Language has always been at the core of our practice in deaf education, but in the current context, it is time to explore new language possibilities for deaf students. Over the past two decades, the combination of widespread implementation of universal newborn hearing screening (UNHS) and early amplification with hearing technologies, including cochlear implants (CIs), has afforded meaningful access to spoken language during the critical language development period for most deaf children. Early interventionists and educators have taken a new perspective of encouraging spoken language bilingualism in home languages and the majority language. This shift has opened doors to education in spoken language bilingual settings (e.g., French immersion), doors formerly closed to deaf students. This paper presents some preliminary qualitative data, highlighting parent decision-making, from a mixed method case study of deaf Francophone participants (N = 4) enrolled in grades 4-12 at French minority schools in southern Ontario.
{"title":"Spoken language bilingualism for deaf students","authors":"Melanie Simpson","doi":"10.25071/2564-2855.34","DOIUrl":"https://doi.org/10.25071/2564-2855.34","url":null,"abstract":"Language has always been at the core of our practice in deaf education, but in the current context, it is time to explore new language possibilities for deaf students. Over the past two decades, the combination of widespread implementation of universal newborn hearing screening (UNHS) and early amplification with hearing technologies, including cochlear implants (CIs), has afforded meaningful access to spoken language during the critical language development period for most deaf children. Early interventionists and educators have taken a new perspective of encouraging spoken language bilingualism in home languages and the majority language. This shift has opened doors to education in spoken language bilingual settings (e.g., French immersion), doors formerly closed to deaf students. This paper presents some preliminary qualitative data, highlighting parent decision-making, from a mixed method case study of deaf Francophone participants (N = 4) enrolled in grades 4-12 at French minority schools in southern Ontario.","PeriodicalId":153997,"journal":{"name":"Working papers in Applied Linguistics and Linguistics at York","volume":"4 7","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-11-06","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135683879","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Addressing the digital divide for refugee learners accessing higher education in displacement also involves addressing the linguistic divide, particularly as we live in a world of interlanguage inequality where academic digital resources and learning opportunities available largely require fluency in colonial languages like English, French, Spanish, etc. This paper focuses specifically on English as many connected tertiary programs available to refugees around the world are English-mediated. It is crucial that as connected higher education becomes a key strategy for access by the United Nations, INGOs, bilateral institutions, and private donors, universities involved in this work expand their use of technology to deliver programs to integrate technology-mediated language education for digital-skills, language awareness, and language development. This argument is based on an emancipatory approach that argues literacy (i.e., English literacy and digital literacy) only empowers people when it renders them active questioners of the social reality around them.
{"title":"“Equitable multilingualism” for equitable access to learning","authors":"HaEun Kim","doi":"10.25071/2564-2855.29","DOIUrl":"https://doi.org/10.25071/2564-2855.29","url":null,"abstract":"Addressing the digital divide for refugee learners accessing higher education in displacement also involves addressing the linguistic divide, particularly as we live in a world of interlanguage inequality where academic digital resources and learning opportunities available largely require fluency in colonial languages like English, French, Spanish, etc. This paper focuses specifically on English as many connected tertiary programs available to refugees around the world are English-mediated. It is crucial that as connected higher education becomes a key strategy for access by the United Nations, INGOs, bilateral institutions, and private donors, universities involved in this work expand their use of technology to deliver programs to integrate technology-mediated language education for digital-skills, language awareness, and language development. This argument is based on an emancipatory approach that argues literacy (i.e., English literacy and digital literacy) only empowers people when it renders them active questioners of the social reality around them.","PeriodicalId":153997,"journal":{"name":"Working papers in Applied Linguistics and Linguistics at York","volume":"10 6","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-11-06","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135684028","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
This paper focuses on media coverage of cases of sexual assault committed by public figures in the Québec cultural landscape who were publicly accused by their victims over the course of two #MeToo movements. We consider the four cases of: Gilbert Rozon, Éric Salvail, Julien Lacroix, and Maripier Morin. While the former two cases have been to court, the latter two have not. We are interested in how the media talk about the sexual assaults committed, specifically the lexical items and patterns of syntactic agency, depending on whether the case was prosecuted or not. Our data consist of the headline and first paragraph of articles published about the cases in three influential francophone newspapers in Québec. We argue that the media coverage of the sexual assault cases analyzed reinforces the ideology that sexual assaults in prosecuted cases are more credible and severe than those that are not prosecuted in court.
