Pub Date : 2021-02-22DOI: 10.20360/LANGANDLIT29519
Claire S Ahn
As more people turn to documentaries to learn about environmental issues it becomes even more important to consider the ways in which genre and its representational patterns, such as the use of images, affect viewers. Re-examining the multiliteracies framework and grounded in rhetorical genre studies, this paper explores the first two episodes of Our Planet, a Netflix docu-series that catalyzed strong responses based on two jarring image sequences. The purpose of this paper is to examine how our familiar understandings of particular genres impacts our understanding of particular issues and what happens when the familiar patterns of a genre are challenged.
{"title":"Genre Expectations and Viewer Reaction to Our Planet: Are Audiences Motivated to Act More Sustainably?","authors":"Claire S Ahn","doi":"10.20360/LANGANDLIT29519","DOIUrl":"https://doi.org/10.20360/LANGANDLIT29519","url":null,"abstract":"As more people turn to documentaries to learn about environmental issues it becomes even more important to consider the ways in which genre and its representational patterns, such as the use of images, affect viewers. Re-examining the multiliteracies framework and grounded in rhetorical genre studies, this paper explores the first two episodes of Our Planet, a Netflix docu-series that catalyzed strong responses based on two jarring image sequences. The purpose of this paper is to examine how our familiar understandings of particular genres impacts our understanding of particular issues and what happens when the familiar patterns of a genre are challenged.","PeriodicalId":43360,"journal":{"name":"Written Language and Literacy","volume":null,"pages":null},"PeriodicalIF":0.3,"publicationDate":"2021-02-22","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"79442022","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}
Pub Date : 2021-02-22DOI: 10.20360/LANGANDLIT29521
Erin Spring
This article highlights part of my work with ten 16 and 17-year-olds at two Canadian secondary schools. My multiple case study sought to make visible my participants’ stories of place: how did they construe the role of place within their own lives? How did they record their journeys within, through, and between places? I share how my participants articulated their place-identities as dynamic encounters rather than fixed surfaces (Massey, 2005; Ingold, 2016). Employing story-mapping as a research method encouraged my participants to articulate their lives in their own terms, affording me the opportunity to understand how they negotiated their identities.
{"title":"“Everyone Has Their Own Places”: Mapping as a Storied Approach to the Study of Youth Identity","authors":"Erin Spring","doi":"10.20360/LANGANDLIT29521","DOIUrl":"https://doi.org/10.20360/LANGANDLIT29521","url":null,"abstract":"This article highlights part of my work with ten 16 and 17-year-olds at two Canadian secondary schools. My multiple case study sought to make visible my participants’ stories of place: how did they construe the role of place within their own lives? How did they record their journeys within, through, and between places? I share how my participants articulated their place-identities as dynamic encounters rather than fixed surfaces (Massey, 2005; Ingold, 2016). Employing story-mapping as a research method encouraged my participants to articulate their lives in their own terms, affording me the opportunity to understand how they negotiated their identities.","PeriodicalId":43360,"journal":{"name":"Written Language and Literacy","volume":null,"pages":null},"PeriodicalIF":0.3,"publicationDate":"2021-02-22","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"77514380","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}
Pub Date : 2021-02-22DOI: 10.20360/LANGANDLIT29502
This study explores how an alternative writing unit with a focus on comics, choice, and publishing supported positive identity development in a fourth-grade classroom. Many traditional literacy practices with an emphasis on skills marginalize students from under-represented populations. This study reports literacy practices that countered the production of previously established unequal relationships and instead supported bilingual students’ negotiation of positive identities. We conducted an analysis of two bilingual case studies to examine the ways in which the shift from traditional literacy skills/practices to multimodal formats provided opportunities for students who were traditionally marginalized to renegotiate identities as experts and authors.
