Rosalie Corona, Robin S. Everhart, Mayra S. Ramos, Katherine D. Lohr, Rachel L. Holder
Being resilient and hopeful in the face of adversity can promote health and academic outcomes. We sought to determine whether religiosity and family functioning pre-pandemic predicted resilience and hope during the pandemic in a sample of 105 African American and Latinx college students with asthma (Mage = 19.09 years, SD = 1.01). Participants completed an online survey prior to the pandemic and one during the pandemic. In simple regressions, controlling for age, race/ethnicity, gender, and asthma control, greater religious commitment, better family functioning, and less COVID-19 impact were associated with higher resilience scores. Only greater religious commitment was associated with higher hope scores. In a hierarchical regression predicting resilience from all variables, religiosity and family functioning were associated with resilience above and beyond COVID-19 impact and covariates. Findings highlight the importance of family functioning and religiosity—two cultural factors that are salient in African American and Latinx communities—in resiliency and hope.
{"title":"Religiosity and Family Functioning as Predictors of Hope and Resilience during the COVID-19 Pandemic among African American and Latinx College Students with Asthma","authors":"Rosalie Corona, Robin S. Everhart, Mayra S. Ramos, Katherine D. Lohr, Rachel L. Holder","doi":"10.29333/ejecs/1828","DOIUrl":"https://doi.org/10.29333/ejecs/1828","url":null,"abstract":"Being resilient and hopeful in the face of adversity can promote health and academic outcomes. We sought to determine whether religiosity and family functioning pre-pandemic predicted resilience and hope during the pandemic in a sample of 105 African American and Latinx college students with asthma (Mage = 19.09 years, SD = 1.01). Participants completed an online survey prior to the pandemic and one during the pandemic. In simple regressions, controlling for age, race/ethnicity, gender, and asthma control, greater religious commitment, better family functioning, and less COVID-19 impact were associated with higher resilience scores. Only greater religious commitment was associated with higher hope scores. In a hierarchical regression predicting resilience from all variables, religiosity and family functioning were associated with resilience above and beyond COVID-19 impact and covariates. Findings highlight the importance of family functioning and religiosity—two cultural factors that are salient in African American and Latinx communities—in resiliency and hope.","PeriodicalId":37174,"journal":{"name":"Journal of Ethnic and Cultural Studies","volume":"6 4","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-02-04","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139866897","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}
Rosalie Corona, Robin S. Everhart, Mayra S. Ramos, Katherine D. Lohr, Rachel L. Holder
Being resilient and hopeful in the face of adversity can promote health and academic outcomes. We sought to determine whether religiosity and family functioning pre-pandemic predicted resilience and hope during the pandemic in a sample of 105 African American and Latinx college students with asthma (Mage = 19.09 years, SD = 1.01). Participants completed an online survey prior to the pandemic and one during the pandemic. In simple regressions, controlling for age, race/ethnicity, gender, and asthma control, greater religious commitment, better family functioning, and less COVID-19 impact were associated with higher resilience scores. Only greater religious commitment was associated with higher hope scores. In a hierarchical regression predicting resilience from all variables, religiosity and family functioning were associated with resilience above and beyond COVID-19 impact and covariates. Findings highlight the importance of family functioning and religiosity—two cultural factors that are salient in African American and Latinx communities—in resiliency and hope.