{"title":"A person was raped, who is the agent?","authors":"Marianne Laplante, Alexandra Dupuy, Spencer Nault","doi":"10.25071/2564-2855.30","DOIUrl":"https://doi.org/10.25071/2564-2855.30","url":null,"abstract":"This paper focuses on media coverage of cases of sexual assault committed by public figures in the Québec cultural landscape who were publicly accused by their victims over the course of two #MeToo movements. We consider the four cases of: Gilbert Rozon, Éric Salvail, Julien Lacroix, and Maripier Morin. While the former two cases have been to court, the latter two have not. We are interested in how the media talk about the sexual assaults committed, specifically the lexical items and patterns of syntactic agency, depending on whether the case was prosecuted or not. Our data consist of the headline and first paragraph of articles published about the cases in three influential francophone newspapers in Québec. We argue that the media coverage of the sexual assault cases analyzed reinforces the ideology that sexual assaults in prosecuted cases are more credible and severe than those that are not prosecuted in court.","PeriodicalId":153997,"journal":{"name":"Working papers in Applied Linguistics and Linguistics at York","volume":"15 6","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-11-06","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135684364","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
This is the presentation of a new pedagogical tool. The tool is an alternative to the usual presentation of vocabulary focusing on some key concepts: multimodality, theory of space, and collaborative learning. Considering that the study of foreign languages has the difficulty of studying cultural elements that are usually not present in the life of the students, this paper will propose an activity to study vocabulary in a contextualized space. The objective is to understand social spaces through discovering lexical items in a natural environment, using the observation and description of urban photographs, which represents a change to the traditional way of presenting vocabulary. Through a collective and technology mediated process, the students create a multimodal artifact that can be shared with other students. The process of learning occurs, first, from the production of the artifact, and second, from the presentation and exchange of the artifacts produced among students.
{"title":"Vocabulary in urban contexts using multimodality","authors":"Camila Gonzalez Bravo","doi":"10.25071/2564-2855.28","DOIUrl":"https://doi.org/10.25071/2564-2855.28","url":null,"abstract":"This is the presentation of a new pedagogical tool. The tool is an alternative to the usual presentation of vocabulary focusing on some key concepts: multimodality, theory of space, and collaborative learning. Considering that the study of foreign languages has the difficulty of studying cultural elements that are usually not present in the life of the students, this paper will propose an activity to study vocabulary in a contextualized space. The objective is to understand social spaces through discovering lexical items in a natural environment, using the observation and description of urban photographs, which represents a change to the traditional way of presenting vocabulary. Through a collective and technology mediated process, the students create a multimodal artifact that can be shared with other students. The process of learning occurs, first, from the production of the artifact, and second, from the presentation and exchange of the artifacts produced among students.","PeriodicalId":153997,"journal":{"name":"Working papers in Applied Linguistics and Linguistics at York","volume":"14 9","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-11-06","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135684183","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
The paper examines the linguistic and cultural features Nigel Ng, a Malaysian comedian, utilized in his performance as Uncle Roger, a Cantonese English speaker, and the ensuing repercussions. The data analysis shows that a) Ng does not use all the features of Hongkong English, and his use of the features is inconsistent; b) Ng’s stylized English incorporates stereotypical linguistic features associated with several discrete ethnic varieties in the pan-Asian area; c) Ng's performance of Uncle Roger is a conscious media strategy to connect with a more diasporic audience. This paper therefore argues that Ng's performance is a racial stylization of pan-Asian. On the one hand, it challenges White hegemony by constructing a proud Asian identity and criticizing the misrepresentation of Asian cultures. On the other hand, it also reproduces stigmatized stereotypes by foregrounding out-group stereotypes of pan-Asians. The racial stylization discussed in this paper illustrates the double-edged nature of stylization.