{"title":"Supporting Literacy and Positive Identity Negotiations with Multimodal Comic Composing","authors":"","doi":"10.20360/LANGANDLIT29502","DOIUrl":"https://doi.org/10.20360/LANGANDLIT29502","url":null,"abstract":"This study explores how an alternative writing unit with a focus on comics, choice, and publishing supported positive identity development in a fourth-grade classroom. Many traditional literacy practices with an emphasis on skills marginalize students from under-represented populations. This study reports literacy practices that countered the production of previously established unequal relationships and instead supported bilingual students’ negotiation of positive identities. We conducted an analysis of two bilingual case studies to examine the ways in which the shift from traditional literacy skills/practices to multimodal formats provided opportunities for students who were traditionally marginalized to renegotiate identities as experts and authors.","PeriodicalId":43360,"journal":{"name":"Written Language and Literacy","volume":null,"pages":null},"PeriodicalIF":0.3,"publicationDate":"2021-02-22","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"79612269","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}
Pub Date : 2021-02-22DOI: 10.20360/LANGANDLIT29518
Joël Thibeault, Ian A. Matheson
Dual-language children’s books—books in which two languages cohabit—are currently gaining traction in the field of language education. Though some studies have zeroed in on the benefits of using them in classrooms, less is known about how learners perceive this tool’s utility for reading and language development. In this paper, we thus aim to explore how elementary students in French immersion perceive the utility of two types of dual-language books: translated, where all passages in French also appear in English, and integrated, where the story is told using an embedded discourse composed of both English and French.
{"title":"How do Elementary Students Perceive the Utility of Dual-Language Children’s Books? An Exploratory Study in French Immersion","authors":"Joël Thibeault, Ian A. Matheson","doi":"10.20360/LANGANDLIT29518","DOIUrl":"https://doi.org/10.20360/LANGANDLIT29518","url":null,"abstract":"Dual-language children’s books—books in which two languages cohabit—are currently gaining traction in the field of language education. Though some studies have zeroed in on the benefits of using them in classrooms, less is known about how learners perceive this tool’s utility for reading and language development. In this paper, we thus aim to explore how elementary students in French immersion perceive the utility of two types of dual-language books: translated, where all passages in French also appear in English, and integrated, where the story is told using an embedded discourse composed of both English and French.","PeriodicalId":43360,"journal":{"name":"Written Language and Literacy","volume":null,"pages":null},"PeriodicalIF":0.3,"publicationDate":"2021-02-22","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"86190954","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}
Practices of word segmentation in French and Moroccan Arabic by beginning and advanced bilingual writers in two historically and linguistically divergent settings are analysed in a threefold perspective: (1) In the different sociocultural contexts of linguistically heterogeneous France in the 1870’s and a town with remarkable immigration from Morocco in Germany in 2000, dictations constitute monolingual settings of language policy and normativity; (2) structurally, open and closed spellings of (clitic) function and content words indicate constraints of different orthographies, focussing either phonology or morphosyntax; (3) in the framework of contact linguistics, bilingual students write in one of their languages (French, Moroccan Arabic) with resources of other languages (like Breton, German, Classical Arabic).The results show that the students’ writings are influenced by graphematic structures not directly related to the language dictated. In French Brittany, a great importance of closed spellings may be supported by the agglutinative feature of the Breton language, while the apostrophe as a striking feature of French orthography is used primarily, but often only emblematically, by the students in Gascony. Moroccan Arabic writers in Germany are influenced indirectly by their first school language, German, in the way they mark word boundaries in prepositional phrases (PP) and imperfective verb forms. Classical Arabic, however, remains of marginal influence although both varieties are historically and structurally closely related.
{"title":"What is a word?","authors":"Manuel Böhm, U. Mehlem","doi":"10.1075/WLL.00038.BOH","DOIUrl":"https://doi.org/10.1075/WLL.00038.BOH","url":null,"abstract":"Practices of word segmentation in French and Moroccan Arabic by beginning and advanced bilingual writers in two historically and linguistically divergent settings are analysed in a threefold perspective: (1) In the different sociocultural contexts of linguistically heterogeneous France in the 1870’s and a town with remarkable immigration from Morocco in Germany in 2000, dictations constitute monolingual settings of language policy and normativity; (2) structurally, open and closed spellings of (clitic) function and content words indicate constraints of different orthographies, focussing either phonology or morphosyntax; (3) in the framework of contact linguistics, bilingual students write in one of their languages (French, Moroccan Arabic) with resources of other languages (like Breton, German, Classical Arabic).The results show that the students’ writings are influenced by graphematic structures not directly related to the language dictated. In French Brittany, a great importance of closed spellings may be supported by the agglutinative feature of the Breton language, while the apostrophe as a striking feature of French orthography is used primarily, but often only emblematically, by the students in Gascony. Moroccan Arabic writers in Germany are influenced indirectly by their first school language, German, in the way they mark word boundaries in prepositional phrases (PP) and imperfective verb forms. Classical Arabic, however, remains of marginal influence although both varieties are historically and structurally closely related.","PeriodicalId":43360,"journal":{"name":"Written Language and Literacy","volume":null,"pages":null},"PeriodicalIF":0.3,"publicationDate":"2020-12-15","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"74674131","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 article discusses the multilingual practices identified in the public and private writings of Laurence Sterne, novelist and clergyman. The data used consists of Sterne’s two novels as well as a selection of his personal correspondence. Sterne uses a wide variety of languages in his texts, although the most common ones are French and Latin, the languages he seems to have been most fluent in. Sterne engages in some practices associated with translanguaging, particularly in terms of playful language use and mediation of foreign-language passages, but it is impossible to pinpoint any specific characteristics of translanguaging for certain. On the whole, it would seem that the analysis of Sterne’s multilingual practices does not benefit from the translanguaging point-of-view.
