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This study focuses on the linguistic landscape in public transportation places in Sidoarjo Regency. It aims to analyze the use and function of language on signs at Sidoarjo Train Station, Waru Train Station, Purabaya Bus Station, Larangan Bus Station, and Juanda Airport. According to Spolsky and Cooper's theoretical framework, signs are classified based on various criteria forming language taxonomy on signs. The data collection was conducted using observation and interviews. The interview was conducted with one person (passenger) at each location and the observation lasted for four days for all locations, followed by data integration and analysis. The study identified 94 signs, including 62 monolingual (Indonesian and English) and 32 bilingual (Indonesian-English) signs functioning as prohibition, warning, labeling, direction, and information. The findings found the diverse linguistic landscape in the public transportation places in Sidoarjo Regency, which had an impact on communication and navigation for both domestic and foreign passengers. Furthermore, for future research, the researchers suggest using mixed methods for analysis and addressing specific areas, particularly enhancing the clarity and visibility of prohibition signs for passenger safety.

This study examines the effects of language use through a thorough skills intervention on students' general level of speaking skills, focusing on vocabulary and grammar. A quasi-experimental investigation was conducted to fulfill the research objective. The total number of participants was selected by systematic random sampling and divided into control and experimental groups. During the 2022 academic year, 92 Shambu High School of 10th grade students participated in the study. Tests with oral questions were given before and after the intervention and the results were evaluated using SPSS. Independent samples t-test results showed that there was no significant difference between the pretest scores of the two groups on the oral presentation samples, either in general speaking ability or in the use of grammar and vocabulary. However, the general spoken language abilities of the two groups and their consumption of vocabulary and grammatical elements differed significantly in the post-test. According to the paired sample t-test, the experimental group improved their basic speaking skills more than the control group. Therefore, it can be argued that teaching English through an integrated skills intervention had a better impact on students' speaking abilities than a more conventional method of teaching speaking skills. The study found that integrated skill strategies should be used in EFL lecture sessions to help students develop their interpersonal skills

This research examines the use of language in public spaces, especially at the Majapahit Kingdom heritage site, Mojokerto. The aim of this research is to describe how language is used at the Majapahit Kingdom heritage site, Mojokerto using linguistics landscape studies. This research data is a form of language use on posters, signboards, public signs and other signs in the research area that can reflect Mojokerto's designation as a historic city. The research results show that there are seven languages used, namely Indonesian, Javanese, English, Arabic, Hokkien, Mandarin and Pāli. These forms of language use are divided into three categories of language signs in public spaces, namely warning signs, information signs and place names. Factors that influence language signs in public spaces were also found to represent Mojokerto as a heritage site of the Majapahit Kingdom, namely as a place for research and visits for local and foreign tourists. These factors include government regulations, communication needs and marketing promotions for each location.

The aim of this study is to evaluate and explore the deployment of adult migrants’ first languages (L1s) by multilingual assistants (MAs) in additional language (AL) learning for the opportunities they afford to include students. The context is Sweden’s Swedish for Immigrants programme, in which a teacher team appointed MAs to support their students’ efforts to learn Swedish. In this context, MAs aremultilingual school personnel employed to support the students in their Swedish language development by, among other means, using the students’ L1s. The ensuing research study set out to investigate and develop MA and teacher roles in promoting Swedish language development through L1 use. The quest to include the students permeated this investigation. Action research provided a framework for the teachers to study their classroom interaction with MAs as a basis for professional development. Group interviews complemented video data. Different dimensions of inclusion and Bakhtin’s thinking about other‐orientedness offer theoretical support. The results are presented as four cardinal contributions made by MAs with significant potential to include adult migrants in AL education. The teachers’ conception of dialogic activity specifies inclusion as a transsubjective enterprise that, through instructional restraint and translingual space, allows students to explore language and achieve progressively coherent responsive understanding. The MAs’ socioemotional work of reassuring, affirming, and imparting faith in student capabilities to communicate in and learn Swedish posits inclusion as an equilibrium between the demands of instructional situations and the psychological fortitude to manage them. MAs key role in contextualizing content illustrates the way inclusion can be realized by transferring language form and content to the students’ personal experiences, extensive knowledge, and everyday communicative realities. The teacher’s plan to entrust the MAs with the task of making their formative feedback accessible to students projects inclusion as increasing students’ capacity to regulate their AL learning themselves.

