translation and Literature
9-10 October 2021 , Ahwaz
For more information, please visit the conference website:
WWW.LLLD.IR
The exploring nature of vocabulary acquisition and common main gaps in the cu...Dr. Seyed Hossein Fazeli
Vocabulary can be as a key factor for success, central to a language, and paramount to a
language learner. In such situation, the lexicon may be the most important component for
learners (Grass & Selinker, 1994), and mastering of vocabulary is an essential component of
second/foreign language teaching and learning that has been repeatedly acknowledge in
theoretical and empirical second/foreign language acquisition research. The intent of the current
study is to set out the nature of vocabulary acquisition alongside the expressing importance of
vocabulary acquisition. The importance of the present study is to explore the current studies of
vocabulary in order to find out common main gaps among such studies.
It has been repeatedly suggested that there are L1 interference and gender-related differences in second language acquisition. This study aims to investigate L1 transfer and sex effect on fricative learning by comparing the spectral peak value of the target fricatives /s / and F2 onset of their following vowels produced by late Cantonese-Mandarin bilinguals and L1 Mandarin speakers. The results indicated that there were significant gender effects in /s/ and / /, yet no significant gender effect in / /. And there were statistically significant differences in /s/ and / /, but no significant differences in / / between the two language groups.
Among the IALIC-ists: the transcreation of intercultural knowledge landscapesRMBorders
Fay, R., Zhou, X., and Huang, Z.M., University of Manchester, paper title: Among the IALIC-ists: the transcreation of intercultural knowledge landscapes. Paper presented the 16th IALIC Conference, “Bridging across languages and cultures in everyday life: new roles for changing scenarios”, hosted by the Autonomous University of Barcelona, Barcelona, Spain, November 25th-27th, 2016.
Developing portale tool for digital forensicAl Imran, CISA
# Availability of Digital Forensic Tools.
# Remote and Independent Forensic Tools.
# Multi platform with user friendly DF.
# Portable DF Tools.
# Use of different DF tools.
Paperless Performance Appraisal ManagementNet at Work
See firsthand how this solution facilitates the employee appraisal process and lets you set goals, keep employee journals, and visually track employee and organization progress over time.
Global Mental Health: the importance of contextual sensitivity and appropriat...RMBorders
White, R. (University of Liverpool), Fay, R. (University of Manchester), Kasujja, R. (Makerere University) and Okalo, P. (2015). Global Mental Health: the importance of contextual sensitivity and appropriate methodologies. Paper presented at MAGic 2015 ‘Anthropology and Global Health: interrogating theory, policy and practice’, 9th-11th September, 2015, Sussex University, UK.
The role of the arts in researching multilingually at the borders of language...RMBorders
Fay, R. (University of Manchester), The role of the arts in researching multilingually at the borders of language, the body, law and the state. Paper presented at the Language Research, Performance and the Creative Arts scoping event, hosted by the University of Leeds, October 16th, 2015.
Neural & Fuzzy Logic On Linguistic Variable.
Modus Ponens,Modus Tollens,Fuzzy Implication Operators
Fuzzy Inference,Fuzzy Proposition,Linguistic variable etc are described here
John Heywood - Virtual Action Learning - practice-based observationsCertes
» Jak zarządzać pracą zespołów rozproszonych geograficznie?
» Co praktycy już wiedzą na temat zarządzania projektami wirtualnego
Action Learning (VAL)?
» O czym należy pamiętać podczas organizowania projektu VAL?
Recent Changes in Turkish Laws Governing Immigration ProceduresMelis Buhan Öncel
This publication has been prepared in order to provide brief information regarding residence and work permits in Turkey. For further information, please contact:
Mail: info@dablawfirm.com, Web Site: www.dablawfirm.com.
B2 6 Other Peripherals and Extension Cardspapettas
Β2.6 Άλλες Περιφερειακές Συσκευές
Να αναγνωρίζουμε και να ονομάζουμε άλλες περιφερειακές συσκευές.
Να εντοπίζουμε τα κύρια χαρακτηριστικά άλλων περιφερειακών συσκευών.
Researching language/languaging in contexts of pain and pressure: perspective...RMBorders
Andrews, J. (University of the West of England) and Fay, R. (University of Manchester), Researching language/languaging in contexts of pain and pressure: perspectives from 1946 and 2016. Paper presented at the “Taking stock of Applied Linguistics – where are we now?” 49th Annual Meeting of the British Association of Applied Linguistics (BAAL), hosted by Anglia Ruskin University, Cambridge, 1st-3rd September, 2016.