{"title":"The multilingual practices of Laurence Sterne","authors":"A. Nurmi","doi":"10.1075/WLL.00042.NUR","DOIUrl":"https://doi.org/10.1075/WLL.00042.NUR","url":null,"abstract":"\u0000This article discusses the multilingual practices identified in the public and private writings of Laurence Sterne, novelist and clergyman. The data used consists of Sterne’s two novels as well as a selection of his personal correspondence. Sterne uses a wide variety of languages in his texts, although the most common ones are French and Latin, the languages he seems to have been most fluent in. Sterne engages in some practices associated with translanguaging, particularly in terms of playful language use and mediation of foreign-language passages, but it is impossible to pinpoint any specific characteristics of translanguaging for certain. On the whole, it would seem that the analysis of Sterne’s multilingual practices does not benefit from the translanguaging point-of-view.","PeriodicalId":43360,"journal":{"name":"Written Language and Literacy","volume":null,"pages":null},"PeriodicalIF":0.3,"publicationDate":"2020-12-15","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"85876775","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 concept of schriftdenken describes how the knowledge of a writing system in use guides the creation of a writing system for a yet to be standardized language. Trubetzkoy described this effect with reference to the invention of the Glagolitic alphabet in the 9th century with Greek as the reference writing system. This paper demonstrates schriftdenken and measures to increase orthographic differences in two writing systems with a relatively young history: Luxembourgish (a Germanic language) and Rusyn (a Slavic language). In the Luxembourgish context, schriftdenken and orthographic separation are revealed by the historical context, whereas in the Rusyn context, both practices are related to different geographic contact situations in the countries where Rusyn is spoken and written. The reference languages for Luxembourgish are German, French and Dutch; for Rusyn, they are Russian, Ukrainian, Church Slavonic, Polish and Slovak.
{"title":"Foreign schriftdenken in ausbau languages","authors":"Constanze Weth, Daniel Bunčić","doi":"10.1075/WLL.00045.WET","DOIUrl":"https://doi.org/10.1075/WLL.00045.WET","url":null,"abstract":"\u0000 The concept of schriftdenken describes how the knowledge of a writing system in use guides the creation\u0000 of a writing system for a yet to be standardized language. Trubetzkoy described this effect with reference to the invention of the\u0000 Glagolitic alphabet in the 9th century with Greek as the reference writing system. This paper demonstrates schriftdenken and measures to\u0000 increase orthographic differences in two writing systems with a relatively young history: Luxembourgish (a Germanic language) and Rusyn (a\u0000 Slavic language). In the Luxembourgish context, schriftdenken and orthographic separation are revealed by the historical context, whereas in\u0000 the Rusyn context, both practices are related to different geographic contact situations in the countries where Rusyn is spoken and written.\u0000 The reference languages for Luxembourgish are German, French and Dutch; for Rusyn, they are Russian, Ukrainian, Church Slavonic, Polish and\u0000 Slovak.","PeriodicalId":43360,"journal":{"name":"Written Language and Literacy","volume":null,"pages":null},"PeriodicalIF":0.3,"publicationDate":"2020-12-15","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"78522092","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}
For several years now, the current debates on multilingualism and multiliteracy have revolved around the concept of translanguaging. In our paper we aim to contribute to the debate by presenting two theoretical approaches that have fueled the debate in the German-speaking academic context over the last thirty years and bringing them to the attention of an international readership. In discussing the analysis of written data of multilingual speakers from an acquisition perspective, we wish to demonstrate the fascinating aspects these works can contribute.