The interaction between student language use and sensemaking is an area in science learning that needs further elucidation in order to meet government standards in science education. In this study, concept mapping was used to explore the relationship between scientific language use and sensemaking defined as the interaction between the scientific concept system and everyday concepts in order to make sense of a proposed phenomenon. Eighty-eight concept maps from five different school classes and two school systems were analyzed in terms of their language use and concept formation from a Vygotskian perspective. This work proposes an intimate relationship between student language use, concept system formation and sensemaking in science, indicating possible implications for the study of learning as well as formative assessment using concept maps.

ABSTRACT: The study examined the extent to which ethnic language use is influenced by strength of ethnic identity among university students in Malaysia. In the study, 100 university students from Malay, Chinese, Indian, and Indigenous ethnic backgrounds filled in a questionnaire on language use in six domains, and their ethnic identity was measured using Multigroup Ethnic Identity Measure (MEIM). English and Malay dominated in the mass media and education domains, and in intergroup and formal interactions, but ethnic languages were mainly used with family, friends and for religious practices. The results showed a moderate level of ethnic language use among the Malay (58.37%) and Chinese participants (59.21%), and a lower level among the Indigenous (49.55%) and Indian participants (42.11%). All four ethnic groups showed a positive ethnic identity. There is a significant positive relationship between the extent of ethnic language use and the strength of ethnic identity.

The academic library milieu is replete with verbal interactions that occur between library staff and patrons, as well as within the library staff cohort. Such communication impacts the quality and results of library support provided to students, faculty and community. It also affects workplace health and productivity. Consequently, among academic library staff, knowledge and awareness of effective language use is a crucial component of professional practice. This scoping review examines and analyzes the published literature for beneficial and detrimental verbatim exemplars of communication in the context of academic libraries. While the review found significant literature addressing categories of interpersonal communication in the academic library, few studies provide verbal exemplars. Given that such exemplars play an important role in understanding language categories, and in augmenting effective language use, this gap in the literature warrants further attention.

This article aims to analyze the message behind the verbal and nonverbal symbolic language used in the Caci performance of the Manggarai speech community. Caci is a traditional performing art that combines theatrical aesthetics, costume, music, and literature. The theory of Semiotics is used to analyze verbal and nonverbal symbols in this research. This theory focuses on the meaning relation between the signifier and the signified. The relation between the signifier and the signified gets a whole meaning when connected with society's cultural context. The method used is a qualitative approach and a phenomenological method. Forty people were selected as respondents using the techniques of purposive sampling and snowball sampling. Data were collected through audiovisual recordings, documenting, observing, and interviewing, and then data were analyzed qualitatively. The findings of this study demonstrate (1) verbal and nonverbal symbolic language use in Caci's aesthetic performance, which is classified into three aesthetic categories (individual aesthetic, the aesthetic as creative ideas, and the aesthetic as collective art) and (2) symbolic language of Caci performance costumes as the inheritance of six philosophical values. These two findings conclude that in Caci's aesthetics, the construction of symbolic language is expressed in both verbal and nonverbal manifestations. The Caci performances manifest verbal, symbolic language forms using "paci/lomés" and traditional rite speeches. Meanwhile, nonverbal symbols are depicted in Caci properties, such as panggal, destar, ndéki, nggorong, slépé, songké, white trousers, nggiling, korét, kalus, tubi rapa, gendang, and nggong. The Caci performance conveys philosophic values: sportsmanship, purity, intelligence, masculinity, and power. [ABSTRACT FROM AUTHOR]

