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6. Multi-Stakeholder Call to Action for the Future of Vaccine Post-Marketing Monitoring: Proceedings from the First Beyond COVID-19 Monitoring Excellence (BeCOME) Conference: Multi-Stakeholder Call to Action for the Future of Vaccine Post-Marketing Monitoring

Author

Bauchau, Vincent, Bollaerts, Kaatje, Bryan, Phil, Buttery, Jim, Davis, Kourtney, Chen, Robert T., Feikin, Daniel R., Fretta, Antonella, Frise, Sarah, Gandhi-Banga, Sonja, Izurieta, Hector S., Jouquelet-Royer, Corinne, Khromava, Alena, Li, Lin, Long, Raj, MacDonald, Sarah, Marcelon, Lydie, Massouh, Robert, Meeraus, Wilhelmine, Munoz, Flor M., Naim, Karen, Nordenberg, Dale, Nohynek, Hanna, Rubino, Heather, Salmon, Daniel A., Sellers, Sarah, Serradell, Laurence, Torcel-Pagnon, Laurence, and Wilkins, Jamie

Published
2025
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13. Getting a Load of Linguistic Reasoning: How L1 Student Teachers Process Rules of Thumb and Linguistic Manipulations in Discussions about Grammar

Author

Jimmy Van Rijt, Arina Banga, and Martijn Goudbeek

Abstract

An important skill for L1 language teachers when teaching grammar is the ability to produce and quickly evaluate arguments that underpin a grammatical analysis. Previous research has revealed that the strongest arguments in favour of a particular grammatical analysis are based on linguistic manipulations (LM) rather than on rules of thumb (RoT). This makes it critical for teachers to be able to handle arguments based on LM. If LM are considered too difficult to process compared to RoT, however, (student) teachers may avoid grammatical argumentation based on LM altogether, and they might struggle to evaluate their pupils' LM-based grammatical argumentation. The current study has therefore examined whether LM impose a higher cognitive load on Dutch student teachers than RoT, using grammatical discussion tasks in which participants (N = 298) evaluated arguments based on RoT and on LM. Multilevel analyses indicate that LM are indeed more difficult to process than RoT, as measured by response times, correct classifications, and perceived difficulty ratings. This effect is partly influenced by student teachers' need for cognition and their willingness to engage in grammar.

Published
2024
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14. Theorising Racist Hate Speech on UK University Campuses through a CRT Lens

Author

Sunil Banga

Abstract

Racist hate speech on UK university campuses remains an increasing concern. This article examines the widespread problem of racist hate speech through a multilayered theoretical approach; and suggests that a fuller appreciation of the problem can only be gained through a race-centred analysis. Drawing on Fraser's work on the problematics of misrecognition and identity-reification, the article extends Levine-Rasky's theoreticisation of power dynamics in the intersectionality between whiteness and middle-classness to intersections of whiteness with both middle-classness and working-classness as a contributing factor to mobilisation of lad cultures which is termed as white-laddism. The article advances the understanding of racist hate speech through a conjoined analysis of these concepts through a Critical Race Theory (CRT) lens. The conjoined analysis is informed by the Deleuzian 'rhizomatic' approach in order to examine the process by which multiple, diverse and non-hierarchical lines of connection between the concepts shape, dislocate, modify each other in variable ways. The detail behind the bigger picture helps further our understanding of the inadequate nature of equality policies and strategies that often look at issues in isolation, and thus fail to address the inequality and injustice being perpetuated on campuses.

Published
2024
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24. Understanding Language Teacher Wellbeing: An ESM Study of Daily Stressors and Uplifts

Author

Gregersen, Tammy, Mercer, Sarah, MacIntyre, Peter, Talbot, Kyle, and Banga, Claire Ann

Abstract

This study focuses on understanding language teachers' lived experiences of their stressors and positive uplifts from a holistic perspective covering their professional lives in school, their personal lives beyond, and the connection between the two. The aim was to explore the nature of teachers' experiences of stress and how they spilled over from work into home domains. We also were keen to understand the dynamics of their experiences of stress and how their perception of daily stressors was related to their overall sense of wellbeing as well as their life and chronic stressors. The data were collected via a specially created app, which collected survey data and experience sampling method (ESM) data from language teachers across the globe. Teachers' wellbeing was investigated using the PERMA Profiler (Butler & Kern, 2016), their personality using Goldberg's (1992) Big Five measurement tool, and a questionnaire on chronic stressors and stressful life events. From a larger sample (n = 47), a set of 6 case studies of teachers who scored highly for wellbeing and those who scored low on wellbeing was examined to explore in depth and across time, the relationships between overall wellbeing, chronic stressors and stressful life events, the experience of daily stressors, and perceptions of health. The findings point to the complexity of the relationships between stress, wellbeing, and health as well as the dynamism of stress and the relationships between stress experienced in the workplace and at home. The study has important implications for research in this area and reveals the merits of working with this innovative data collection tool.

Published
2023
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