Cross-cultural research at the borders of language, the body, law and the sta...RMBorders
Presentation by Prue Holmes from Durham University (with Jane Andrews, The University of the West of England, Mariam Attia, Durham University and Richard Fay, The University of Manchester) at the Centre of Applied Cross-cultural Research of the Victoria University of Wellington, 26 July 2016
Researching multilingually exploring emerging linguistic practices in migrant...RMBorders
Presentation by Andrews, J. (University of the West of England), Pöyhönen, S. (University of Jyväskäla), Fay, R. (University of Manchester) and Tarnanen, M. (University of Jyväskäla), Researching Multilingually – exploring emergent linguistic practices in migrant contexts. Paper presented at the 2nd International Conference on the Sociolinguistics of Immigration (Slimig2016), Rapallo (Genova) Italy, September 22nd-23rd, 2016.
Celia Thompson presented her research on at the BAAL-ICSIG Seminar 2012 at the Dept of Languages, The Open University, Milton Keynes, UK, on 17-18 May 2012.
Establishing connections: online teacher training in the Gaza StripRMBorders
Presentation by Giovanna Fassetta (University of Glasgow), Maria Grazia Imperiale (University of Glasgow) and Nazmi Al-Masri (Islamic University Gaza) at the UNESCO Mobile Learning Week in Paris 20/24 March 2017
From fluency to linguistic incompetence: Humble reflections on multilingual r...RMBorders
Lecture by Prof Alison Phipps (University of Glasgow) as 2016 Visiting EU Thinker in Residence for the Hawke EU Centre for Mobilities, Migrations and Cultural Transformations, UniSA City West Campus, Adelaide, 14 November 2016
‘We Refugees’: Hardening and Softening of Borders of Everyday LifeRMBorders
Lecture by Alison Phipps (University of Glasgow) at the Global Tipping Points and the Role of Research: European Union and Asia-Pacific Migration Summit, UniSA, Hawke EU Centre, Adelaide, 1-2 November 2016
Recent Refugee Flows in Europe: Challenge and ResponsesRMBorders
Public lecture by Prof Alison Phipps (UNESCO Chair for Refugee Integration through Languages and the Arts, University of Glasgow) at the Political Science and International Relations Programme of Victoria University of Wellington, in association with the European Union Centres Network and the University of South Australia, 7 November 2016
At Home and Exiled in Language Studies: Interdisciplinarity, intersectionalit...RMBorders
Phipps. A. (University of Glasgow), At Home and Exiled in Language Studies: Interdisciplinarity, intersectionality and interculturality. Presentation at the Language, Communities and Moving Borders: Theories and Methodologies symposium, hosted by Birkbeck, University of London and the Institute of Modern Language Research, School of Advanced Study, University of London, June 29, 2017. With funding support from AHRC ‘Translating Cultures’ and ‘Open World Research Initiative’ projects.
“Coming clean” about researching multilingually – learning from different dis...RMBorders
Andrews, J. (University of the West of England), Fay, R. (University of Manchester), Holmes, P. and Attia, M. (both Durham University), “Coming clean” about researching multilingually – learning from different disciplines. Paper presented at the 2nd AHRC Researching Multilingually at the Borders of Language, the Body, Law and the State Symposium, 15th – 17th October 2014, Durham University.
Cultures of practitioner research: extending Exploratory Practice from langua...RMBorders
Fay, R. and Dawson, S. (University of Manchester), Cultures of practitioner research: extending Exploratory Practice from language education to researching multilingually collaboration. Paper presented at CultNet 2015, 17th-19th April, 2015, Durham University.
“They thought they heard somebody who had risen from their grave”: stories of...RMBorders
Davcheva, L. and Fay, R. (University of Manchester), “They thought they heard somebody who had risen from their grave”: stories of multilingual, collaborative, narrative research into Ladino and intercultural identity. Paper presented as LANTERN Lunch-time Talk No. 4 at the Manchester Institute of Education, March 4th, 2016.
Teacher education as intercultural practice: narratives of Spanish-medium pra...RMBorders
Gomez Parra, M. E. (Universidad de Córdoba) and Fay, R. (University of Manchester), Teacher education as intercultural practice: narratives of Spanish-medium practicum experiences in the refugee camps of Western Sahara. Paper presented at the 12th ELIA Conference ELIA XII, hosted by the University of Seville, Spain, 1st – 3rd July, 2015.
