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The discussion applies the basic psychological concepts of emotion schemas and the referential process to the case material presented by Drs. Richard Chefetz and David Mark. Emotion schemas are types of memory schemas that develop in an interpersonal field. They include subsymbolic processes, symbolic imagery, and linguistic codes, integrated to varying degrees. In treatment both participants come in with their emotion schemas, developed in the course of their lives, activated in the events of the day; communication between analyst and patient occurs on all levels in subsymbolic somato-sensory and symbolic verbal forms. The discussion of Dr. Chefetz's presentation emphasizes the relationships among multiple schemas of self and others, within the patient and between patient and analyst. The discussion of Dr. Mark's three cases focuses on connections and disconnections within the schemas as well as between them and emphasizes the pivotal role of imagery in connecting subsymbolic experience and words, and in the reconstruction of dissociated schemas in the context of the therapeutic relationship. [ABSTRACT FROM AUTHOR]

The article reflects on use of persuasive and ill-defined terms and use of ‘virtual' is justified in the context of online exchanges. It mentions telecollaboration is an online intercultural communication and collaborative learning with a view to developing linguistic, social, intercultural, and digital competences. It also mentions need to follow and analyze this evolution with frequency tools, quantitative linguistics, concordancer, and corpora in slavery.

Provision of early childhood education and care services for refugee families took on heightened challenges during COVID-19 restrictions. We undertook a small-scale study to explore how Australian educators worked with and cared for refugee families during the COVID-19 outbreak in an urban Australian setting. This paper emerges from a larger project that aimed to support social inclusion and cultural and linguistic diversity for refugee families in Australia. The paper draws on two group interviews conducted during a COVID-19 lockdown with four educators working with refugee families in early childhood education and care. Data analysis is framed by the ethics of care work of Carol Gilligan and Nel Noddings. On the basis of these theories and the interview data, two vignettes on an ethics of care were developed. The importance of being cared for and cared about and genuinely listening were identified as crucial aspects of the care provided to refugee children and their families. [ABSTRACT FROM AUTHOR]

The paper offers a discourse analysis of the visuality of COVID-19 cartoons published in three media outlets in China: Satire and Humour, circulated in the domestic market, China Daily, targeting an international anglophone readership, and an alternative, critical voice in the social media. Methodologically, the paper employs three theoretical notions, two triadic approaches to visual discourse, Peirce's concept of hypoiconicity and O'Toole's adaptation of Hallidayan linguistics to visual discourse, as well as Foucault's concept of institutional, enunciative modality. Domestically, official Chinese cartooning is shown to celebrate full government control over the epidemic. Internationally, the emphasis is on the geopolitical tension between China and the USA. Owing to its ideologically committed aesthetics, in Chinese COVID-19, political concerns are found to override the issue of public health. In its findings, the paper exemplifies the tension that typically exists in political cartooning between humorous presentation and its serious political intent. [ABSTRACT FROM AUTHOR]

In the present introduction, I aim to provide some general context for the case studies in this special issue by introducing some recent developments in linguistics that inspired them (in particular the Haspelmath – Newmeyer debate) and by roughly sketching tendencies in the long history of linguistic description. I argue that the crosslinguistic application of linguistic categories is an old phenomenon, going back two millennia, that offers an entire array of research opportunities. This introduction also surveys the papers in the special issue, embedded in the aforementioned historical sketch, and the principal questions to which they offer some first tentative answers. I lay particular emphasis on the interplay between linguistic historiography and linguistics, advocating the view that conceptual-historical criticism should be part and parcel of the linguist's modus operandi. [ABSTRACT FROM AUTHOR]

This paper explores five borrowed discourse-pragmatic features—wena, mna/mina, yazi, phela, and ke—which are transferred from indigenous South African languages into South African English, with the objective of investigating their frequency, position, collocational patterns, and discourse-pragmatic functions. The data, which are taken from the South African component of the Global Web-based English corpus, are analysed quantitatively and qualitatively, from a postcolonial corpus pragmatic framework. The results show that the discourse-pragmatic features are generally infrequent, orthographically stable, and prefer the clause-initial position. The paper indicates that wena is used as an address term to call for the addressee's attention, mna/mina is used to emphasise personal identity, while yazi seeks confirmation of and signals shared knowledge. Phela is an emphasis marker, while ke indicates contrast, textual coherence, and emphasis. This study underscores the contributions of indigenous South African languages to the discourse-pragmatic features of South African English. [ABSTRACT FROM AUTHOR]

This paper constitutes an introduction to our special issue on Transcending circulations of southern and northern concepts: Towards mobile and dialogic perspectives on language puts the spotlight on the hegemonies and marginalizations of mainstream academic productions and the circulations of concepts in the contemporary fields that are labelled Multilingualism, Applied Linguistics, Sociolinguistics, etc. Transcending the demarcations that have emerged in the Language Sciences broadly conceptualized across time, it particularly attempts to illuminate, through different scholars' engagements, the circulations of concepts inside and across academic circles located in various places on the planet, identified as central or marginal places of production of academic norms, including what is understood as global epistemic circuits. The editors present reflections from their own positionalities and recent trajectories as illustrative points of departure. [ABSTRACT FROM AUTHOR]