{"title":"Religiosity and Family Functioning as Predictors of Hope and Resilience during the COVID-19 Pandemic among African American and Latinx College Students with Asthma","authors":"Rosalie Corona, Robin S. Everhart, Mayra S. Ramos, Katherine D. Lohr, Rachel L. Holder","doi":"10.29333/ejecs/1828","DOIUrl":"https://doi.org/10.29333/ejecs/1828","url":null,"abstract":"Being resilient and hopeful in the face of adversity can promote health and academic outcomes. We sought to determine whether religiosity and family functioning pre-pandemic predicted resilience and hope during the pandemic in a sample of 105 African American and Latinx college students with asthma (Mage = 19.09 years, SD = 1.01). Participants completed an online survey prior to the pandemic and one during the pandemic. In simple regressions, controlling for age, race/ethnicity, gender, and asthma control, greater religious commitment, better family functioning, and less COVID-19 impact were associated with higher resilience scores. Only greater religious commitment was associated with higher hope scores. In a hierarchical regression predicting resilience from all variables, religiosity and family functioning were associated with resilience above and beyond COVID-19 impact and covariates. Findings highlight the importance of family functioning and religiosity—two cultural factors that are salient in African American and Latinx communities—in resiliency and hope.","PeriodicalId":37174,"journal":{"name":"Journal of Ethnic and Cultural Studies","volume":"8 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-02-04","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139806614","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}
Teachers are the professionals at the forefront in the implementation of the educational enterprise, yet it is widely known that despite being surrounded by learners, they are oftentimes isolated and lonely individuals. The plight of teachers, particularly ones who are minorities, is critical to the success of schooling. To address this problem, schools have been seeking to pay closer attention to the holistic characteristics of schooling in general and how to ameliorate teacher conditions in particular. In recent years, the onset of the COVID-19 pandemic has heightened concern for the overall well-being of teachers, for enhancing their ability to cope with stress, depression, and loneliness, and for empowering resilience. In this sense, social and emotional learning (SEL) can serve as a main component in addressing these issues. SEL of teachers plays a central role in their daily practices and functioning. This study was devised and aimed at investigating the role of SEL as it impinges on teachers using a quantitative research study. The major hypothesis of this research involving SEL is that cultural empathy is the key linking mediator between both social competence and emotional stability of teachers and their self-efficacy for learning. To verify these interactions, questionnaires were distributed and completed by 415 teachers from the Arab Muslim sector, a minority population in Israel potentially vulnerable to the above-mentioned alienating effects of teaching. Our results did show a significant interaction between social competence and cultural empathy on self-efficacy for learning. Additionally, our results also detected a significant interaction between emotional stability and cultural empathy on self-efficacy for learning. This research supports the proof of concept that the potential of SEL to foster increased achievement and equity in multicultural schools may be fulfilled provided that there is a greater effort to integrate the ideals of SEL into school practices. Finally, we discuss the importance of promoting emotional stability, social competence, and cultural empathy in schools by fostering social inclusion.
教师是站在教育事业最前沿的专业人员，然而众所周知，尽管教师的周围都是学习者，但他们往往是孤立和孤独的个体。 教师，尤其是少数民族教师的困境对学校教育的成功至关重要。为了解决这一问题，学校一直在努力密切关注学校教育的整体特征，特别是如何改善教师的状况。近年来，由于 COVID-19 的流行，人们更加关注教师的整体福祉，关注如何提高教师应对压力、抑郁和孤独的能力，关注如何增强教师的抗压能力。从这个意义上说，社会和情感学习（SEL）可以作为解决这些问题的主要组成部分。教师的 SEL 在他们的日常实践和工作中发挥着核心作用。本研究旨在通过定量研究调查 SEL 对教师的影响。本研究涉及 SEL 的主要假设是，文化移情是教师的社会能力和情绪稳定与其学习自我效能感之间的关键联系中介。为了验证这些交互作用，我们向来自阿拉伯穆斯林地区的 415 名教师发放并填写了调查问卷，他们是以色列的少数民族，很容易受到上述教学异化效应的影响。我们的结果表明，社交能力和文化移情对学习自我效能感之间存在明显的交互作用。 此外，我们的研究结果还发现，情绪稳定性和文化移情对学习自我效能感也有显著的交互作用。这项研究证明了一个概念，即在多元文化学校中，只要更加努力地将 SEL 的理想融入学校实践，就有可能实现 SEL 促进提高成绩和公平的潜力。最后，我们讨论了在学校中通过促进社会包容来促进情绪稳定、社会能力和文化共鸣的重要性。
{"title":"Empowering Teachers: Multicultural Social and Emotional Learning (MSEL) Among Arab Minority Teachers","authors":"Shira Soffer-Vital, Idit Finkelstein","doi":"10.29333/ejecs/1638","DOIUrl":"https://doi.org/10.29333/ejecs/1638","url":null,"abstract":"Teachers are the professionals at the forefront in the implementation of the educational enterprise, yet it is widely known that despite being surrounded by learners, they are oftentimes isolated and lonely individuals. The plight of teachers, particularly ones who are minorities, is critical to the success of schooling. To address this problem, schools have been seeking to pay closer attention to the holistic characteristics of schooling in general and how to ameliorate teacher conditions in particular. In recent years, the onset of the COVID-19 pandemic has heightened concern for the overall well-being of teachers, for enhancing their ability to cope with stress, depression, and loneliness, and for empowering resilience. In this sense, social and emotional learning (SEL) can serve as a main component in addressing these issues. SEL of teachers plays a central role in their daily practices and functioning. This study was devised and aimed at investigating the role of SEL as it impinges on teachers using a quantitative research study. The major hypothesis of this research involving SEL is that cultural empathy is the key linking mediator between both social competence and emotional stability of teachers and their self-efficacy for learning. To verify these interactions, questionnaires were distributed