Living intercultural lives: Identity performance and zones of interculturality. RMBorders
Davcheva, L. (University of Sofia) and Fay, R. (University of Manchester), Living intercultural lives: Identity performance and zones of interculturality. Paper presented at the Cultural Horizons: Identities, Relationships and Languages in Migration conference, Cagliari (Sardinia/Italy), September 25th – 27th, 2015.
Living intercultural lives: identity performance and zones of interculturality.RMBorders
Davcheva, L. (University of Sofia) and Fay, R. (University of Manchester) (2015, November). Living intercultural lives: identity performance and zones of interculturality. Guest Lecture given at Sofia University, Bulgaria, November 9th, 2015.
The Knowledge Landscape of 念(niàn)/mindfulness: Intercultural Ethics for Tran...RMBorders
Huang, Z.M., Fay, R. (University of Manchester) and White, R. (University of Liverpool), The Knowledge Landscape of 念(niàn)/mindfulness: Intercultural Ethics for Transcreation. Paper presented at the 19th CultNet, hosted by Durham University, April 21st-23rd, 2016.
Paradigm humility and appropriate methodology in Global Mental HealthRMBorders
White, R. (University of Liverpool) and Fay, R. (University of Manchester), Paradigm humility and appropriate methodology in Global Mental Health. Paper presented at The Emergence of Global Mental Health Workshop, hosted by Kings College, London, April 28th, 2016.
Interthinking creatively, or what happens when creative artists and language ...RMBorders
Fay, R. (University of Manchester), Interthinking creatively, or what happens when creative artists and language researchers work together (Paper 2 of the symposium Transformative creativity: arts and performance in language and intercultural research). Paper presented at the 16th IALIC Conference, “Bridging across languages and cultures in everyday life: new roles for changing scenarios”, hosted by the Autonomous University of Barcelona, Barcelona, Spain, November 25th-27th, 2016.
Hospitality as advocacy: Towards the concept of community hospitalityRMBorders
Keynote by Alison McIntosh (University of Waikato), Cheryl Cockburn-Wootten (University of Waikato) and Alison Phipps (University of Glasgow) at the Critical Hospitality Studies Symposium: A Multi-Disciplinary Affair, 28-29 July 2016 at Edinburgh Napier University
Presentation by Alison Phipps (University of Glasgow) and Tawona Sitholé (University of Glasgow, Seeds of Thought) at the Voicing Displacement - dialogues and exchanges event, University of Manchester, 6 July 2016, Manchester
Presentation by Alison Phipps, University of Glasgow, with Tawona Sitholé (Seeds of Thought), Gameli Tordzro (Pan African Arts Scotland) and Naa Densua Tordzro at the Conference on Languages and Tourism at the Institut für Afrikanistik und Ägyptologie, Universität zu Köln, 30 May 2016
"Where were you?" Hard words for hard times. Language and justice in a time o...RMBorders
Presentation by Alison Phipps (University of Glasgow) at the Centre for Theology and Public Issues at New College, University of Edinburgh, 18 February 2016
'What does it mean to be language in today's world?', A Human Ecological Per...RMBorders
Presentation by Alison Phipps (University of Glasgow), presented at the Researching Multilingually at Borders symposium, 10 June 2015, Brussels, Université Libre de Bruxelles
The Indian economy is classified into different sectors to simplify the analysis and understanding of economic activities. For Class 10, it's essential to grasp the sectors of the Indian economy, understand their characteristics, and recognize their importance. This guide will provide detailed notes on the Sectors of the Indian Economy Class 10, using specific long-tail keywords to enhance comprehension.
For more information, visit-www.vavaclasses.com
Students, digital devices and success - Andreas Schleicher - 27 May 2024..pptxEduSkills OECD
Andreas Schleicher presents at the OECD webinar ‘Digital devices in schools: detrimental distraction or secret to success?’ on 27 May 2024. The presentation was based on findings from PISA 2022 results and the webinar helped launch the PISA in Focus ‘Managing screen time: How to protect and equip students against distraction’ https://www.oecd-ilibrary.org/education/managing-screen-time_7c225af4-en and the OECD Education Policy Perspective ‘Students, digital devices and success’ can be found here - https://oe.cd/il/5yV
How to Split Bills in the Odoo 17 POS ModuleCeline George
Bills have a main role in point of sale procedure. It will help to track sales, handling payments and giving receipts to customers. Bill splitting also has an important role in POS. For example, If some friends come together for dinner and if they want to divide the bill then it is possible by POS bill splitting. This slide will show how to split bills in odoo 17 POS.