In this article, I make sense of my encounters with the language of objectivity as a student, tutor, mentor, and researcher. I rely on Dorothy E. Smith's conceptualisation of the ethic of objectivity, a practice that requires the student to devalue their embodied experience while ripping it from their experiential knowledge, which in turn they must rewrite in the language of objectivity. In conversation with Patricia Hill Collins and bell hooks, I reflect on whose perspective the language of objectivity represents. In doing so, I argue it is the language of the oppressor, and thus, the ethic of objectivity creates in the student an internal division between an experienced world written in their own language and an objectified world written in the oppressor's language. Identifying the ethic as an expression of dominant language ideology, I suggest that any critical writing pedagogy must relinquish the ethic of objectivity. [ABSTRACT FROM AUTHOR]

In this paper, we take an ecological view of children's development to argue that preventive interventions should move beyond separating the microsystems of school and home to create new intergenerational spaces for nurturing mental wellbeing. Using the 5A's theory of creativity, we draw upon our experiences of creative writing to explore how intergenerational spaces that facilitate co-creating creative writing between parents and carers and their children as actors develop reflective functioning, secure attachment and promote positive mental health. This original idea is explored further with experts from diverse landscapes of practice through a World Café and focus group discussion. Thematic analysis of these discussions conceptualises intergenerational spaces as complex, contradictory and dynamic: addressing potential barriers to actor participation caused by the microsystems of school and home; creating emotional and physical security; being underpinned by pedagogical freedom and structure; involving the writing of different artefacts for competing audiences. For those, including schools, looking beyond performativity and neoliberalism to promote positive mental health in more holistic ways, this paper offers a useful starting point for thinking about what intergenerational spaces that facilitate co-creating creative writing might look like. [ABSTRACT FROM AUTHOR]

The paper focuses on the communication of three bilingual couples, each speaking a different lingua franca (LF). Positioning theory offers a methodological framework to explain language choice in interactive positioning within personal contacts. A comparative view of the couples' storylines benefits from the differences between them. The analysis herein shows how the speakers are positioned in the subtle interplay of self-positioning and the positioning of the partner. The couples draw on their language resources and specific linguistic features which index language ideologies. Reasons for the choice and maintenance of a LF in the couple are informed by attitudinal factors which contribute to the discursive production of interpersonal positions. Findings outline multidimensional perspectives on LF couples by showing how different positions are created and how positioning is connected to the negotiation of a common language. This paper advances the debate on LF communication in intercultural relationships by demonstrating that positioning helps to investigate the ways in which diverse language resources intertwine to create different linguistic constellations and eventually improve our understanding of the performance in a third language. [ABSTRACT FROM AUTHOR]

This article highlights elements of Peirce's philosophy used by four well-known psychoanalytic authors, Ricardo Steiner, André Green, Bjorn Salomonsson and Dominique Scarfone, showing how contributions from Peirce's ideas could clarify psychoanalytic matters. The subject of Steiner's paper is how Peirce's semiotic could help to fulfill a conceptual gap mainly in Kleinian tradition in relation to phenomena that occur between what are called "symbolic equations" (representations lived as facts, by psychotic patients) and symbolization. Green's writings question Lacan's conception that the unconscious is structured like a language, suggesting that Peirce's signs, particularly the icons and indices, would be more appropriate to think about the unconscious than the linguistics used by Lacan. One of the Salomonsson's papers gives a good example of how Peirce's philosophic notions can be enlightening in the clinical area, as they are used to answer the criticism that words could not be understood by a baby in a "mother-infant" treatment; the other uses Peirce's conceptions to give interesting suggestions about Bion's beta-elements. The last paper, from Scarfone, broadly address the constitution of significations in psychoanalysis, but we will limit ourselves to consider how Peirce's concepts are used in the model proposed by Scarfone. [ABSTRACT FROM AUTHOR]

This paper argues that ethnomusicology has trended away from analysing music sound and, consequently, has not distinguished between two distinct-yet-complementary modes of attention, namely the multimodal cognition associated with mousike and the more 'teleomusical' (music-directed) attention associated with music. Building on (1) research on music in ancient Greece and China, (2) studies on multimodal perception, (3) the discovery of teleomusical perception in infants, and (4) three contemporary case studies, this paper concludes that mousike and music may be best understood as endpoints on a continuum of musical engagement. Mousike requires attending to the synergistic interaction among competing modalities, such as the linguistic, musical, visual, and kinesthetic, whereas music involves a greater amount of 'technologizing' in 'extending' musical cognition (extended mind thesis), requiring an attentive shift towards music sound. Founded on stages in infant development, the adult processes of attending to mousike and music must be ascertained through analysis, which can, nevertheless, present both challenges and advantages. The challenges are the biases that can emerge from the music-directed emphasis of ethnomusicological training, which may impede our ability to attend to other competing modalities in performance; the advantages are the revelatory insights that can only come from attending to music sound. [ABSTRACT FROM AUTHOR]

This paper investigates Gibraltar in a state of linguistic transition. This transition is feared by many to culminate in the loss of Llanito among younger generations. Llanito is a local variety made up of code-switched Gibraltar-Spanish, Gibraltar-English, Genoese, culturally specific words, and loanwords from other Mediterranean varieties. To evaluate the scope of this loss, this paper presents interviews with Gibraltarian politicians, as elected representatives who can influence the language situation, and grandparents who have contributed to the generational replenishment of Llanito. Llanito reflects Gibraltar's culture of hybridity, and this paper interrogates why Llanito is in decline among younger generations. Gibraltar has the ability to transform this situation: educational policy, community effort, and oral and written preservation of Llanito can help to maintain Llanito and save its linguistic loss. [ABSTRACT FROM AUTHOR]