and completed by 415 teachers from the Arab Muslim sector, a minority population in Israel potentially vulnerable to the above-mentioned alienating effects of teaching. Our results did show a significant interaction between social competence and cultural empathy on self-efficacy for learning. Additionally, our results also detected a significant interaction between emotional stability and cultural empathy on self-efficacy for learning. This research supports the proof of concept that the potential of SEL to foster increased achievement and equity in multicultural schools may be fulfilled provided that there is a greater effort to integrate the ideals of SEL into school practices. Finally, we discuss the importance of promoting emotional stability, social competence, and cultural empathy in schools by fostering social inclusion.","PeriodicalId":37174,"journal":{"name":"Journal of Ethnic and Cultural Studies","volume":"54 23","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-01-25","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139599044","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}
Theoretically grounded in positioning theory, this study aimed to unpack three stories of Vietnamese teachers of English’ transformation of teaching theory and practice due to their international and intercultural overseas experiences. Our ethnography study was centered on those teachers' varying perceptions of what and how to teach. Our examination of the teacher candidates’ written critical reflection and interview was conducted over one year after they returned to teach in Vietnam. Particularly, these teachers’ perceived teaching and learning changes were a possible consequence of their experiences of intercultural engagement in many local settings in their host countries where they had previously stayed before returning. Using positioning and transformative learning as a theoretical lens, the researchers explored how teachers’ transformation was revealed after their return, suggesting that there were themes of positioning, including their modified cognition, awareness, attitudes, and behavior. More specifically, the findings implied that educational nation-level and school-level policy should pay more attention to the local English teachers’ privileges and threats that drive how they navigate their professional careers, considering academic qualifications and personal attributes. While the former was related to implications for teacher education programs (that help them identify teaching philosophy, methodology, and teaching environments), the latter involved teacher characteristics, aspirations, and accumulated capital.
{"title":"“It Is Tough to Come Back. Who Am I Now as a Language Teacher?”: The Re-Positioning of Three Vietnamese Teachers of English Language Returning from Overseas Programs","authors":"N. Vu, Hanh Dinh","doi":"10.29333/ejecs/1637","DOIUrl":"https://doi.org/10.29333/ejecs/1637","url":null,"abstract":"Theoretically grounded in positioning theory, this study aimed to unpack three stories of Vietnamese teachers of English’ transformation of teaching theory and practice due to their international and intercultural overseas experiences. Our ethnography study was centered on those teachers' varying perceptions of what and how to teach. Our examination of the teacher candidates’ written critical reflection and interview was conducted over one year after they returned to teach in Vietnam. Particularly, these teachers’ perceived teaching and learning changes were a possible consequence of their experiences of intercultural engagement in many local settings in their host countries where they had previously stayed before returning. Using positioning and transformative learning as a theoretical lens, the researchers explored how teachers’ transformation was revealed after their return, suggesting that there were themes of positioning, including their modified cognition, awareness, attitudes, and behavior. More specifically, the findings implied that educational nation-level and school-level policy should pay more attention to the local English teachers’ privileges and threats that drive how they navigate their professional careers, considering academic qualifications and personal attributes. While the former was related to implications for teacher education programs (that help them identify teaching philosophy, methodology, and teaching environments), the latter involved teacher characteristics, aspirations, and accumulated capital. ","PeriodicalId":37174,"journal":{"name":"Journal of Ethnic and Cultural Studies","volume":"30 3","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-01-25","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139596102","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}
A child-centered approach to education paves the way to discover a child’s personal dreams, aspirations, experiences, abilities, and interests. In child-centered educational contexts, students are encouraged to express and discover themselves. This is particularly relevant for refugee children who have suffered trauma, change, and repeated schooling interruptions that may negatively affect the future-oriented thinking that forms their career ambitions. The purpose of this study is to identify the aspirations of refugee children through a small-scale study conducted at a Refugee Hospitality Centre in the outskirts of Athens, Greece. Twenty-one (N) refugee teenagers were interviewed and participated upon their parents and teachers’ consent, through a semi-structured interview about their career preferences as well as their academic aspirations and intentions, as well as their chosen destination countries. The motives behind their choices were discussed and differentiations with gender, country of origin, and school attendance were examined. Finally, suggestions are made to support refugee students to explore possibilities about their career orientations and values in order to be included effectively within society and fulfill their aspirations.