Contextualized within our Projects in Humanization in language teacher education and part of our on‐going collaborative self‐study of our language teacher educator practices, we used multiple case study to examine multimodal representations of cultural and linguistic identities curated by three language teachers—Daniel, Yuseva, and Sarah—and humanizing dialog to engage them in reflection on those identities. The central task, the Language Use Profile—part of the foundations course in our language teacher education programs—guided language teachers in developing their understandings of their bi‐/multilingual language use, language ideologies, and systemic functional linguistics (SFL). In all three cases, examination of language use served as a window for the language teachers to observe their intersectionality or, in some cases, to become aware of it. Each language teacher took up the assignment in different ways, with the task as the context for reflection on language use and identities journeys such as translanguaging to survive, negotiating my identity and being a white woman who learned Spanish. SFL metalanguage served as a tool for the language teachers to make sense of their multidimensional language use. Our findings point to the potential of the Language Use Profile as a means for guiding language teachers in the identity work that is central in humanizing language teacher education. The Challenge: Centering language learners' diverse identities in the language classroom calls on language teachers to likewise know themselves deeply. This article—part of our efforts toward humanizing language teacher education—describes the results of a project in which language teachers engaged in reflective dialog around multimodal representations of their intersectional identities. [ABSTRACT FROM AUTHOR]

The study investigates language use and identity navigation among Nigerian migrants with a focus on language use in public and social spaces in Cape Town, South Africa. It reports on ethnographic observation, participant observation and semi-structured interviews. Findings reveal the use of spoken Igbo and isiXhosa in interactions among primarily Igbo, Nigerian migrants, as well as how the migrants draw on their newly acquired (and often relatively limited) knowledge of isiXhosa in interactions and for economic exchanges. Key themes include language learning (primarily of isiXhosa), codeswitching, and Igbo neologisms as well as speech stylisation. In the suburbs, menus and signs in restaurants are written in a range of languages, including Igbo, isiXhosa, and English. While the use of Igbo expresses and affirms their Nigerian identity, isiXhosa is used to avoid identification as 'foreigners' against a backdrop of xenophobic violence. The strategies underscore the challenges of navigating economic and social pressures in a society saturated with codes, whilst also maintaining the language of 'home'. The study provides original insights into the factors affecting African language use in public spaces by an often-overlooked group [ABSTRACT FROM AUTHOR]

This is the first study to use longitudinal population register data to illustrate that marital stability may relate to the adoption of the spouse's language. The paper draws on theories of boundary shifting and boundary crossing to examine two main ancestral groups in Finland, Finnish speakers and Swedish speakers, between whom intermarriage is common. Administrative changes in how the question about language/ethnicity was registered between the censuses of 1975 and 1980 make it possible to distinguish between persons who are concordant or discordant on the main language used and ethnic affiliation. Using data on the entire married population, and adjusting for several individuals and couple characteristics, we estimate the couples' divorce risk as a function of language convergence with Cox regressions. Discordance in terms of adopting the Finnish language used by the partner is associated with a higher divorce risk, as compared with couples who are exogamous in terms of both language use and ethnic affiliation. Adopting the Swedish language, on the other hand, is associated with a slightly reduced divorce risk. Thus, these data provide some evidence that marital stability may relate to language convergence. [ABSTRACT FROM AUTHOR]

Website customization is an important part of cross-cultural communication. Its goal is to make an existing website culturally, linguistically, graphically, technically, and rhetorically adapted (customized) to the target audience so that they can read and use it for a practical purpose as if it were originally created for their own use. Web customization places two tasks on cross-cultural communicators: to have a good understanding of the culture of the target country and a good command of its language conventions. They are the guarantee for making a source website well customized and accepted by the target audience. This article explores important cultural elements involved through secondary research or text analysis and worked out guidelines for teaching a course on Website Customization for effective cross-cultural communication. Important findings include that the effectiveness or success of customized websites is directly influenced by the impacts of cultural understanding and awareness. These impacts infiltrate every aspect of communication. The significance of the research is that it points out the aspects where problems easily pop up in web customization and has worked out guidelines for solving these problems, which is a contribution to successful cross-cultural communication. [ABSTRACT FROM AUTHOR]

