This study presented pantheism as question of identity or in fact collective identity. Generally, the concept of identity means collection of characteristics, abilities, goals, temperament and values that distinguish one individual from another. Throughout this study the researcher enlarged the concept of identity to include every single entity more over all these seemingly different beings with their various Features are brought together into a new one concept called pantheism that is everything is one and all is god. The researcher used qualitative: analytical descriptive, interpretive and deconstructive methods to fulfill the study goals. Pantheistic view creates peaceful atmosphere in the general life. It relates all entities one to the other through maintaining the concept of unity and one orientation. Considering pantheism as matter of identity would bring to the world a new aesthetic flavor that let everyone loves everything no matter whom or what it is, in fact it is hers, his or itself at some level. Ignorance and greed are what complicate this life and mad it boring sometimes because everyone works to defeat anyone in order to win alone. مستخلص قدمت هذه الدراسة وحدة الوجود على أنها مسألة هوية أو في الواقع هوية جماعية. يعني مفهوم الهوية عمومًا مجموعة الخصائص والقدرات والأهداف والمزاج والقيم التي تميز فردًا عن الآخر. خلال هذه الدراسة قام الباحث بتوسيع مفهوم الهوية ليشمل كل كيان على حدة أكثر من كل هذه الكائنات التي تبدو مختلفة مع ميزاتها المختلفة مجتمعة في مفهوم واحد جديد يسمى وحدة الوجود التي هي كل شيء واحد وكل شيء هو الله. استخدم الباحث المنهج النوعي: التحليلي الوصفي والتفسري والتفككي لتحقيق أهداف الدراسة. النظرة الوجودية تخلق جوًا سلميًا في الحياة العامة. وهي تربط جميع الكيانات بعضها ببعض من خلال الحفاظ على مفهوم الوحدة والتوجه الواحد. إن اعتبار وحدة الوجود على أنها مسألة هوية من شأنه أن يجلب للعالم نكهة جمالية جديدة تتيح للجميع أن يحبوا كل شيء بغض النظر عن من هو أو ما هو ، في الواقع هو/لها أو هو أو نفسها على مستوى ما . الجهل والجشع هما ما يعقد هذه الحياة ويجعلها مملة أحيانًا لأن الجميع يعمل على هزيمة أي شخص من أجل الفوز بمفرده.
{"title":"Representation of Pantheism as Collective Identity with Reference to the Poetry of William Hennery Davies and Wendell Berry.","authors":"Abubker Tijani Ibrahim Musa","doi":"10.47941/ejl.1171","DOIUrl":"https://doi.org/10.47941/ejl.1171","url":null,"abstract":"This study presented pantheism as question of identity or in fact collective identity. Generally, the concept of identity means collection of characteristics, abilities, goals, temperament and values that distinguish one individual from another. Throughout this study the researcher enlarged the concept of identity to include every single entity more over all these seemingly different beings with their various Features are brought together into a new one concept called pantheism that is everything is one and all is god. The researcher used qualitative: analytical descriptive, interpretive and deconstructive methods to fulfill the study goals. Pantheistic view creates peaceful atmosphere in the general life. It relates all entities one to the other through maintaining the concept of unity and one orientation. Considering pantheism as matter of identity would bring to the world a new aesthetic flavor that let everyone loves everything no matter whom or what it is, in fact it is hers, his or itself at some level. Ignorance and greed are what complicate this life and mad it boring sometimes because everyone works to defeat anyone in order to win alone. \u0000مستخلص \u0000قدمت هذه الدراسة وحدة الوجود على أنها مسألة هوية أو في الواقع هوية جماعية. يعني مفهوم الهوية عمومًا مجموعة الخصائص والقدرات والأهداف والمزاج والقيم التي تميز فردًا عن الآخر. خلال هذه الدراسة قام الباحث بتوسيع مفهوم الهوية ليشمل كل كيان على حدة أكثر من كل هذه الكائنات التي تبدو مختلفة مع ميزاتها المختلفة مجتمعة في مفهوم واحد جديد يسمى وحدة الوجود التي هي كل شيء واحد وكل شيء هو الله. استخدم الباحث المنهج النوعي: التحليلي الوصفي والتفسري والتفككي لتحقيق أهداف الدراسة. النظرة الوجودية تخلق جوًا سلميًا في الحياة العامة. وهي تربط جميع الكيانات بعضها ببعض من خلال الحفاظ على مفهوم الوحدة والتوجه الواحد. إن اعتبار وحدة الوجود على أنها مسألة هوية من شأنه أن يجلب للعالم نكهة جمالية جديدة تتيح للجميع أن يحبوا كل شيء بغض النظر عن من هو أو ما هو ، في الواقع هو/لها أو هو أو نفسها على مستوى ما . الجهل والجشع هما ما يعقد هذه الحياة ويجعلها مملة أحيانًا لأن الجميع يعمل على هزيمة أي شخص من أجل الفوز بمفرده. \u0000 ","PeriodicalId":43181,"journal":{"name":"European Journal of Applied Linguistics","volume":null,"pages":null},"PeriodicalIF":1.5,"publicationDate":"2023-01-12","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"90271792","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}