This paper seeks to introduce a meaning-making process called 'sensuous abstraction' as one approach to aesthetic experience in line with Dewey's philosophy. Dewey highlights aesthetic experience as the best form of experience that integrates emotional and intellectual qualities to foster deep learning and insights. Building on contemporary research on sensation, affect, and human brain, this paper identifies two distinct modes of human understanding: the linguistic/conceptual system and the sensuous-imaginative system. The former, often associated with abstraction and intellectual thinking, is heavily emphasized in traditional schooling, but the latter, integral to human cognition, is sadly neglected and overlooked. While situational meaning offers a way to bridge the two systems, it often falls short of leading to aesthetic experience. In response, sensuous abstraction can promote a process of meaning making that becomes more general than sensation but never as general as linguistic categories while maintaining its sensory wholeness as aesthetic experience demands. Using a classical artwork as an example, this paper concludes sensuous abstraction can be adopted as one approach for educators to create learning experiences by integrating sensory experience and generalizations and abstractions that lead to aesthetic experience. [ABSTRACT FROM AUTHOR]

Employing neoliberal governmentality as a conceptual frame, this paper presents evidence from the mushrooming English language academies from Pakistan to demonstrate that how neoliberal rationality as a normative order of reason governs the minds of learners and teachers without governing. Drawing on the analysis of an open-ended interview protocol and semi-structured interviews, the findings suggest that learning more English is believed to render them competitive in the current linguistic market. The rationality is deeply interwoven with the logic of the market. English is considered instrumental for social survival, a tool that promises all forms of social, cultural, and economic capital. The paper discusses that how the knowledge that neoliberal rationality internalises, apparently governs participants' discourses, actions, and their self-technologies. Self-technologies manifest in their conduct of relentless self-development and self-entrepreneurship. Recurrent neoliberal lexicon embodies their subjectivities. The power of neoliberalism 'inserts itself into their actions and attitudes, their discourses, learning processes and everyday lives' (Foucault [1980]. Power/Knowledge: Selected Interviews and Other Writings, 1972–1977. New York: Pantheon Books). The study concludes that the transformative potential and promises attached to English learning are facile because English does not exist in some neutral social space; instead, it operates in a polarised society where the roots of socioeconomic inequalities are fundamentally structural than access to English. [ABSTRACT FROM AUTHOR]

This paper examines the various labels ascribed to males in the heterosexual discourse among female undergraduates in Nigeria. Insights from Community of Practice and Sexual Script Theory were used to demonstrate the use of situated linguistic choices to establish the differentials in male sexual behaviours. Data for the study were generated through participant observation and unstructured interviews with the aid of audiotape recordings and field notes. The study involves a representative sample of 22 female undergraduates who served as participants and research assistants. The findings reveal that situated language practices stimulate heterosexual discourses where female undergraduates creatively ascribe labels to the different males' sexual scripts. The labels include those related to male sexual performance, body size and size of sex organs, financial and marital status, familial and gatekeeping roles, and other routine sexual behaviours shown by men in sexual phases such as advances, arousal and intercourse. The scripts are also combined to re-enact the peculiar sexual narratives by the female students that show emerging sexual orientations. It is believed that the categorisation of such males' sexual behaviours in the University social contexts, would provide a basis for comparison with the sexual practices of other young adults' social groups across the globe. The paper discusses the various strands of sexual scripts shown by men in their heterosexual relationships with female undergraduates in a Nigerian University. The students ascribed labels based on the sexual performance, economic and marital status, and other routine behaviours that have an impact on the male sexual lifestyle. [ABSTRACT FROM AUTHOR]

In this paper, we critically discuss the impact of policy documents on the construction of national narratives on the provision of support for cultural-linguistic diversity in education systems in two European countries. The analysis focuses upon a selection of national policy documents that deal with the planning and provision of HLE since the 1990s. We take critical pedagogy and sociomateriality as theoretical lenses to investigate educational policies on HLE. Thus, this study critically traces the ways in which language ideologies are enmeshed with legislative, political and educational discourses by following an inductive and retroductive process, wherein key-concepts, themes and critical configurations of HLE are mapped, compared, re-assembled and discussed in terms of a complex system. The analysis shows that the (non-)provision of HLE shapes the educational space and the value references and world views that prevail and are (re)produced in it. Emerging deficit perspectives, linguistic assimilation and marginalisation processes limit the path towards more inclusive and equitable educational institutions and practices. [ABSTRACT FROM AUTHOR]

This paper focuses on the linguistic evolution of the Tianjin speech community in Sabah, Malaysia. From the perspective of restructuring of speech community, the paper integrates both micro and macro levels of language change into the analysis. Several methods were adopted in this study. Interviews were conducted with community leaders and various families. Besides, an ethnographic approach is taken to observe language use in different activities within the community. In total, 17 Tianjiners were interviewed who were from four generations (G3, G4, G5, and G6) and several community activities were participated. Despite all the social changes within the community, the Tianjin people (also known as northern Chinese) still manifest a strong group identity which differentiate themselves from southern Chinese, such as Hakka in Sabah. The strong group identification goes well with its diversity, which is one of the characteristics of the Tianjin speech community. [ABSTRACT FROM AUTHOR]