Premised on the theoretical approaches of language planning and policy (Spolsky, 2004, 2009; Ricento & Hornberger, 1996), this study provides a holistic examination of language use from policy to practice in Vietnamese higher education English-medium instruction (EMI) programs from multiple stakeholders' perspectives. Specifically, this study examines how the use of languages is enacted (language management), perceived (language beliefs), and implemented (language practices) at three layers/levels involving 30 university administrators, 96 content lecturers, and 286 students (N=412). Research data were drawn from multiple sources, including policy documents, questionnaires, interviews, and classroom observations. An overarching ideology of English only as the medium of instruction was manifest in the data at all levels. However, the findings revealed a stark misalignment between the language management policies explicitly articulated at the national and institutional levels and actual language practices taking place at the interpersonal/classroom level. These findings suggest that ideology/beliefs are not the sole determinant of language practices and that the latter can sometimes be driven by contextual factors. The paper discusses the findings' implications for EMI policies and practices and offers suggestions for future EMI-related research. [ABSTRACT FROM AUTHOR]

The study examined the extent to which ethnic language use is influenced by strength of ethnic identity among university students in Malaysia. In the study, 100 university students from Malay, Chinese, Indian, and Indigenous ethnic backgrounds filled in a questionnaire on language use in six domains, and their ethnic identity was measured using Multigroup Ethnic Identity Measure (MEIM). English and Malay dominated in the mass media and education domains, and in intergroup and formal interactions, but ethnic languages were mainly used with family, friends and for religious practices. The results showed a moderate level of ethnic language use among the Malay (58.37%) and Chinese participants (59.21%), and a lower level among the Indigenous (49.55%) and Indian participants (42.11%). All four ethnic groups showed a positive ethnic identity. There is a significant positive relationship between the extent of ethnic language use and the strength of ethnic identity. [ABSTRACT FROM AUTHOR]

Copyright of Chinese as a Second Language Research is the property of De Gruyter and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

This qualitative study aims to investigate the persuasive speech acts used by Jordanian advertisers in fashion, food, and technology print advertisements. The selected advertisements were transcribed and analyzed using NVivo. Commercial speech acts were classified using Searle's (1979) taxonomy of assertives, directives, commissives, expressives, and declaratives. The researcher took care to obtain the participants' informed consent and kept subject data confidential and anonymous. The evaluation of Jordanian advertising speech activities and the linguistic and cultural influences exerted upon them was conducted using tables and narratives. The findings of this research emphasize the diverse advertising strategies employed by Jordanian organizations. It was determined that directives, statements, and demands were the three most prevalent categories of speech acts in Jordanian advertising. These methods of communication were utilized to advocate for particular client actions, to make claims about the quality of the product being sold, and to guarantee certain outcomes for buyers. The study also revealed that Jordanian businesses frequently employ hyperbole, metaphor, and rhetorical queries in their marketing communications in order to make their products or services appear more desirable to potential consumers. [ABSTRACT FROM AUTHOR]

This paper aimed to investigate Moroccan Amazighs’ use of the Amazigh language on social media and the various aspects of Amazigh’s presence on these platforms. The study was carried out following a descriptive research design whereby data were collected by way of a large-scale online survey. A sample of one-thousand informants was randomly selected from all over Morocco based on several social variables, including sex, age, education, and region of belonging. Data analysis revealed that the Tifinagh script is less used compared to Latin and Arabic in which the language is highly present on social media platforms. It was also found that Amazigh is greatly used in chatting and that Moroccans highly interact with Amazigh-related content on Amazigh public pages and groups on social networking websites. The survey respondents accordingly showed remarkable satisfaction with social media content published in Amazigh. The analysis also demonstrated that Amazigh social media users are particularly interested in topics pertinent to the fields of history, culture, and art. It was yet discovered that Moroccans view the use of Amazigh on social networking sites as an effective alternative for promoting and improving the language. The study calls for upholding and ameliorating online Amazigh language use, as well as extending its scope by adopting digitization policies centering on the prominence of Tifinagh.