The Roman Empire A Historical Colossus.pdfkaushalkr1407
The Roman Empire, a vast and enduring power, stands as one of history's most remarkable civilizations, leaving an indelible imprint on the world. It emerged from the Roman Republic, transitioning into an imperial powerhouse under the leadership of Augustus Caesar in 27 BCE. This transformation marked the beginning of an era defined by unprecedented territorial expansion, architectural marvels, and profound cultural influence.
The empire's roots lie in the city of Rome, founded, according to legend, by Romulus in 753 BCE. Over centuries, Rome evolved from a small settlement to a formidable republic, characterized by a complex political system with elected officials and checks on power. However, internal strife, class conflicts, and military ambitions paved the way for the end of the Republic. Julius Caesar’s dictatorship and subsequent assassination in 44 BCE created a power vacuum, leading to a civil war. Octavian, later Augustus, emerged victorious, heralding the Roman Empire’s birth.
Under Augustus, the empire experienced the Pax Romana, a 200-year period of relative peace and stability. Augustus reformed the military, established efficient administrative systems, and initiated grand construction projects. The empire's borders expanded, encompassing territories from Britain to Egypt and from Spain to the Euphrates. Roman legions, renowned for their discipline and engineering prowess, secured and maintained these vast territories, building roads, fortifications, and cities that facilitated control and integration.
The Roman Empire’s society was hierarchical, with a rigid class system. At the top were the patricians, wealthy elites who held significant political power. Below them were the plebeians, free citizens with limited political influence, and the vast numbers of slaves who formed the backbone of the economy. The family unit was central, governed by the paterfamilias, the male head who held absolute authority.
Culturally, the Romans were eclectic, absorbing and adapting elements from the civilizations they encountered, particularly the Greeks. Roman art, literature, and philosophy reflected this synthesis, creating a rich cultural tapestry. Latin, the Roman language, became the lingua franca of the Western world, influencing numerous modern languages.
Roman architecture and engineering achievements were monumental. They perfected the arch, vault, and dome, constructing enduring structures like the Colosseum, Pantheon, and aqueducts. These engineering marvels not only showcased Roman ingenuity but also served practical purposes, from public entertainment to water supply.
This is a presentation by Dada Robert in a Your Skill Boost masterclass organised by the Excellence Foundation for South Sudan (EFSS) on Saturday, the 25th and Sunday, the 26th of May 2024.
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Revisiting linguistic preparation: Some new directions arising from researching multilingually.
1. Researching Multilingually at the Borders of
Language, the Body, Law and the State
(AH/L009636/1)
http://researching-multilingually-at-borders.com/
Revisiting linguistic preparation: some new
directions arising from researching multilingually
(BAAL, September 2015)
Richard Fay, Jane Andrews, Prue Holmes and Mariam Attia
(Researching Multilingually and Translating Cultures Hub)
2. 1. Introducing ‘Linguistic Preparation’
2. The Researching Multilingually @ Borders Project
3. Revisiting LP (1) … Revisiting Theory
4. Revisiting (2) … Four Illustrations (Provocations)
5. Some Questions Arising
Revisiting Linguistic Preparation – structure
3. • Nettl (2005): “This dissertation fieldwork [for graduate programs in
ethnomusicology], which is preceded by cultural and linguistic preparation,
usually involve a year or more of residence in the field venue” (p.6).
• Tremlett (2009): “The experience of researching in a second language
is central to the types of ‘claims’ that can be made in ethnographic
fieldwork, yet the process of language acquisition is barely explored in
anthropological texts” (p.63).
• Beaudry (1997) – language in ethnomusicological fieldwork in which
researcher has insufficient linguistic competence to directly undertake
research in the local languages (use of interpreters/ translators).
Linguistic Preparation (1) … for Anthropology and similar purposes
4. • Kinginger (2011) – preparation prior to a sojourn experience
• Language awareness
• Computer mediated communication – a virtual visit to the
host country
• Activities to support pre-departure proficiency
• Jackson (2006) pre-sojourn preparation – developing
ethnographic skills to enhance sojourn experience
Linguistic Preparation (2) … for Study Abroad and similar purposes
5. • “Are U.S. Military Forces properly prepared for
peacekeeping?” (e.g. re language training)
• Language and intercultural training for Cross-Cultural
Counselling / Global Mental Health Practitioners
• Business
• Diplomacy etc
• Intercultural language training - Baxter’s chapter on language in
three editions of the Intercultural Training Handbook.