{"title":"Refugee Children’s Career Aspirations at a Hospitality Center in Greece","authors":"Viktoria Prekate, N. Palaiologou, Eirini Kyriazi","doi":"10.29333/ejecs/1777","DOIUrl":"https://doi.org/10.29333/ejecs/1777","url":null,"abstract":"A child-centered approach to education paves the way to discover a child’s personal dreams, aspirations, experiences, abilities, and interests. In child-centered educational contexts, students are encouraged to express and discover themselves. This is particularly relevant for refugee children who have suffered trauma, change, and repeated schooling interruptions that may negatively affect the future-oriented thinking that forms their career ambitions. The purpose of this study is to identify the aspirations of refugee children through a small-scale study conducted at a Refugee Hospitality Centre in the outskirts of Athens, Greece. Twenty-one (N) refugee teenagers were interviewed and participated upon their parents and teachers’ consent, through a semi-structured interview about their career preferences as well as their academic aspirations and intentions, as well as their chosen destination countries. The motives behind their choices were discussed and differentiations with gender, country of origin, and school attendance were examined. Finally, suggestions are made to support refugee students to explore possibilities about their career orientations and values in order to be included effectively within society and fulfill their aspirations.","PeriodicalId":37174,"journal":{"name":"Journal of Ethnic and Cultural Studies","volume":"37 23","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-01-11","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139534045","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 Towani Tolotang community, nestled in the Sindenreng Rappang Regency of South Sulawesi, Indonesia, stands as a testament to the enduring legacy of indigenous faith and culture. This research, spanning three months from March to June 2023, delves into the community's unique religious practices, challenges, and resilience, shedding light on Indonesia's complex landscape of religious diversity. The Towani Tolotang community's unwavering commitment to their ancestral beliefs, despite being classified under the umbrella of Hinduism by the Indonesian government, exemplifies the resilience of indigenous traditions. Their syncretic belief system, interweaving animism, Hindu rituals, and historical adaptations set them apart within a predominantly Muslim society. Traditional leaders safeguarding their rituals and traditions are critical to cultural preservation. The community's resilience lies in its adaptability, secrecy maintenance, and strategies for transmitting religious knowledge across generations. Challenges persist, with discriminatory policies and interactions with the majority Muslim society. However, the Towani Tolotang community's unwavering commitment to its unique identity serves as an inspiring example of cultural preservation. This research offers valuable insights for scholars, policymakers, and advocates of religious diversity. It unravels the complexities of indigenous faith and its adaptation in a changing world, providing lessons in understanding, tolerance, and cultural heritage preservation. The Towani Tolotang community's story stands as a profound example of how traditions endure, evolve, and flourish amid the currents of history.