To do literary criticism is to study, interpret, analyze, and evaluate a work of art. Throughout this study the researcher read, analyzed and interpret poetic projects of two poets: William Hennery Davies and Wendell Berry. Though they wrote a lot of good and rich poems; the mentioned poets did not find enough reading and criticism in our literary context. Therefor this paper aimed at drawing the readers, researchers and critic’s attentions toward their poetry. Stylistics analysis was done that is the act of presenting and analyzing some text from those poet’s work and expounded their linguistics features on one hand literary features on the other hand in order to approve a new meaning and new critical point of view about the two poet’s literary works. مستخلص أن تمارس نقداً ادبيآ يعني أن تتدارس وتتأول وتحلل ومن ثم تقيم عملآ ادبيآ معين. ومن خلال هذه الدارسة نقب الباحث وحلل وتأول المشاريع الشعرية لشاعرين وهما : وليم هنري ديفس ووندل بيري. على الرغم من كتابتهم للعديد من الأشعار الجيدة والغنية لم يجد الشاعرين المذكورين القراءة والنقد الكافي في سياقنا الأدبي. لذلك هدفت هذه الدراسة على لفت نظر القراء والباحثين والنقاد الي شعرهما. قد مارس الباحث التحليل الاسلوبي والذي يعني عرض وتحليل نصوصآ شعرية من أعمال هذين الكاتبين وتبيين ملامحها ميزاتها اللغوية من جانب والأدبية من الجانب الآخر. ذلك من أجل تحقيق وكشف معاني ووجهة نظر نقدية جديدة فيما يتعلق بأعمال الشاعرين الأدبية.
{"title":"Critical and Appreciational Reading of Wendell Berry and William Davies Poetic Projects","authors":"Abubker Tijani Ibrahim Musa","doi":"10.47941/ejl.1172","DOIUrl":"https://doi.org/10.47941/ejl.1172","url":null,"abstract":"To do literary criticism is to study, interpret, analyze, and evaluate a work of art. Throughout this study the researcher read, analyzed and interpret poetic projects of two poets: William Hennery Davies and Wendell Berry. Though they wrote a lot of good and rich poems; the mentioned poets did not find enough reading and criticism in our literary context. Therefor this paper aimed at drawing the readers, researchers and critic’s attentions toward their poetry. Stylistics analysis was done that is the act of presenting and analyzing some text from those poet’s work and expounded their linguistics features on one hand literary features on the other hand in order to approve a new meaning and new critical point of view about the two poet’s literary works. \u0000مستخلص \u0000أن تمارس نقداً ادبيآ يعني أن تتدارس وتتأول وتحلل ومن ثم تقيم عملآ ادبيآ معين. ومن خلال هذه الدارسة نقب الباحث وحلل وتأول المشاريع الشعرية لشاعرين وهما : وليم هنري ديفس ووندل بيري. على الرغم من كتابتهم للعديد من الأشعار الجيدة والغنية لم يجد الشاعرين المذكورين القراءة والنقد الكافي في سياقنا الأدبي. لذلك هدفت هذه الدراسة على لفت نظر القراء والباحثين والنقاد الي شعرهما. قد مارس الباحث التحليل الاسلوبي والذي يعني عرض وتحليل نصوصآ شعرية من أعمال هذين الكاتبين وتبيين ملامحها ميزاتها اللغوية من جانب والأدبية من الجانب الآخر. ذلك من أجل تحقيق وكشف معاني ووجهة نظر نقدية جديدة فيما يتعلق بأعمال الشاعرين الأدبية.","PeriodicalId":43181,"journal":{"name":"European Journal of Applied Linguistics","volume":null,"pages":null},"PeriodicalIF":1.5,"publicationDate":"2023-01-12","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"82014682","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}