Linguistic Preparation (3) … for other purposes
6. AHRC project (2014-17) ….. We have two overarching aims:
a) to research interpreting, translation and multilingual
practices in challenging contexts, and,
b) while doing so, to evaluate appropriate research methods
(traditional and arts based) and develop theoretical
approaches for this type of academic exploration.
We are:
• An international team of researchers with different
disciplinary backgrounds, research experiences, language
and performance skills
Researching Multilingually at Borders (1): Overview
7. • Concepts of borders and embodiment, superdiversity,
security/insecurity, raise important intellectual, practical
and ethical questions for as to how multilingual research
might be conducted.
• Focus on Methods: not in using new methods per se, but
rather:
• comparing across discipline-specific methods,
• interrogating arts and humanities methods where the body
and body politic are under threat, and
• developing theoretical and methodological insights as a
result
Researching Multilingually at Borders (2): methodological and conceptual concerns
8. 1. Translating the emotional impact of sexual and gender
based trauma in Scotland and Uganda;
2. Translating vulnerability and silence into the legal process
in Scotland and the Netherlands;
3. Working and researching multilingually at state and EU
borders with a focus on Romania and Bulgaria;
4. Multilingual ecologies in the American southwest
borderlands;
5. Arabic as a foreign language for international learners.
Researching Multilingually at Borders (3): 5 Case Studies
9. • Gardner & Martin-Jones (2012) new ethnoscapes,
technoscapes, mediascapes
• ESRC RDI researching multilingualism, multilingualism in
research practice
• Creese & Blackledge (2010) team working to explore
translanguaging in specified contexts e.g. complementary
schools
• Heller (2012: 30-31) circulating people, entering a mobile,
multilingual global economy
• Multilingualism “not as a property of individuals or of
groups, or even as a characteristic of spaces, but rather as
sets of circulating, constructible and deconstructible
resources”
‘New multilingual realities ’ (1): Insights from sociolinguistics
10. • Critique of a monolingual orientation to communication e.g.
one language maps onto one culture
• Translingual practice as identity expression e.g. lyrics from
rap artist MIA
• New theories, not new practices – code-meshing is not new
• “my aim has been to provide new research insights into the
ways in which mobile semiotic resources are negotiated for
meaning in global contact zones, and also to suggest
pedagogical approaches to develop such co-operative
dispositions and performative competence for cosmopolitan
relationships” (Canagarajah, 2013 p.202)
• Our concern – maybe a translingual mindset could be
nurtured in researcher praxis? If so, how?
‘New multilingual realities ’ (2): Insights from Applied Linguistics/Education
11. • Planning for multilingual research – with a monolingual
mindset?
• Monolingual ideologies at play within an education system
(Bonacina, 2012)
• Researcher assumptions regarding language use / choice
between research participants and interpreter (Andrews,
2013)
• Research context as a translingual space – implications for
research planning, linguistic preparation
Illustration 1: Researching learning in multilingual homes
12. • Case Study 1 (Lira, Uganda): To assist with developing contextually
sensitive psychosocial interventions for the Lango-speaking people
living in the Lira district
• Linguistic Preparation …. for 2-weeks in Uganda – English?
KiSwahili? Luganda? Lango? Acholi?
• Linguistic Preparation …. for relational aspects supporting the
research rather than for the research itself
• The DIME research manual is in English; the training for Research
Assistants was delivered in English; all data collection was
conducted in Lango
• The DIME methodology insists that the research should be
conducted in one language …. restrictive & frustrating for
participants?
Illustration 2: Researching context-sensitive psycho-social interventions (a)
13. • Ross’ Blog: “It is important to note that the school that we visited yesterday and
the University we visited today only teach students using English. This highlights
the challenges that health professionals might have [having been] taught in a
language that is not necessarily the first language of the people that they
subsequently treat. I think this serves to highlight the ecological validity and
potential utility of the research that we are conducting.”