The idea for the project presented in this volume began with an encounter and a discovery. When we – a medievalist and a sinologist – first met in autumn 2017, we realised that although we came from different disciplines and worked on different regions and time periods, we were struggling with the same problem: As historians working on slaving practices in the Venetian empire (14th–16th centuries) respectively servitude in late imperial China (15th–19th centuries), we were both spending much of our time explaining the contextual differences and similarities between the social configurations we were studying to the broader community of social, labour, and global historians. We both felt that our objects of study did not fit well within the much-debated subfield of “free and unfree labour”, and that the postcolonial critiques and the so-called global turn in history did not solve the conceptual problem we were facing. Integrating a medieval or Chinese case study into a conference panel or a special journal issue on household service or slavery helped to enlarge the horizon of the historiographical debates on the history of unfree labour relations, but the umbrella terms of these subfields of study and the limited conceptual references available did little to help us understand and properly convey the social taxonomies shaping the power relations we were studying.

Understanding the meaning of the term psychometrics can be approached from different perspectives, such as the consultation of dictionaries, the point of view of international experts, or the analysis of a linguistic corpus. For this study, an up-to-date Spanish corpus was used as the starting point. The sample consisted of 90 valid documents from which the first text was selected so that the frequencies of the themes came from independent texts. The method used was structured tabular thematic analysis (ST-TA). The results indicate that the most frequent meaning in Spanish is that related to the analysis of the quality of measurements, followed by that referring to evaluation, and finally that of a methodological approach in general. This is consistent with the dictionaries of authorities, but departs from the majority perspective of international experts, who consider that psychometrics does not necessarily have to be linked to psychology. [ABSTRACT FROM AUTHOR]

This study examined the language of a Tigwahanon indigenous community in Bukidnon in terms of its use pattern, attitude, and documentation to assess its sociolinguistic situation and identified the recommendation to perpetuate their language using the ethnographic design. The data was collected through interviews and observations. Thematic analysis was used in analyzing. Results showed that the Tigwahanon language was limitedly used in several social domains. Most participants preferred Tigwahanon as the primary language, Cebuano as the communication accommodation language, and multilingualism as an advantage. All participants had positive attitudes toward the Tigwahanon language because they considered it an identity marker, and it facilitates in-group and out-group relationships, preserves language, and gives them power and privilege. However, they believed that social discrimination and stigma associated with speaking the language; bilingual environment; Cebuano was the mother tongue in school; and migration were obstacles that may affect promoting their language. The Tigwahanon community had only limited written documents. However, participants wished their language to be promoted through education, raising awareness, language documentation, using modern technology, empowering and taking the lead, and pursuing higher education. These findings place the Tigwahanon community in the language revitalization continuum and suggest that the Tigwahanon community, local leaders, and language advocates work together to plan, document, and protect the Tigwahanon language. [ABSTRACT FROM AUTHOR]

Bringing to the field of third language (L3) research a new population of speakers, namely heritage speaker (HS) L3 learners, this study investigates the accents of 19 German-Italian HSs in L3 English. In an accent rating experiment, the speech samples of the HSs and three control groups (monolingual speakers of English, Italian, and German) were rated for 'degree of foreign accent' and 'source of accent'. The role of 'Italian use' and 'phonetic-phonological proficiency in Italian' was also investigated for patterns of cross-linguistic influence (CLI) into English. For 'degree of foreign accent', the HSs were rated as moderately accented, on par with German controls, but as weaker accented than Italian controls. For 'source of accent', the HSs were perceived as German-sounding in most ratings (66.8%), while an Italian-sounding accent was detected in certain HSs (9.5% of ratings). Regression analyses showed CLI from Italian to be significantly predicted by the amount of 'Italian use', measured using a detailed background questionnaire. We conclude that, while accent in L3 English is predominantly affected by German, the typologically closer and majority language, CLI from Italian co-occurs in speakers who used their heritage language frequently. [ABSTRACT FROM AUTHOR]

Copyright of Language & Intercultural Communication is the property of Routledge and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