Abstract This paper focuses on six interpreter-mediated interactions between teachers, migrant parents, and their children in Italian primary schools, a topic that has not yet been widely examined in the literature on public service interpreting. The analysis draws on audio-recorded interpreter-mediated interactions collected in Italy during a European Horizon 2020 project. The paper shows the barriers that exist in engaging children in these interactions. The difficulties observed are varied and more challenging to overcome than those hindering parental involvement. While Childhood Studies shows that the important enhancement of children’s agency in social contexts needs particular non-hierarchical structures of interaction, in the analysed interpreter-mediated interactions the mutual positioning of teachers, parents and mediators does not allow this enhancement. Thus, the involved children stay silent, they provide minimal responses when addressed, they show feelings of distress, and their few initiatives are not supported by the other participants. The paper shows the reasons for the failure of both teachers’ actions and mediators’ coordination to involve children and support their exercise of agency.
{"title":"Problems of children’s involvement in interpreter-mediated meetings between their teachers and their parents","authors":"Claudio Baraldi, Federica Ceccoli","doi":"10.1515/eujal-2022-0024","DOIUrl":"https://doi.org/10.1515/eujal-2022-0024","url":null,"abstract":"Abstract This paper focuses on six interpreter-mediated interactions between teachers, migrant parents, and their children in Italian primary schools, a topic that has not yet been widely examined in the literature on public service interpreting. The analysis draws on audio-recorded interpreter-mediated interactions collected in Italy during a European Horizon 2020 project. The paper shows the barriers that exist in engaging children in these interactions. The difficulties observed are varied and more challenging to overcome than those hindering parental involvement. While Childhood Studies shows that the important enhancement of children’s agency in social contexts needs particular non-hierarchical structures of interaction, in the analysed interpreter-mediated interactions the mutual positioning of teachers, parents and mediators does not allow this enhancement. Thus, the involved children stay silent, they provide minimal responses when addressed, they show feelings of distress, and their few initiatives are not supported by the other participants. The paper shows the reasons for the failure of both teachers’ actions and mediators’ coordination to involve children and support their exercise of agency.","PeriodicalId":43181,"journal":{"name":"European Journal of Applied Linguistics","volume":null,"pages":null},"PeriodicalIF":1.5,"publicationDate":"2023-01-10","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"46787805","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}
Abstract Human behaviour is encoded and decoded through language. The latter acts as a marker in conceptualising the symptomatic effect of depression and stress. Based on this premise, this study reviewed the results and findings of both qualitative and quantitative research literature on the discourse of depressive patients and which was published between 2010 to 2020. A total of 80 research articles were examined and evaluated for interpretation using the Framework of Preferred Reporting Items for Systematic Review and Meta-Analysis (PRISMA). Out of these, 25 articles were finalised for analysis and synthesis. The findings on linguistic indicators correlating to depression were interpreted based on (i) prevalent linguistic markers, (ii) the research design, (iii) the significance of the context, and (iv) the limitations of findings across studies that foil establishing the generalizability of linguistic markers. Although function and content words (first-person singular pronouns, negative emotional words) as markers are strongly associated with cognitive symptoms (self-focused attention) of depression, results across studies vary. It is observed that depressive individuals also used the third-person singular (he, she) and plural pronouns (they) while accusing others of referring to negative affect. These findings contribute to the literature on mental health by establishing a correlation between linguistic features and psychological symptoms of depression.