{"title":"Cultural Resilience and Syncretism: The Towani Tolotang Community's Journey in Indonesia's Religious Landscape","authors":"Tasrifin Tahara","doi":"10.29333/ejecs/1863","DOIUrl":"https://doi.org/10.29333/ejecs/1863","url":null,"abstract":"The Towani Tolotang community, nestled in the Sindenreng Rappang Regency of South Sulawesi, Indonesia, stands as a testament to the enduring legacy of indigenous faith and culture. This research, spanning three months from March to June 2023, delves into the community's unique religious practices, challenges, and resilience, shedding light on Indonesia's complex landscape of religious diversity. The Towani Tolotang community's unwavering commitment to their ancestral beliefs, despite being classified under the umbrella of Hinduism by the Indonesian government, exemplifies the resilience of indigenous traditions. Their syncretic belief system, interweaving animism, Hindu rituals, and historical adaptations set them apart within a predominantly Muslim society. Traditional leaders safeguarding their rituals and traditions are critical to cultural preservation. The community's resilience lies in its adaptability, secrecy maintenance, and strategies for transmitting religious knowledge across generations. Challenges persist, with discriminatory policies and interactions with the majority Muslim society. However, the Towani Tolotang community's unwavering commitment to its unique identity serves as an inspiring example of cultural preservation. This research offers valuable insights for scholars, policymakers, and advocates of religious diversity. It unravels the complexities of indigenous faith and its adaptation in a changing world, providing lessons in understanding, tolerance, and cultural heritage preservation. The Towani Tolotang community's story stands as a profound example of how traditions endure, evolve, and flourish amid the currents of history.","PeriodicalId":37174,"journal":{"name":"Journal of Ethnic and Cultural Studies","volume":" 92","pages":""},"PeriodicalIF":0.0,"publicationDate":"2023-12-19","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"138961339","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}
R. Bataineh, Fatima A. Salman, Hydaya J Al.Roumi, Rabya Sh Al.Jawarneh, Amani G Shkour, Sherin Adnan Okour, Dina A. Al- Jamal
Social, humane and cultural values mandate that a certain level of politeness in day-to-day exchanges be maintained. Therefore, politeness strategies are among the first language functions taught in foreign language curricula. This study examines the inclusion of negative politeness strategies in the dialogs of the prescribed Jordanian English as a foreign language textbook, Action Pack, for grades 5 through ten. The content analysis is informed by the theoretical principles of politeness theory (Brown & Levinson, 1987). The dialogs in the fifth- through tenth-grade textbooks were content analyzed for speech acts denoting negative politeness, using both qualitative and quantitative measures. The analysis commenced with coding, after which the occurrences were identified and tallied per the codes. Ten negative politeness strategies were identified in addition to one, which comprised an amalgamation of two of these strategies in one speech act. The findings revealed that Jordanian Action Pack textbooks included more negative politeness strategies in grades 5 and 6 than in grades 7, 8, 9, and 10, with being indirect and using questions to reduce imposition and offense as the most frequent.
{"title":"Negative Politeness Strategies in Jordanian EFL Textbook Dialogs: A Content Analysis of Action Pack 5 through 10","authors":"R. Bataineh, Fatima A. Salman, Hydaya J Al.Roumi, Rabya Sh Al.Jawarneh, Amani G Shkour, Sherin Adnan Okour, Dina A. Al- Jamal","doi":"10.29333/ejecs/1762","DOIUrl":"https://doi.org/10.29333/ejecs/1762","url":null,"abstract":"Social, humane and cultural values mandate that a certain level of politeness in day-to-day exchanges be maintained. Therefore, politeness strategies are among the first language functions taught in foreign language curricula. This study examines the inclusion of negative politeness strategies in the dialogs of the prescribed Jordanian English as a foreign language textbook, Action Pack, for grades 5 through ten. The content analysis is informed by the theoretical principles of politeness theory (Brown & Levinson, 1987). The dialogs in the fifth- through tenth-grade textbooks were content analyzed for speech acts denoting negative politeness, using both qualitative and quantitative measures. The analysis commenced with coding, after which the occurrences were identified and tallied per the codes. Ten negative politeness strategies were identified in addition to one, which comprised an amalgamation of two of these strategies in one speech act. The findings revealed that Jordanian Action Pack textbooks included more negative politeness strategies in grades 5 and 6 than in grades 7, 8, 9, and 10, with being indirect and using questions to reduce imposition and offense as the most frequent.","PeriodicalId":37174,"journal":{"name":"Journal of Ethnic and Cultural Studies","volume":" 31","pages":""},"PeriodicalIF":0.0,"publicationDate":"2023-12-19","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"138961951","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}
During the past two decades, the main focus in the fast-growing field of multimodality has been the inter-semiotic relationships between different modes. However, due attention has recently been paid to one element which is lacking in multimodal texts: the argumentative element. This is referred to in the literature as multimodal argumentation in the belief that an argument is neither verbal nor visual and, in analyzing argumentative discourse, attention is to be paid to both verbal and visual modes with no need for a priori division. This research attempts to provide further study in this direction, thus adding to the current interest in giving a new perspective to the analysis of argumentative discourse. This research aims to explore how Instagram posts, viewed as representing perlocutionary acts, operate as instances of multimodal argumentation. The study is structured within the Contemporary Theoretical Framework of the Speech Act theory (Harris et al., 2018) and Multimodal Argumentation (Tseronis, 2018, 2020). Data for the study are images from The Incredible Hulk Comic Book (1980) and Instagram spoof posts (photos and captions) by Arab Netizens on 11th to 13th November (2022) towards the first trailer for Captain America 4: New World Order (2024), which were in response to Marvel Studios’ announcement in September 2022. A descriptive qualitative approach has been adopted as it describes a particular perspective qualitatively. Findings have revealed that spoof Instagram posts operating as a perlocutionary act are potential instances of multimodal argumentation. The research might add to the domain of speech acts and the literature on multimodal argumentation.