This paper explores language beliefs and writing practices of an international scholar in Biochemistry working at a large U.S. research university. Although the participant articulated monolingual ideologies and a desire to become like a 'native speaker,' he did not consider advanced writing skills in English a prerequisite for publishing in English in his field. Through 'talk-around-text' (Lillis 2008) and visits to his laboratory, we examine what resources the participant deemed valuable in the process of producing a scientific article. Adopting a spatial orientation to writing (Canagarajah 2018a), we pay particular attention to the spatial repertoires that shaped his recent first-author publication. We bring out the tensions between his language ideologies and actual communicative practices and discuss the theoretical and pedagogical implications of our research. Ultimately, we argue that a spatial orientation to communication expands the notion of bilingualism by urging us to consider people's actual creative practices of meaning-making in particular spaces rather than focus on isolated cognitive abilities. [ABSTRACT FROM AUTHOR]

The literature on culturally responsive pedagogy suggests an interaction between teachers' biases and subsequent encounters with students. To gain perspective on these (un)conscious biases, teacher candidates are encouraged to (re)consider their assumptions about "the other" through reflection. This article presents findings from a study that used a two-part reflection assignment to explore teacher candidates' beliefs and predispositions about diversity, teaching, and learning. This assignment was designed as a set of companion reflection papers accessing teacher candidates' assumptions about students, families, and communities of color at the beginning and end of a diversity course. Findings from this study indicate the degree to which the "reflection-on-the-reflection" assignment (a) captures teacher candidates' initial reflections about cultural and linguistic diversity; (b) facilitates reflection on initial beliefs after exposure to diversity course content; and (c) provides instructors with data about course elements that influenced candidates' reported beliefs and assumptions. [ABSTRACT FROM AUTHOR]

This paper draws on Bernstein's educational sociology to illustrate how a language-focused "subversive" pedagogic approach (Martin, 2011) was systematically realised through classroom interactions. While educational inequalities are often addressed at the level of policy and budgets, this paper provides a perspective on inequality and differentiated student outcomes within the classroom. Our research context is Australia, where we have a seemingly intractable gap between mainstream educational outcomes and those of disadvantaged groups. We present a study on how teachers' conscious pedagogic choices worked to support marginalised students. The participatory research focused on a series of science lessons, conducted in a suburban primary school, with a high proportion of students of refugee background. We explain how, in collaboration with teachers, we reframed Bernstein's abstract notions of regulative and instructional discourses into practical, intentional pedagogic strategies. We describe how these strategies were named and implemented, how they became a shared heuristic for the research team, and the empowering effect they had on teachers and students. The study demonstrates the potential of bringing educational and linguistic theories into practice as classroom pedagogic dialogue, with the empowerment of marginalised students in mind. [ABSTRACT FROM AUTHOR]

This paper aims to reassess a notion in the works of the later Husserl that is both historically important and philosophically insightful, but remains understudied, namely, that of type. In opposition to a standard reading which treats Husserl's type presentations as pre-conceptual habits, this paper argues that these representations are a specific kind of concept. More precisely, it shows that Husserl's account of type presentations is akin to the contemporary prototype theory of concepts. This is historically important, since the predecessor of the prototype theory is usually said to be Wittgenstein. From a philosophical standpoint, the paper shows that Husserl has an innovative account of the connection between type concepts and their extension. Contrary to the standard view of extensions as sets and thus sharp entities, Husserl develops a correlationalist theory of concepts, according to which, for the specific characteristics in the structure of a concept, there are corresponding characteristics in the arrangement of its members, and vice versa. According to this theory, while sharp concepts lead to sharp extensions, vague concepts such as (proto)type concepts lead to vague extensions. The paper presents this understanding of Husserl in detail and explains its philosophical significance. [ABSTRACT FROM AUTHOR]

This paper explores the epistemic outcomes of English Medium Instruction (EMI) in a South Korean Higher Education (HE) context. In order to understand the epistemic outcomes, the exploration draws on existing conceptualisations of linguistic and symbolic capital, and the literature on epistemic justice. The paper makes use of qualitative interview data generated with ten Business and Engineering undergraduate students. The analysis reveals that students' use and trust the Korean and English languages differently across EMI situations. This observation is used to identify two undesirable epistemic outcomes, including: (a) how students are prevented from negotiating understanding of HE subject content using their L1, and (b) the wider epistemic implications of English as the language that provides access to HE subject content. Finally, with reference to Fricker's theory of 'epistemic injustice', we reflect on the new theoretical understanding we have developed of epistemic outcomes in this South Korean multilingual HE context. [ABSTRACT FROM AUTHOR]

Women are disproportionately impacted by the COVID-19 pandemic worldwide. Based on the Australian context, we highlight how women from Culturally and Linguistically Diverse (CALD) communities are vulnerable to Domestic and Family Violence (DFV). During the pandemic, CALD women experienced inequality in relation to DFV support and services. In this paper, our methodology is based on a case study from a rapid review of academic and grey literature that privileged the lived experience of CALD women affected by the pandemic. From a critical social work perspective, we explored the newly emerging literature highlighting DFV for CALD communities during the pandemic. Our research highlights an increase in DFV incidents, frequency and severity of incidents against CALD women, limited access to DFV services, and that women on Temporary and Humanitarian Visas (THV) were more likely to be subjected to DFV. We support the urgent need to include women's services in developing appropriate policy responses to address the specific issues facing women, particularly those on THV. Critical social work perspectives can be utilised to build on and support the response of services during the COVID pandemic to promote social and policy change, and increased access to services. This support can be implemented by workforce initiatives, dedicated resources and community engagement. [ABSTRACT FROM AUTHOR]