{"title":"Structural and functional markers of language signify the symptomatic effect of depression: A systematic literature review","authors":"Anbu Savekar, Shashikanta Tarai, Moksha Singh","doi":"10.1515/eujal-2022-0022","DOIUrl":"https://doi.org/10.1515/eujal-2022-0022","url":null,"abstract":"Abstract Human behaviour is encoded and decoded through language. The latter acts as a marker in conceptualising the symptomatic effect of depression and stress. Based on this premise, this study reviewed the results and findings of both qualitative and quantitative research literature on the discourse of depressive patients and which was published between 2010 to 2020. A total of 80 research articles were examined and evaluated for interpretation using the Framework of Preferred Reporting Items for Systematic Review and Meta-Analysis (PRISMA). Out of these, 25 articles were finalised for analysis and synthesis. The findings on linguistic indicators correlating to depression were interpreted based on (i) prevalent linguistic markers, (ii) the research design, (iii) the significance of the context, and (iv) the limitations of findings across studies that foil establishing the generalizability of linguistic markers. Although function and content words (first-person singular pronouns, negative emotional words) as markers are strongly associated with cognitive symptoms (self-focused attention) of depression, results across studies vary. It is observed that depressive individuals also used the third-person singular (he, she) and plural pronouns (they) while accusing others of referring to negative affect. These findings contribute to the literature on mental health by establishing a correlation between linguistic features and psychological symptoms of depression.","PeriodicalId":43181,"journal":{"name":"European Journal of Applied Linguistics","volume":null,"pages":null},"PeriodicalIF":1.5,"publicationDate":"2022-11-24","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"42360567","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}
Abstract Instructional strategies for promoting the potential of learners are critical for effective language education. Especially in the case of migrant students with limited or interrupted formal education (SLIFE), teachers need to leverage existing assets to build learners’ literacy skills and to foster successful second language learning. In this paper, we argue that pedagogical translanguaging can be beneficial for reaching this goal. We present the results of a qualitative study of teachers of German as a Second Language courses for adult migrants in Germany (n=11). We examine how while some spontaneous translanguaging takes place, pedagogical translanguaging is not embedded in the classroom, thereby leaving the multilingual assets of SLIFE mostly overlooked and underutilized.
{"title":"Incorporating multilingualism in German as a Second Language classes for adult Students with Limited or Interrupted Formal Education","authors":"Ina-Maria Maahs, A. DeCapua, Marco Triulzi","doi":"10.1515/eujal-2022-0019","DOIUrl":"https://doi.org/10.1515/eujal-2022-0019","url":null,"abstract":"Abstract Instructional strategies for promoting the potential of learners are critical for effective language education. Especially in the case of migrant students with limited or interrupted formal education (SLIFE), teachers need to leverage existing assets to build learners’ literacy skills and to foster successful second language learning. In this paper, we argue that pedagogical translanguaging can be beneficial for reaching this goal. We present the results of a qualitative study of teachers of German as a Second Language courses for adult migrants in Germany (n=11). We examine how while some spontaneous translanguaging takes place, pedagogical translanguaging is not embedded in the classroom, thereby leaving the multilingual assets of SLIFE mostly overlooked and underutilized.","PeriodicalId":43181,"journal":{"name":"European Journal of Applied Linguistics","volume":null,"pages":null},"PeriodicalIF":1.5,"publicationDate":"2022-11-18","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"43088531","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 looked into the derivations in English and Ụkwụani. Since derivation is a morphological process, the paper started by explaining derivational morphemes. Types of derivations were also explained such as: derived nominals, derived verbals and adverbials. Derivation of one word-class to another word-class; and derivations from the same word-class were critically examined in the two languages. These include: derived nominal from verbals, derived nominal from nominals, derived adjectival from adverbial. Also, this paper went further to investigate the affixes use in derivation in both English and Ụkwụani languages. The affixes used in English derivations include: prefixes and suffixes while the Ụkwụani language used prefixes and inter-fixes to derive words. All the foregoing were carefully examined in this paper. The method of research for this paper is the interview technique. The researcher conducted an interview with the aid of a questionnaire administered to some students in junior secondary school through random sampling. This is done with L1 speaker of Ụkwụani, for a proper analysis of the paper. Our study explained vividly that differences abound in the derivations of English and Ụkwụani. For example suffixes in English are used for derivation while Ụkwụni suffixes are used for inflection only and the nominal are derived by adding prefix to the verbally. Also there are no addition of suffixes in the derivation of Ụkwụani plurals as in the case of English. There are no derivational suffixes for a change of word class in Ukwuani as in the English language.