{"title":"Between Marvel’s Cinematic Universe and Instagram Narratives: Multimodal Argumentation in Arab Netizens’ Perlocutionary Acts Towards Captain America 4","authors":"Inas Hussein Hassan, Sara Yahya ElMansy","doi":"10.29333/ejecs/1708","DOIUrl":"https://doi.org/10.29333/ejecs/1708","url":null,"abstract":"During the past two decades, the main focus in the fast-growing field of multimodality has been the inter-semiotic relationships between different modes. However, due attention has recently been paid to one element which is lacking in multimodal texts: the argumentative element. This is referred to in the literature as multimodal argumentation in the belief that an argument is neither verbal nor visual and, in analyzing argumentative discourse, attention is to be paid to both verbal and visual modes with no need for a priori division. This research attempts to provide further study in this direction, thus adding to the current interest in giving a new perspective to the analysis of argumentative discourse. This research aims to explore how Instagram posts, viewed as representing perlocutionary acts, operate as instances of multimodal argumentation. The study is structured within the Contemporary Theoretical Framework of the Speech Act theory (Harris et al., 2018) and Multimodal Argumentation (Tseronis, 2018, 2020). Data for the study are images from The Incredible Hulk Comic Book (1980) and Instagram spoof posts (photos and captions) by Arab Netizens on 11th to 13th November (2022) towards the first trailer for Captain America 4: New World Order (2024), which were in response to Marvel Studios’ announcement in September 2022. A descriptive qualitative approach has been adopted as it describes a particular perspective qualitatively. Findings have revealed that spoof Instagram posts operating as a perlocutionary act are potential instances of multimodal argumentation. The research might add to the domain of speech acts and the literature on multimodal argumentation.","PeriodicalId":37174,"journal":{"name":"Journal of Ethnic and Cultural Studies","volume":" 6","pages":""},"PeriodicalIF":0.0,"publicationDate":"2023-12-19","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"138962728","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}
N. Al-Khawaldeh, Haneen Abuziad, Bassil Mashaqba, Anas Al huneety
This study aimed to investigate both the strategies Jordanians use to respond to reprimands and the impact of gender on them. Data were collected from 95 Jordanian university students at the Hashemite University using IDCTs, including Emotion Liker-Scales. Both qualitative and quantitative analyses were conducted utilizing Spencer-Oatey’s (2008) rapport management approach. Twelve strategies were used for responding to reprimands: illocutionary force indicating device, admission of responsibility, intermediate responsibility, denying responsibility, other responsibility-related examples, managing the problem, expressing reprimands, irony, and sarcasm, swearing, opting out, working out compromises and using violence. The results showed gender differences in the type and frequency of responding to reprimand strategies, reflecting good observance of the socio-contextual variables. The findings of the study revealed that Jordanian native speakers of Arabic took into account a rapport-enhancing perspective, weighing the costs and benefits, and rapport-threatening perspectives, including asserting autonomy and infringing upon principles of association and involvement. The study concludes with some pedagogical implications and recommendations for further promising research.