Since the outbreak of Covid-19 health communicators around the globe have had to reach, urge, and persuade individuals and communities to adopt appropriate health protective behaviors. They have used a mix of communication channels, including outdoor media and public signage which are the focus of this paper. Drawing on a comparative linguistic landscape analysis, this paper critically examined the amount, content, and prominence of Covid-19 signage in Hackney, a London borough severely hit by the first wave of the pandemic. Having analyzed 1288 signs collected between May and July 2020, we found significant differences in Covid-19 signage between deprived and less deprived areas. These differences (e.g., in messaging about staying at home) have created inequalities in access to Covid-19 related health information and guidance. We also explored the changes in Covid-19 signage over time and the tailoring of risk and health messages to minority communities. [ABSTRACT FROM AUTHOR]

Pimple popping videos on YouTube draw a large number of views and comments. Using Critical Thematic Analysis, this paper analyses comments on the videos to understand why these films are so compelling for some viewers. Building on the insights of skin studies, I argue that the satisfaction that viewers experience is linked to (1) the nature of disgust (involving both aversion and fascination); (2) the visual close up framing of the videos (that produces a skin scape distinct from an identifiable person); (3) the nature of skin as a permeable boundary (such that acne is both inside and outside) and (4) the framing of extractions as a medical procedures (involving authority and ritual). Dirt is usually matter out of place, but in these films the waste matter that is pus and sebum is given a space of its own. [ABSTRACT FROM AUTHOR]

In a context in which opportunities for oral interaction are limited (English as a foreign language courses at a Saudi tertiary institution), we carried out an action research project evaluating the introduction of computer-mediated spoken language tasks with a group of intermediate learners. Although the students were confronted with multiple challenges ranging from unfamiliarity with educational technology, through recurrent bandwidth issues, to their own limited linguistic repertoires, they showed themselves able to participate in discussion with increasing facility and levels of responsibility for conversation management. In this paper, we focus on the communication strategies (CS) which they deployed to achieve this. While CSs were not the subject of explicit instruction, the students showed themselves able to draw on their repertoires and on the strategies implicitly modelled by their instructor over the six weeks of speaking activities using the SpeakApps platform. We examine what these strategies were: change in CSs over time; CS use in different conversational configurations (teacher-led group discussion; student-led group discussion and peer-peer pair discussion); impacts of the audio-only nature of discussion on CS choice. The paper points to promising directions for future practice and research. [ABSTRACT FROM AUTHOR]

Feedback is a term used so frequently that it is commonly taken that there is a shared view about what it means. However, in recent years, the notion of feedback as simply the provision of information to students about their work has been substantially challenged and learning-centred views have been articulated. This paper employs a corpus linguistics approach to analyse the use of the term 'feedback' in research articles published in key higher education journals on the topic over two five-year periods: 2009–2013 and 2015–2019. Analysis focused on the most common noun modifiers of 'feedback' and nouns modified by 'feedback', verbs with 'feedback' as the object, possessors of 'feedback', and prepositions representing an action or concept on or with 'feedback'. Whilst the analysis demonstrated that transmission-focused conceptions dominate publications on feedback, linguistic signifiers of a shift over time in representation of feedback away from a transmission-focus towards a learning-focus were evident within each grammatical relation category. The data indicate that the term 'feedback' is used by different authors to refer to very different representations of the concept, and the paper proposes that greater clarity in the representation of feedback is needed. [ABSTRACT FROM AUTHOR]

Alchemical language has been addressed in several lexicographical studies, historically and recently. This paper discusses the current state of the field and proposes a digital distant-reading approach to the issue of decoding alchemical Decknamen. This paper presents an algorithm for the digital analysis of alchemical language using the corpus of printed works by Michael Maier (1568–1622). Alchemical language was used as a medium for negotiating authority, inclusion, and exclusion in alchemical and chymical communities and also as a tool for social and scholarly knowledge-making. This paper addresses the historical problem of understanding early modern alchemical language by computational analysis. Previous studies have applied close reading methodologies to decode Decknamen; however, this paper offers a machine reasoning approach to analyse patterns in alchemical language. [ABSTRACT FROM AUTHOR]

In this paper, we explore how advanced college students use the past history and experiences of others to understand the present while learning a foreign language through a content-integrated curriculum. To assess student learning we operationalize Norris (2006. "The Why (and How) of Assessing Student Learning Outcomes in College Foreign Language Programs." The Modern Language Journal 90 (4): 576–583) learning outcomes model (content, skills and dispositions) through linguistic indices. The learning is documented throughout a semester via learners' written production, comparing the changes and expansion in the use of meaning-making resources that demonstrate their understanding of others through choices in the wording, logical organization of texts, and their positioning in relation to those contents. The participants have varied language trajectories ranging from heritage to L2 language learners of Spanish. The findings show how a content and language integrated curriculum focusing on a historical theme (i.e. Southern Cone dictatorships) through a particular genre (i.e. film review) can reveal students' content, skills and dispositions in an L2. Learners demonstrated their developing capacities in a foreign language and history through their production of written texts that allow them to use knowledge about the past to interpret the present via academic genres. The paper provides a framework for describing content, skills and dispositions learning outcomes with linguistic features that evidence the achievement of those outcomes. [ABSTRACT FROM AUTHOR]