{"title":"Stylizing Asian","authors":"Yifan Wu","doi":"10.25071/2564-2855.27","DOIUrl":"https://doi.org/10.25071/2564-2855.27","url":null,"abstract":"The paper examines the linguistic and cultural features Nigel Ng, a Malaysian comedian, utilized in his performance as Uncle Roger, a Cantonese English speaker, and the ensuing repercussions. The data analysis shows that a) Ng does not use all the features of Hongkong English, and his use of the features is inconsistent; b) Ng’s stylized English incorporates stereotypical linguistic features associated with several discrete ethnic varieties in the pan-Asian area; c) Ng's performance of Uncle Roger is a conscious media strategy to connect with a more diasporic audience. This paper therefore argues that Ng's performance is a racial stylization of pan-Asian. On the one hand, it challenges White hegemony by constructing a proud Asian identity and criticizing the misrepresentation of Asian cultures. On the other hand, it also reproduces stigmatized stereotypes by foregrounding out-group stereotypes of pan-Asians. The racial stylization discussed in this paper illustrates the double-edged nature of stylization.","PeriodicalId":153997,"journal":{"name":"Working papers in Applied Linguistics and Linguistics at York","volume":"15 7","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-11-06","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135684363","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Only two French-lexified creole languages possess de jure official status: Haitian (kreyòl aysisyen) in Haiti, and Seychellois (kreol Seselwa) in the Seychelles. This paper situates the past and contemporary sociolinguistics of Haitian and Seychellois in their respective homelands. The histories and politics of the two states are examined from their times as European colonies to their present-day as independent states. This will be followed by comparing the current state of the languages through three lenses: education, government, and popular discourse. The status of the creoles in each of those roles is discussed in relation to the other official languages of the states (French in both, along with English in the Seychelles.) The relationship between the creole languages and French is highlighted. I conclude with a discussion on the power of governmental support for creole languages generally, and potential lessons to be learned from the Haitian and Seychellois cases.
{"title":"Nation-building and state support for creole languages","authors":"Griffin Cahill","doi":"10.25071/2564-2855.16","DOIUrl":"https://doi.org/10.25071/2564-2855.16","url":null,"abstract":"Only two French-lexified creole languages possess de jure official status: Haitian (kreyòl aysisyen) in Haiti, and Seychellois (kreol Seselwa) in the Seychelles. This paper situates the past and contemporary sociolinguistics of Haitian and Seychellois in their respective homelands. The histories and politics of the two states are examined from their times as European colonies to their present-day as independent states. This will be followed by comparing the current state of the languages through three lenses: education, government, and popular discourse. The status of the creoles in each of those roles is discussed in relation to the other official languages of the states (French in both, along with English in the Seychelles.) The relationship between the creole languages and French is highlighted. I conclude with a discussion on the power of governmental support for creole languages generally, and potential lessons to be learned from the Haitian and Seychellois cases.","PeriodicalId":153997,"journal":{"name":"Working papers in Applied Linguistics and Linguistics at York","volume":"332 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2022-11-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"122917446","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Employing the tools of discourse analysis, this paper seeks to investigate the framing strategies mobilized by Justin Trudeau and Donald Trump in their speeches delivered in response to the announcement of the global pandemic of COVID-19 on March 11, 2020. The author contrasts the frames of war and the frames of rational positivistic reaction to the challenge, exploring lexical choices, topoi, and larger discursive structures such as myths and ideologies to restore the storylines underpinning both texts. The analysis reveals the deeply instilled divergence of the vision of a nation, history, and the role of public institutions in both speeches.
{"title":"Framing the pandemic in the political discourse of Justin Trudeau and Donald Trump","authors":"K. Kasztenna","doi":"10.25071/2564-2855.14","DOIUrl":"https://doi.org/10.25071/2564-2855.14","url":null,"abstract":"\u0000\u0000\u0000\u0000\u0000\u0000Employing the tools of discourse analysis, this paper seeks to investigate the framing strategies mobilized by Justin Trudeau and Donald Trump in their speeches delivered in response to the announcement of the global pandemic of COVID-19 on March 11, 2020. The author contrasts the frames of war and the frames of rational positivistic reaction to the challenge, exploring lexical choices, topoi, and larger discursive structures such as myths and ideologies to restore the storylines underpinning both texts. The analysis reveals the deeply instilled divergence of the vision of a nation, history, and the role of public institutions in both speeches.\u0000\u0000\u0000\u0000\u0000\u0000","PeriodicalId":153997,"journal":{"name":"Working papers in Applied Linguistics and Linguistics at York","volume":"1 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2022-11-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"133514347","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
YouTube apology videos have been identified by some as a genre, and as such they have unique and recognizable features available for recontextualization and parody. The three parodies analyzed are of two videos: Logan Paul’s “So Sorry,” a response to his suicide forest controversy, and Travis Scott's video response to the Astroworld Tragedy. YouTube videos, as an audio-visual medium, are extremely multimodal, with many opportunities for linguistic and visual creativity. From a multimodal discourse analytic perspective, this paper examines some of the linguistic and non-linguistic strategies used by three YouTube apology parodies to mock and criticize both the original apology and the public figure issuing the apology. It further demonstrates how the genre of the YouTube apology parody has been codified by internet users.