{"title":"An Investigation into the Derivations of the English Language and the Ukwuani Language","authors":"Florence Etuwe Oghiator","doi":"10.47941/ejl.1104","DOIUrl":"https://doi.org/10.47941/ejl.1104","url":null,"abstract":"This paper looked into the derivations in English and Ụkwụani. Since derivation is a morphological process, the paper started by explaining derivational morphemes. Types of derivations were also explained such as: derived nominals, derived verbals and adverbials. Derivation of one word-class to another word-class; and derivations from the same word-class were critically examined in the two languages. These include: derived nominal from verbals, derived nominal from nominals, derived adjectival from adverbial. Also, this paper went further to investigate the affixes use in derivation in both English and Ụkwụani languages. The affixes used in English derivations include: prefixes and suffixes while the Ụkwụani language used prefixes and inter-fixes to derive words. All the foregoing were carefully examined in this paper. The method of research for this paper is the interview technique. The researcher conducted an interview with the aid of a questionnaire administered to some students in junior secondary school through random sampling. This is done with L1 speaker of Ụkwụani, for a proper analysis of the paper. Our study explained vividly that differences abound in the derivations of English and Ụkwụani. For example suffixes in English are used for derivation while Ụkwụni suffixes are used for inflection only and the nominal are derived by adding prefix to the verbally. Also there are no addition of suffixes in the derivation of Ụkwụani plurals as in the case of English. There are no derivational suffixes for a change of word class in Ukwuani as in the English language.","PeriodicalId":43181,"journal":{"name":"European Journal of Applied Linguistics","volume":null,"pages":null},"PeriodicalIF":1.5,"publicationDate":"2022-11-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"74854078","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}
Abstract This article takes a closer look at the complexity of scholarly communication in the specific context of a German University by discussing the relevance of individual discourse tactics of European scholars with a heterogeneous background in communicating in English. The case study featured three scholars from the fields of Neurobiology and Microbiology. The data comes from interviews with the scholars, perusal of their drafts, and policy documents on the publishing expectations in their scientific community. Borrowing de Certeau’s terms strategies and tactics, I treat strategies as belonging to institutions, as manifested in tacit and explicit normative policies on publishing expectations and academic requirements in the name of internationalizing scholarship. Tactics are demonstrated by the dynamic and creative practices of scholars in the discourse practices they adopt to negotiate restrictive policies. While the policies are largely monolingual and monolithic, the practices of scholars draw from their translingual resources and social communicative ecologies. The article demonstrates through a case study that translingual practice can be a resource in negotiating dominant academic conventions for semi peripheral scholars.