This article used a critical discourse approach to understand how linguistic practices in the South African media construct international immigrants of African origin. We created an 88 000-word corpus of online South African news articles on immigrants from 2008 to 2020, which we then uploaded onto a corpus analysis software, Sketch Engine. Through the software, we were able to generate patterns of language use in the construction of immigrant identity and subject position in the media. While most literature on South Africa has focused on the violence associated with xenophobia, this paper zeroes in on 'the language of xenophobia' to provide a good reflection of the sociological construction of 'self' and 'other' in the country. By examining the discursive practices of the media on foreign nationals, the paper maps out not only the circulation but also the reproduction of power, social relations and other sociologies behind the prejudices that inform xenophobia in all its various forms. [ABSTRACT FROM AUTHOR]

Placement, the part of Initial Teacher Education (ITE) involving Pre-Service Teachers (PSTs) working in school, is a marked feature of ITE programmes that involve Higher Education Institution (HEI) input. In Scotland, placement is a feature of ITE, forms a major plank of the assessment of teaching quality and occurs in partnership arrangements between HEIs, schools and other organisations. As part of the Measuring Quality in Initial Teacher Education (MQuITE) research project, HEI-staff at the nine Scottish institutions offering ITE were surveyed for their views on a range of ITE matters. This paper discusses 150 respondents' answers regarding placement within current partnership arrangements. Using positioning theory (cf) as the frame for thematic analysis and data highlighted concerns, but significant desire for continuing development of partnership as a mechanism to develop PSTs. The paper has international implications for systems that utilise placement within a standards-based approach to ITE partnership. [ABSTRACT FROM AUTHOR]

This paper focuses on the content features of intentional deceptive information in the news (i.e., fake news) and on social media. Based on an extensive review of relevant literature (i.e., political journalism and communication, computational linguistics), we take stock of existing knowledge and present an overview of the structural characteristics that are indicative of intentionally deceptive information. We discuss the strength of underlying empirical evidence and identify underdeveloped areas of research. With this paper, we aim to contribute to the systematic study of intentional deception in the news and on social media and to help setting up new lines of research in which intentionally deceptive news items can be operationalized in consistent ways. [ABSTRACT FROM AUTHOR]

In this paper, we make a theoretical and methodical case for combining Institutional Ethnography and Reflexive Grounded Theory to investigate linguistic transition processes of newly-arrived students in the German school system. Legitimised by a missing knowledge of German, the students are separated into preparatory classes in order to prepare them (linguistically) for the regular classes. This article develops a reflexive institutional-ethnographic approach that problematises and visualises the various voices and practices of social actors engaged in these transition processes. We elaborate the theoretical premises, methodical steps and procedures of a combined approach which allows to reconstruct the transition moment and its attendant tensions, stakeholder perspectives and embeddedness in wider social processes of migration-related multilingualism. The paper enriches the methodological landscape in language, education and migration studies and offers implications for engaging with educational research sites. [ABSTRACT FROM AUTHOR]

This paper presents a new case study examining the use of police transcripts to assist the court in understanding poor-quality forensic audio admitted as evidence in criminal trials. The 1995 trial it studies was the first major Australian case to include extensive expert opinions about police transcripts provided by the prosecution. Despite the fact that experts on both sides noted serious problems with the police transcripts, the judge allowed them to assist the jury, with the expert opinions offered as (ineffectual) subsequent commentary. The legal procedures the judge used in doing this were upheld on appeal, and have been followed ever since as a model for judges admitting opinions of both police and experts. The paper demonstrates how these procedures (unintentionally) privileged the opinions of police "ad hoc" experts over those of genuine experts, enabling the erroneous transcripts to influence not only the 1995 verdict, but a 1997 appeal and a 2014 inquiry. Analysis reveals the reason for these anomalies as the fact that the procedures incorporate misconceptions about spoken language and its representation in a transcript, which, though they have been thoroughly refuted by linguistic science over many decades, remain deeply embedded in the "common knowledge" accepted by wider society – including powerful institutions such as the law. The paper ends by calling on Australian linguists to find effective ways to address the misconceptions that affect the legal handling of forensic audio, by building further on the success of other branches of forensic linguistics in seeking direct engagement with the judiciary outside the trial process. The first step in achieving this is for linguists to gain a thorough understanding of how the legal procedures for handling poor-quality forensic audio operate, both in principle and in practice. The aim of the present paper is to contribute to that understanding. [ABSTRACT FROM AUTHOR]

Scholars have long critiqued points of view in which monolingual perspectives are seen as normative in research on multilingualism. In relation to this monolingual orientation, however, in which monolingualism is perceived to be the implicit norm, less work has been dedicated to methodological challenges. As disciplinary perspectives on language in Linguistics and related fields move further towards the de-emphasizing and deconstructing of the boundaries between named linguistic varieties, this paper addresses some issues that come up in operationalizing this in our research. It does so through self-reflexivity, from a primarily Sociolinguistic and Applied Linguistic point of view, by addressing monolingual perspectives found in data on a project on multilingual practices in India. It focuses more narrowly on the ethnographic field notes from the research context. With discourse analysis, these are looked at through the lens of the monolingual orientation, with a particular focus on language ideologies and the compartmentalization of named-language varieties. Ideologies in the data are discussed in relation to their bearing on methodology in transcribing, coding, and the framing of research questions. This paper explores the tensions between evolving theoretical perspectives and on-the-ground research practice, concluding by proposing questions for reflection. [ABSTRACT FROM AUTHOR]