{"title":"A Pragmatic Study on Managing Rapport in Responding to Reprimands in Jordanian Arabic","authors":"N. Al-Khawaldeh, Haneen Abuziad, Bassil Mashaqba, Anas Al huneety","doi":"10.29333/ejecs/1712","DOIUrl":"https://doi.org/10.29333/ejecs/1712","url":null,"abstract":"This study aimed to investigate both the strategies Jordanians use to respond to reprimands and the impact of gender on them. Data were collected from 95 Jordanian university students at the Hashemite University using IDCTs, including Emotion Liker-Scales. Both qualitative and quantitative analyses were conducted utilizing Spencer-Oatey’s (2008) rapport management approach. Twelve strategies were used for responding to reprimands: illocutionary force indicating device, admission of responsibility, intermediate responsibility, denying responsibility, other responsibility-related examples, managing the problem, expressing reprimands, irony, and sarcasm, swearing, opting out, working out compromises and using violence. The results showed gender differences in the type and frequency of responding to reprimand strategies, reflecting good observance of the socio-contextual variables. The findings of the study revealed that Jordanian native speakers of Arabic took into account a rapport-enhancing perspective, weighing the costs and benefits, and rapport-threatening perspectives, including asserting autonomy and infringing upon principles of association and involvement. The study concludes with some pedagogical implications and recommendations for further promising research.","PeriodicalId":37174,"journal":{"name":"Journal of Ethnic and Cultural Studies","volume":"164 ","pages":""},"PeriodicalIF":0.0,"publicationDate":"2023-12-19","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"138962855","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}
Trailers for movies are generally considered aesthetic independent multimodal fragmented discourse. Since one of the key features of trailers for docudramas is to promote arguments in order to propagate the importance and worthiness of documentaries to be watched, trailers rely heavily on limited fragmented compositions and implicitness to arouse the viewer’s curiosity. This study aims to provide an enthymematic interpretation of the trailer for Netflix’s brand-new docudrama Queen Cleopatra, which has resulted in immense controversy in Egypt since its release in April 2023. Thus, the study investigates how the enthymematic property of the selected trailer is constructed through the illocutionary pluralism in the characters’ argumentative polylogues and presented through the interplay of verbal-visual semiotic resources such as montage techniques, music, moving images, colors, etc. This study adopts Wildfeuer and Pollaroli’s (2017) theoretical framework of multimodal argumentation in movie trailers supported by Lewiński’s (2021) illocutionary pluralism in argumentative polylogues. The framework foregrounds the importance of the surrounding context (Pragma-Dialectics) in multimodal rhetoric and dwells upon two levels: logic of film discourse interpretation and argumentative reconstruction of the movie trailer. Findings have revealed that the interplay of cross-modal devices and speech acts stimulates spectators to form hypotheses and draw inferences on the cinematic discourse they are subsequently invited to watch and thus to retrieve arguments in support of the claim that the advertised documentary is worth watching.
{"title":"Unleashing Argumentation in Netflix’s Docudramas: Illocutionary Pluralism and Multimodal Rhetoric in the Trailer for Queen Cleopatra (2023)","authors":"Inas Hassan Hassan, Sara Yahya ElMansy","doi":"10.29333/ejecs/1773","DOIUrl":"https://doi.org/10.29333/ejecs/1773","url":null,"abstract":"Trailers for movies are generally considered aesthetic independent multimodal fragmented discourse. Since one of the key features of trailers for docudramas is to promote arguments in order to propagate the importance and worthiness of documentaries to be watched, trailers rely heavily on limited fragmented compositions and implicitness to arouse the viewer’s curiosity. This study aims to provide an enthymematic interpretation of the trailer for Netflix’s brand-new docudrama Queen Cleopatra, which has resulted in immense controversy in Egypt since its release in April 2023. Thus, the study investigates how the enthymematic property of the selected trailer is constructed through the illocutionary pluralism in the characters’ argumentative polylogues and presented through the interplay of verbal-visual semiotic resources such as montage techniques, music, moving images, colors, etc. This study adopts Wildfeuer and Pollaroli’s (2017) theoretical framework of multimodal argumentation in movie trailers supported by Lewiński’s (2021) illocutionary pluralism in argumentative polylogues. The framework foregrounds the importance of the surrounding context (Pragma-Dialectics) in multimodal rhetoric and dwells upon two levels: logic of film discourse interpretation and argumentative reconstruction of the movie trailer. Findings have revealed that the interplay of cross-modal devices and speech acts stimulates spectators to form hypotheses and draw inferences on the cinematic discourse they are subsequently invited to watch and thus to retrieve arguments in support of the claim that the advertised documentary is worth watching. ","PeriodicalId":37174,"journal":{"name":"Journal of Ethnic and Cultural Studies","volume":"116 13","pages":""},"PeriodicalIF":0.0,"publicationDate":"2023-12-19","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"138959713","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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