{"title":"Semi peripheral scholars negotiating internationalizing institutional strategies with translingual tactics in academic discourse","authors":"M. Stoian","doi":"10.1515/eujal-2020-0031","DOIUrl":"https://doi.org/10.1515/eujal-2020-0031","url":null,"abstract":"Abstract This article takes a closer look at the complexity of scholarly communication in the specific context of a German University by discussing the relevance of individual discourse tactics of European scholars with a heterogeneous background in communicating in English. The case study featured three scholars from the fields of Neurobiology and Microbiology. The data comes from interviews with the scholars, perusal of their drafts, and policy documents on the publishing expectations in their scientific community. Borrowing de Certeau’s terms strategies and tactics, I treat strategies as belonging to institutions, as manifested in tacit and explicit normative policies on publishing expectations and academic requirements in the name of internationalizing scholarship. Tactics are demonstrated by the dynamic and creative practices of scholars in the discourse practices they adopt to negotiate restrictive policies. While the policies are largely monolingual and monolithic, the practices of scholars draw from their translingual resources and social communicative ecologies. The article demonstrates through a case study that translingual practice can be a resource in negotiating dominant academic conventions for semi peripheral scholars.","PeriodicalId":43181,"journal":{"name":"European Journal of Applied Linguistics","volume":null,"pages":null},"PeriodicalIF":1.5,"publicationDate":"2022-10-22","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"43177690","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}
Abstract This study explored the academic literacies of multilingual refugee-background students who had completed some higher education studies before migrating to Finland. Previous studies have paid little attention to students like them. The research context is a pilot training programme integrating language and content studies. Applying dialogical and nexus analytical perspectives, the study investigated the sense-making processes of two key participants in a Finnish-medium accountancy course that formed part of the programme. The primary data, comprising interviews and video-recorded meetings between the students and their teachers and tutors, were analysed by applying dialogical interaction analysis and narrative analysis in a nexus analytical framework. The results show that the students actively tried to make sense of the target literacy practices. This was observed in negotiations related to the use of technology, norms on authorship and plagiarism, and autonomy in studying. The course was challenging for the students, possibly because their previous experiences and resources had not prepared them for what was expected of them either explicitly in instructions or more implicitly in institutional discourses. This article concludes that structures and practices can be exclusionary if no attention is paid to them and discusses ways of improving inclusiveness in higher education.
{"title":"Refugee-background students negotiating academic literacy practices in L2: a dialogical and nexus analytical approach","authors":"Kirsi Leskinen","doi":"10.1515/eujal-2021-0005","DOIUrl":"https://doi.org/10.1515/eujal-2021-0005","url":null,"abstract":"Abstract This study explored the academic literacies of multilingual refugee-background students who had completed some higher education studies before migrating to Finland. Previous studies have paid little attention to students like them. The research context is a pilot training programme integrating language and content studies. Applying dialogical and nexus analytical perspectives, the study investigated the sense-making processes of two key participants in a Finnish-medium accountancy course that formed part of the programme. The primary data, comprising interviews and video-recorded meetings between the students and their teachers and tutors, were analysed by applying dialogical interaction analysis and narrative analysis in a nexus analytical framework. The results show that the students actively tried to make sense of the target literacy practices. This was observed in negotiations related to the use of technology, norms on authorship and plagiarism, and autonomy in studying. The course was challenging for the students, possibly because their previous experiences and resources had not prepared them for what was expected of them either explicitly in instructions or more implicitly in institutional discourses. This article concludes that structures and practices can be exclusionary if no attention is paid to them and discusses ways of improving inclusiveness in higher education.","PeriodicalId":43181,"journal":{"name":"European Journal of Applied Linguistics","volume":null,"pages":null},"PeriodicalIF":1.5,"publicationDate":"2022-10-22","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"43077228","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}
Abstract This editorial reports on the special issue “New Generation of Applied Linguists in Europe” which highlights the work of early career researchers in the field of Applied Linguistics who participated in one of the last AILA Europe Junior researchers’ Meeting (JRM). It aims to offer a reflection from the roots to the new blossoming buds of Applied Linguistics in Europe. We will review the emergence of Applied Linguistics in Europe through the challenges of creating its different affiliates. Then, we will present the levers for the emergence of a European network. We will conclude with the logic behind the selected papers.
{"title":"From the roots to the new blossoming buds of Applied Linguistics in Europe","authors":"Grégory Miras, Aleksandra Gnach","doi":"10.1515/eujal-2022-0031","DOIUrl":"https://doi.org/10.1515/eujal-2022-0031","url":null,"abstract":"Abstract This editorial reports on the special issue “New Generation of Applied Linguists in Europe” which highlights the work of early career researchers in the field of Applied Linguistics who participated in one of the last AILA Europe Junior researchers’ Meeting (JRM). It aims to offer a reflection from the roots to the new blossoming buds of Applied Linguistics in Europe. We will review the emergence of Applied Linguistics in Europe through the challenges of creating its different affiliates. Then, we will present the levers for the emergence of a European network. We will conclude with the logic behind the selected papers.","PeriodicalId":43181,"journal":{"name":"European Journal of Applied Linguistics","volume":null,"pages":null},"PeriodicalIF":1.5,"publicationDate":"2022-09-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"49640863","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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