{"title":"Meme genres and the art of the YouTube apology parody","authors":"QingXiao Cui","doi":"10.25071/2564-2855.15","DOIUrl":"https://doi.org/10.25071/2564-2855.15","url":null,"abstract":"YouTube apology videos have been identified by some as a genre, and as such they have unique and recognizable features available for recontextualization and parody. The three parodies analyzed are of two videos: Logan Paul’s “So Sorry,” a response to his suicide forest controversy, and Travis Scott's video response to the Astroworld Tragedy. YouTube videos, as an audio-visual medium, are extremely multimodal, with many opportunities for linguistic and visual creativity. From a multimodal discourse analytic perspective, this paper examines some of the linguistic and non-linguistic strategies used by three YouTube apology parodies to mock and criticize both the original apology and the public figure issuing the apology. It further demonstrates how the genre of the YouTube apology parody has been codified by internet users.","PeriodicalId":153997,"journal":{"name":"Working papers in Applied Linguistics and Linguistics at York","volume":"146 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2022-11-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"116476946","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Language teacher education programs and language teaching research often overlook the impact of precarity on the teachers, their practice, and their sense of professional identity. The lack of stable employment in the field creates barriers to the professionalization and development of teachers. Precarious employment is used to further marginalize teachers within their institutions by systematically excluding them from activities that would enhance their practice and professionalization. At the same time, precariously employed teachers perpetuate these power imbalances by unwittingly participating in activities that may further contribute to their precarity. Teachers enter the profession because they care, but they are also taken advantage of because they care. Language teacher education programs need to address these power imbalances to prevent teachers from being excluded or exploited where they teach.
{"title":"Institutional exclusion and exploitation of language teachers","authors":"Maryam Elshafei","doi":"10.25071/2564-2855.17","DOIUrl":"https://doi.org/10.25071/2564-2855.17","url":null,"abstract":"Language teacher education programs and language teaching research often overlook the impact of precarity on the teachers, their practice, and their sense of professional identity. The lack of stable employment in the field creates barriers to the professionalization and development of teachers. Precarious employment is used to further marginalize teachers within their institutions by systematically excluding them from activities that would enhance their practice and professionalization. At the same time, precariously employed teachers perpetuate these power imbalances by unwittingly participating in activities that may further contribute to their precarity. Teachers enter the profession because they care, but they are also taken advantage of because they care. Language teacher education programs need to address these power imbalances to prevent teachers from being excluded or exploited where they teach.","PeriodicalId":153997,"journal":{"name":"Working papers in Applied Linguistics and Linguistics at York","volume":"26 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2022-11-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"130689874","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
This research focuses on code-switching in reported speech as a tool to construct stance. It has been argued that reported speech can never be recontextualized (i.e., removing fragments of a discourse from its original context to insert it in another one) without changing the meaning of it, thus creating intertextual gaps—discrepancies between the original meaning of a speech event and the meaning of the reported speech in its new context. Speakers can insert their own stance in a quoted speech using a variety of linguistic features such as code-switching, i.e., shifting languages within utterances. My data is drawn from a podcast episode hosted by two women who code-switch between French and English. My results show that the language choice and the code-switching are motivated by their attitude towards the person quoted, more specifically whether they support them or not.
{"title":"“Whenever we pull the race card, they can be like: ‘De quoi vous parlez?’”","authors":"Marianne Laplante","doi":"10.25071/2564-2855.18","DOIUrl":"https://doi.org/10.25071/2564-2855.18","url":null,"abstract":"This research focuses on code-switching in reported speech as a tool to construct stance. It has been argued that reported speech can never be recontextualized (i.e., removing fragments of a discourse from its original context to insert it in another one) without changing the meaning of it, thus creating intertextual gaps—discrepancies between the original meaning of a speech event and the meaning of the reported speech in its new context. Speakers can insert their own stance in a quoted speech using a variety of linguistic features such as code-switching, i.e., shifting languages within utterances. My data is drawn from a podcast episode hosted by two women who code-switch between French and English. My results show that the language choice and the code-switching are motivated by their attitude towards the person quoted, more specifically whether they support them or not.","PeriodicalId":153997,"journal":{"name":"Working papers in Applied Linguistics and Linguistics at York","volume":"43 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2022-11-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"130297187","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
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