This case study aimed to identify the lessons learned from using m-Learning in project-based learning as a potential to improve the oral skills of EFL students in a Language Use Course at a Palestinian university during the second semester of the academic year 2019/2020. Despite the sudden closure of universities due to the spread of the COVID-19 pandemic, teachers had to evaluate students' oral proficiency in effective use of vocabulary and expressions found in the course, improvising daily life situations, with decent fluency and enjoyment. The participants were 97 (19 males and 78 females) EFL learners majoring English, who were enrolled in the Language Use course. The participants were assigned a project-based task to develop their speaking skill through collaborative projects that were submitted at the end of the course to evaluate their skills and performances. To achieve this objective, a project-based cycle (OMEGA-P) was developed, and semi-structured interviews via Messenger and WhatsApp were also administered with students. Findings showed impressive signs of creative outputs manifested in various skills. The findings also highlighted the effectiveness of using project-based experience as an approach to online 'Discussion Sessions' that provided a flexible and enjoyable learning environment, that enhanced students' self-confidence through active involvement with real communicative situations with other students as well as with the teacher. [ABSTRACT FROM AUTHOR]

In Research Group Meetings (RGM) and other professional activities, sometimes positions are fluid, but stances illustrate international scholars' bilingual competence in an RGM in Microbiology. In stances, people index sociocultural values by evaluating discursive figures in talk, proffering epistemic/affective assessments, and positioning each other [Jaffe, A. 2009. "Introduction: The Sociolinguistics of Stance." In Stance: Sociolinguistic Perspectives, edited by A. Jaffe, 3–28. New York, NY: Oxford University Press]. I show how international scholars troubleshoot and problem-solve with senior colleagues as they enact stances to maintain relationships. Competence entails language fluidity and diverse semiotic resources, or translingual practices [Canagarajah, S. 2013. Translingual Practice: Global Englishes and Cosmopolitan Relations. London, UK: Routledge], in stances. While existing stance models stress verbal resources [Du Bois, J. W. 2007. "The Stance Triangle." In Stancetaking in Discourse: Subjectivity, Evaluation, Interaction, edited by R. Englebretson, 139–182. Amstderdam: John Benjamins Publishing Company], they overlook the role of spatial repertoires. This micro-interactional analysis of RGMs demonstrates how diverse semiotic resources inform stances, and argues for stance methodologies and analyses which include multimodal, gestural, and semiotic repertoires. Findings indicate that power relations are managed through scholars' use of verbal and semiotic resources in interpersonal stances. I argue that bilingual competence should acknowledge the role translingual practices play in stance taking, and the management of professional relationships in such meetings. [ABSTRACT FROM AUTHOR]

Multidimensional (MD) analysis contributes to a comprehensive linguistic description of second language (L2) writing texts. However, cross-linguistic studies based on MD analysis are still insufficient and need to be increased. In particular, the unavailability of comparable corpora prevents current MD-based L2 writing research from making reliable comparisons of linguistic differences between native writers and L2 learners. Considering these, this study adopts corpora of maximum similarity for the cross-linguistic comparative analysis. Using Biber's MD analysis, this study compares linguistic differences between native English writers and Chinese English learners in argumentative essays with similar communicative purposes. The analysis reveals that the two groups of texts show significant differences in slightly over half of the individual linguistic features but share more similarities than differences in textual dimensions. It also shows that the two groups are, in fact, different varieties of English language use, even though they share a similar text type of "involved persuasion." The results confirm the importance of comparable corpora for cross-linguistic comparisons and the necessity of MD analysis for understanding L2 writing. [ABSTRACT FROM AUTHOR]

This study examines teaching about grammar and language use in secondary schools through a narrative lens. The author analyses narrative episodes in interviews with three secondary English language arts teachers in the USA to identify patterns in stories of teaching about language use. Findings show teachers with vastly different life experiences teaching in different contexts orient to the same dominant school language narrative that requires students to accommodate the prejudicial expectations for language use held by a wider society. The author argues the maintenance of traditional school language teaching, despite more than 60 years of research in educational linguistics showing its ineffectiveness, stems from the strength of this dominant school language narrative. Ultimately, the author proposes an adoption of narrative methods in working with teachers to actively re-write the dominant school language narrative; foregrounding a critical approach with the goal of addressing social inequities through language use. [ABSTRACT FROM AUTHOR]