• “Discussions with both Richard and Katja have also allowed me to reflect
critically on the methodology that we have been employing and sharpened my
awareness around the points in the process where the use of English language
training has juxtaposed with the use of Lango in the delivery of interviews and
the recording of associated information. I also have to concede that having
Richard and Katja in the team has increased the amount of Lango that I have
been able to pick up.”
https://rosswhiteblog.wordpress.com/
Illustration 2: Researching context-sensitive psycho-social interventions (b)
14. • Parneet – multilingual (English, Hindi, Punjabi), internationally experienced
counselling psychologist working with various languages (English, varieties of
Hindi, Kannada, Urdu) in various contexts with diverse individuals (re language,
culture, etc)
• “I first realised that I could, in the sense of having the permission to, conduct my
Doctoral research multilingually when [my supervisor] explained the way in
which I could handle my multilingual data. Being permitted to present the data in
its original language within the thesis surprised me to the extent of not believing
it at first. At the risk of sounding silly, when addressing the issue about
multilingual data during my mock panel, I became fearful of being asked
questions to which I had not yet found methodological answers and stated the
common practice of translating data into English, thereby reluctantly adopting
the dominant discourse of presenting the English translations and minimising the
focus on the multilingual aspects of the data …”
• Interview with a southern Indian Muslim (with fluency in Kannada, Urdu)
required her to think on her feet re language possibilities (Urdu/Hindi?) and how
she might use an interpreter also …
Illustration 3: Researching life on the street (Parneet Chahal)
15. • Phipps (2013) – linguistic incompetence, work with refugees
and asylum seekers, linguistic hospitality, critique of the
competence model
• “…I have found myself open to important ethical dimensions
and have experienced research from a position of
considerable humility, lack, limitation, wound and partiality”
p.336
• Ganassin & Holmes (2013) – flexible multilingualism, migrant
women as informal interpreters, researcher reflexivity
regarding language skills
Illustration 4: The benefits of not knowing a language
16. • What might usefully be included in the linguistic preparation
undertaken/encouraged for researchers (in diverse
disciplines) working in the complex ‘scapes’?
• Language learning
+
• Language awareness
+
• Translingual mindset
+
• ??
Revisiting Linguistic Preparation – some further thoughts (1)
17. • Baxter, J. (1983). English for intercultural competence: an approach to intercultural communication
training. In Landis, D. & Brislin, R.W. (Eds.), Handbook of Intercultural Training (Vol. 1) (pp.290-324).
Oxford: Pergamon Press.
• Beaudry, N. (1997). The challenges of human relations in ethnographic enquiry: examples from Arctic
and Subartic fieldwork. In Barz, G.F. & Cooley, T.J. (Eds.) Shadows in the field: new perspectives for
fieldwork in ethnomusicology (pp.83-83). Oxford: Oxford University Press.
• Blackledge, A. & Creese, A. (2010). Multilingualism – A critical perspective. London: Continuum.
• Bonacina, F. (2012). Ideologies and issues of access in multilingual school ethnography. In Gardner, S. &
Martin-Jones, M. (Eds.) (2012), Multilingualism, discourse and ethnography, London: Routledge
• Canagarah, S. (2013). Translingual practice: Global Englishes and cosmopolitan relations. London:
Routledge.
• Ganassin, S. & Holmes, P. (2013). Multilingual research practices in community research: The case of
migrant / refugee women in North East England, International Journal of Applied Linguistics, 23/3: 342-
356.
• Gardner, S. & Martin-Jones, M. (Eds.) (2012). Multilingualism, discourse and ethnography. London:
Routledge.
• Heller, M. (2012). Rethinking sociolinguistic ethnography: From community and identity to process and
practice. In Gardner, S. & Martin-Jones, M. (Eds.) (2012), Multilingualism, discourse and ethnography,
London: Routledge.
• Jackson, J. (2006). Ethnographic preparation for short-term study and residence in the target culture,
International Journal of Intercultural Relations, 30/1: 77–98.
References (1)
18. • Kinginger, C. (2011) Enhancing Language Learning in Study Abroad, Annual Review of Applied Linguistics
31: 58-73.
• Nettl, B. (2005). The study of ethnomusicology: thirty-one issues and concepts. Champaign, IL.: University
of Illinois Press.
• Phipps, A. (2013). Linguistic incompetence: Giving an account of researching multilingually in
International Journal of Applied Linguistics, 23/3: 329-341.
• Tremlett, A. (2009). Claims of ‘knowing’ in ethnography: realising anti-essentialism through a critical
reflection on language acquisition in fieldwork, Graduate Journal of Social Science, 6/3: 63-85.
References (2)