This paper discusses collaborative ethnographic work investigating multilingualism within education in Botswana, Tanzania, and Zambia. The paper takes a reflective perspective on how research is conducted and the role that multilingualism and collaboration can play in the research process itself. As a team of thirteen individuals, working across four countries, we bring a range of multilingual repertoires to the project. In this paper we discuss three principles which have been important in guiding our thinking and practice. These are: researching multilingually; researching collaboratively; and researching responsively. We discuss the rationale behind these principles and the role they play in our work. We then discuss challenges and successes which have emerged from implementing these principles in practice and use these to outline a framework that those interested in conducting similar work can use to guide their own thinking and practices. The data discussed in this article consist of a corpus of vignettes from members of the project team. Ten vignettes have been collaboratively analysed adopting a thematic analysis. Tasked with reflecting on, and evaluating, the principles the vignette data provide insight into the opportunities and challenges of working multilingually, collaboratively, and responsively within a team with diverse linguistic repertoires. [ABSTRACT FROM AUTHOR]

This paper explores how transmodalising pedagogy contributes to equitable STEM literacy education for emergent bilingual learners (EBLs). Attending to the urgent call for serving linguistically and culturally diverse learners in STEM classrooms and informed by the supporting theories and practices of transmodalising pedagogy, this paper provides a repertoire of transmodalising pedagogy to support elementary school EBLs' STEM disciplinary content and literacy learning. Particularly, this paper shares two elementary teachers' lessons in mathematics and science classrooms to showcase how transmodalising disciplinary literacy instruction for young EBLs can afford equitable access to STEM curriculum while engaging EBLs in disciplinary discourse practices. [ABSTRACT FROM AUTHOR]

Linguistic repertoire is regarded as one of the foundational concepts of sociolinguistics but despite its prominence during the early years of the discipline, it is commonly believed that for decades scant theoretical development on repertoire occurred. This situation is seen to change in the early 2000s when several (Northern) researchers increasingly advocated that linguistic repertoire could be more productive to theorize contemporary communicative practices than language. In this paper, I aim to foreground the South/North entanglements in the coinage and development of linguistic repertoire and present erased, forgotten, or obscured parts of the linguistic repertoire story. I show how Southern thinkers, both linguists and non-linguists came up with precursors to the way in which repertoires are currently conceptualized. By presenting this obscured narrative from the South, I want to offer critical questions about the trajectories of concepts and the kind of knowledge that gets excluded by the sidelining of Southern thinking. [ABSTRACT FROM AUTHOR]

Purpose: Legacies of colonialism continue to influence the profession of speech-language pathology (SLP) around the world. While there is some literature on ways in which we can decolonise the profession, there is little written on these issues in relation to research and practice in the field. In this paper, we discuss how qualitative approaches can be useful particularly in post-colonial contexts to transform research and practice in the profession. Method: Using a reflective framework, we draw on examples from several of our own research and teaching experiences that have embraced a variety of qualitative approaches, conducted across various contexts in the post-colonial South African context. Result: Qualitative approaches can play a central role in achieving transformation goals because they offer opportunities for highlighting the voices of marginalised communities and they are flexible and adaptable to the needs of particular contexts. We reflect on how qualitative approaches can be linked to SLP curricula, practice and research, and consider innovative ways in which such approaches can be embraced within the profession. Specifically focussing on research, we explore issues of access, representation and inclusion, the use of contextually relevant methods, and ethical considerations when working in post-colonial contexts. Conclusion: Many of the points raised in this article are important for all contexts. Embracing qualitative approaches offers opportunities for the SLP profession to transform and meet our mandate of providing culturally safe, appropriate, effective care. [ABSTRACT FROM AUTHOR]

In an era of internationalisation and globalisation, many institutional and national governments' higher education policies have embraced neoliberal agendas that encourage the use of English as a medium of instruction (EMI). Due to the postcolonial struggles of the Global South, it is important to critically examine the entanglement of EMI with the cultural politics of English and the colonial relationship between the Global North and Global South. This study takes as its departure point the notion that EMI might entail linguistic governmentality in perpetuating the linguistic, cultural and epistemic superiority of Anglo-Atlantic spaces. This paper seeks to unearth and analyse the complexity of EMI teaching in the Global South, specifically in Morocco as a postcolonial context. This study draws on focus group discussions with 24 university professors to get deeper insights into their perceptions of the significance and the implications of using EMI in Moroccan universities. [ABSTRACT FROM AUTHOR]

Deictic pronouns refer directly to the extralinguistic world (as in Stop her!), while anaphoric pronouns refer to elements introduced in discourse (as in My best friend is Mary. John adores her.). The distinction is central to linguistic theory and may be central also for understanding aphasia. This paper compares the production of deictic and anaphoric pronouns in fluent aphasia and non-fluent aphasia. It does so both for English and for Tagalog, which allows extensive omission of pronominal arguments. For both languages, the results show a dissociation between deictic and anaphoric pronouns. Non-fluent aphasic speech displays a lower proportion of anaphoric pronouns to non-pronouns than non-brain-damaged speech, while the proportion of deictic pronouns to non-pronouns is either not different (Tagalog) or higher (English). In contrast, fluent aphasic speech displays a higher proportion of deictic pronouns to non-pronouns, while the proportion of anaphoric pronouns is either not different (Tagalog) or lower (English). [ABSTRACT FROM AUTHOR]