The need to study language use in literary texts arises due to linguistic complexity, writers' linguistic choices and subjective understanding of the contextual meaning conveyed by writers. By using Halliday's (1994) transitivity system, this study analysed 'The Clay Marble' novel which highlights the Cambodian Civil War and its implications through the representation of events and characters. By looking at the transitivity processes through the clausal structures and word choices, findings showed that all six processes were employed with material process (69 clauses) used most, followed by relational (42 clauses) and mental (31 clauses) process. Material and relational process is dominantly used to represent themes such as the effects of war, community life among refugees as well as the growth and character development of young refugees during the war. Therefore, transitivity analysis on literary texts helps to uncover writer's language use and the contextual meaning conveyed through the writer's linguistic choices. [ABSTRACT FROM AUTHOR]

Copyright of Forma y Funcion is the property of Universidad Nacional de Colombia, Facultad de Ciencias Humanas, Departamento de Linguistica and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

This review article introduces a number of essential linguistic and sociological notions concerning identity. The present paper tries to scrutinize the route towards the construction of identity and its existence in relation to how a person understands his or her relationship to the world. Analytical views throughout the areas of linguistics and sociology are highlighted in order to identify multiple types of identity and the methods that are implemented to expose those types. It also focuses on how and why certain types of identities have appeared.

Abstract Background Indigenous populations across the world are more likely to suffer from poor health outcomes when compared to other racial and ethnic groups. Although these disparities have many sources, one protective factor that has become increasingly apparent is the continued use and/or revitalization of traditional Indigenous lifeways: Indigenous language in particular. This realist review is aimed at bringing together the literature that addresses effects of language use and revitalization on mental and physical health. Methods Purposive bibliographic searches on Scopus were conducted to identify relevant publications, further augmented by forward citation chaining. Included publications (qualitative and quantitative) described health outcomes for groups of Indigenous people who either did or did not learn and/or use their ancestral language. The geographical area studied was restricted to the Americas, Australia or New Zealand. Publications that were not written in English, Spanish, French, Portuguese or German were excluded. A realist approach was followed to identify positive, neutral or negative effects of language use and/or acquisition on health, with both qualitative and quantitative measures considered. Results The bibliographic search yielded a total of 3508 possible publications of which 130 publications were included in the realist analysis. The largest proportion of the outcomes addressed in the studies (62.1%) reported positive effects. Neutral outcomes accounted for 16.6% of the reported effects. Negative effects (21.4%) were often qualified by such issues as possible cultural use of tobacco, testing educational outcomes in a student’s second language, and correlation with socioeconomic status (SES), health access, or social determinants of health; it is of note that the positive correlations with language use just as frequently occurred with these issues as the negative correlations did. Conclusions Language use and revitalization emerge as protective factors in the health of Indigenous populations. Benefits of language programs in tribal and other settings should be considered a cost-effective way of improving outcomes in multiple domains.

This paper presents the historical semantics approach as a method for social history. While usually understood either as a form of conceptual and intellectual history of ideas or as a subdiscipline of philology and digital humanities, the authors of this article use historical semantics to address the way historians read their sources. The approach is presented as a necessary extension of historical methodology: Historians need to distrust their own common sense, depart from presupposed analytical categories and concepts, and base their interpretative work on the emic vocabulary of the societies under examination and on the document(s) forming the material legacy of the past. By linking words to historical and potential situations of language use, the historical semantics approach reveals the social taxonomies and inherent power relations between the dominant and the dominated. The paper outlines the guiding principles and methodological implications of this approach before presenting four concise vignettes illustrating the analytical potential and methodological diversity of the approach based on concrete case studies. [ABSTRACT FROM AUTHOR]

Copyright of Buca Faculty of Education Journal / Buca Egitim Fakültesi Dergisi is the property of Buca Faculty of Education Journal and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)