This study explores the dynamics of migration in the growing prominence of German in Nigeria, and the ways self-perception of language competence shapes ethnolingual belonging and future trajectories of transmigrant Nigerians residing in Germany. Drawing on promotional texts of German language schools and migration-themed discourses on Nairaland, I show that while German is mainly espoused for migration purposes back at home, most Nigerians in Germany conceptualise belonging and otherness through the lens of language proficiency—a perspective that rationalises their inclination towards relocating to Anglophone destinations for greater linguistic capital and social inclusion. I argue that the narrowed view of German as a migration asset impedes its wider adoption and mainstreaming in the Nigerian linguistic market, and illuminate the complex nexus between language, racialisation, migration, and belonging, as well as the tenuous link between language learning and acculturation. The paper offers insights into the ways language competence shapes ethnolingual membership and migration patterns in a globalised world and suggests a nuanced understanding of new language acquisition. [ABSTRACT FROM AUTHOR]

This study examines nominal derivational affixes in a multilingual practice in the Philippines involving Hokkien, Tagalog, and English called Lánnang-uè. A feature of this practice is the systematic combination of affixes and roots (henceforth, 'system'). Certain morphological combinations (e.g. Tagalog prefixes + English root) are used frequently and are regarded by Lánnang-uè users as well-formed, while others are not. This paper seeks to examine the spread, stability, and possible patterns of sociolinguistically-conditioned variation involving this system in the Lánnang-uè-speaking community. I conducted an acceptability judgment experiment involving 65 users in Manila and found high rates of spread and stability within my sample. Factors such as age, sex, and attitudes towards mixing selectively conditioned how some speakers adhered to system. For example, older users tended not to follow the affix source language, length, and position condition of the system whereas male users only tended not to follow the first condition. Based on the findings, I argue that the derivational affixation system exhibits conventionalisation, and that it emerged due to identity negotiation practices led by younger and female users. I also argue that conscious positive attitudes towards mixing help shape the stable development of multilingual practices. [ABSTRACT FROM AUTHOR]

Recent work on linguistic landscapes at schools (schoolscapes) has highlighted the complex dialogic relationship between the semiotics of public signage in educational spaces and policies seeking to enforce dominant ideologies. In this paper, we discuss the results of research conducted in the Deep South of Thailand, a minority region in which the predominant language, ethnicity and religion are different from the rest of the nation, and which has over the last century been exposed to significant assimilatory pressure. Drawing on an analysis of language use in two Islamic schools in the region, as well as interviews and focus groups with administrators, teachers and students, we focus on the temporality of meanings – how schoolscapes are anchored in narratives of the past, present and future. Historical memories evoked by particular elements of the schoolscapes are discussed, particularly in light of the efforts of the local population to resist assimilatory policies. We also discuss the aspirations of our participants for the future, observing that, while recent language policy in Thailand has focussed primarily on promoting Thai and English, our participants saw a much more varied plurilingualism as relevant to their lives. [ABSTRACT FROM AUTHOR]

This paper reports the study of the agency of children aged 10–14 in their language practices as they interacted with their family members. The study was located in a Vietnamese migrant community in Victoria, Australia. In using a thematic, interactional analysis combined with a relational approach to agency, it was found that children’s agency emerged on a continuum which ranged from a more negative end of the continuum – manifested through the children’s explicit resistance to parental requests for home language use – to a more positive end of the continuum – manifested through their flexible linguistic repertoire in accommodating their interlocutors’ needs. Findings also suggest that the linguistic practices in the family domain surfaced as dynamic co-constructions to reflect the adults’ and children’s constant (re)negotiation in their everyday language practices in the home, which was also influenced by other factors such as children’s linguistic competence and the families’ linguistic norms. The study builds on previous findings on the relational nature of children’s agency by bringing attention to the different manifestations of children’s agency that arise in situ as they interact. [ABSTRACT FROM AUTHOR]

The identity of first-generation immigrant groups is a highly complex construct, evolving and changing in response to a host of social, psychological, and contextual factors. This paper explores how first-generation Chinese immigrants from mainland China position and negotiate themself in relation to the perceived sociocultural groups they affiliate with. Drawing on Bucholtz and Hall's (2005) sociocultural linguistic approach to identity and interaction, we address the issues of language use and identity through examining the emergent and spontaneous use of indexical references of self in the interviews with first-generation Australian Chinese immigrants. The findings reveal that the immigrants' senses of self are fluid and dynamic, influenced by their desire of ethnic continuity and personal affectional ties. This points to the usefulness of the discursive approach of indexicality for studying identity. [ABSTRACT FROM AUTHOR]

The search for connections with first family members is considered a normative part of adoptee development and not a reflection of adoptive family conflict or individual psychopathology. Knowledge about one's first family, with consideration for the potential of ongoing relationships, can be of psychological importance to the adopted person. The implications for first family members in the context of international contact/reunions have not been extensively studied. There are many complexities in navigating contact/relationships across the cultural, linguistic, and national differences inherent in intercountry adoption. This paper will review the extant literature and include clinical experiences of two adoption professionals who have facilitated first family contact/meetings following intercountry adoption. Content includes preparation for search, contact/meeting considerations, and supporting psychological integration for the adopted person, even when contact/meeting is not possible. [ABSTRACT FROM AUTHOR]