{"title":"From the oral-literate debate to the translanguaging paradigm – and back again","authors":"Christian Münch, Christina Noack","doi":"10.1075/WLL.00041.MUN","DOIUrl":"https://doi.org/10.1075/WLL.00041.MUN","url":null,"abstract":"\u0000For several years now, the current debates on multilingualism and multiliteracy have revolved around the concept of translanguaging. In our paper we aim to contribute to the debate by presenting two theoretical approaches that have fueled the debate in the German-speaking academic context over the last thirty years and bringing them to the attention of an international readership. In discussing the analysis of written data of multilingual speakers from an acquisition perspective, we wish to demonstrate the fascinating aspects these works can contribute.","PeriodicalId":43360,"journal":{"name":"Written Language and Literacy","volume":null,"pages":null},"PeriodicalIF":0.3,"publicationDate":"2020-12-15","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"72623540","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 investigates Turkish texts from heritage speakers of Turkish in Germany in a pseudo-longitudinal setting, looking at pupils’ texts from the 5th, 7th, 10th and 12th grades. Two types of dynamics are identified in the advanced acquisition1 of Turkish orthography in the heritage context. One is the dynamic of language contact, where in certain areas of the orthography, we find a re-interpretation of Turkish principles according to the German model. However, this changes as the pupils grow up. The second dynamic is the heritage situation. The heritage situation on one side leads to the establishment of new practices, and it also leads to a higher degree of variability of spelling solutions in those areas, where the orthographic system of Turkish poses challenges to every writer, whether monolingual and growing up in Turkey or heritage speaker.2
{"title":"The advanced acquisition of orthography in heritage Turkish in Germany","authors":"C. Schroeder","doi":"10.1075/WLL.00043.SCH","DOIUrl":"https://doi.org/10.1075/WLL.00043.SCH","url":null,"abstract":"\u0000 The paper investigates Turkish texts from heritage speakers of Turkish in Germany in a pseudo-longitudinal setting,\u0000 looking at pupils’ texts from the 5th, 7th, 10th and 12th grades. Two types of dynamics are identified in the advanced acquisition1 of Turkish orthography in the heritage context. One is the dynamic of language contact, where in certain\u0000 areas of the orthography, we find a re-interpretation of Turkish principles according to the German model. However, this changes as the\u0000 pupils grow up. The second dynamic is the heritage situation. The heritage situation on one side leads to the establishment of new\u0000 practices, and it also leads to a higher degree of variability of spelling solutions in those areas, where the orthographic system of\u0000 Turkish poses challenges to every writer, whether monolingual and growing up in Turkey or heritage speaker.2\u0000","PeriodicalId":43360,"journal":{"name":"Written Language and Literacy","volume":null,"pages":null},"PeriodicalIF":0.3,"publicationDate":"2020-12-15","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"83659573","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}
Research on language contact has so far mainly focused on oral situations, although standardization and language ideologies always have an important influence on multilingualism in both its written and its spoken form. This raises the question of which theoretical models are most suitable for the description of written language contact. The present paper recalls linguistic investigations of written language. Some research on multilingual writing shares concepts with research on oral language contacts, always adapting them for writing. Other research develops new concepts for investigating multilingual writing. Within the framework of research on multilingualism, some concepts approach language contact as a question of systematic interactions between linguistic systems (e.g. borrowing, code-switching, graphematic matrix, schriftdenken), other concepts envisage language contact as a multilingual practice (e.g. translanguaging, multimodal analysis, biliteracy). Written language contact is an especially fruitful field of study for pointing out major differences between these two research traditions and for bridging them.
{"title":"Literacies in contact","authors":"Constanze Weth, Manuel Böhm, Daniel Bunčić","doi":"10.1075/WLL.00037.WET","DOIUrl":"https://doi.org/10.1075/WLL.00037.WET","url":null,"abstract":"Research on language contact has so far mainly focused on oral situations, although standardization and language ideologies always have an important influence on multilingualism in both its written and its spoken form. This raises the question of which theoretical models are most suitable for the description of written language contact. The present paper recalls linguistic investigations of written language. Some research on multilingual writing shares concepts with research on oral language contacts, always adapting them for writing. Other research develops new concepts for investigating multilingual writing. Within the framework of research on multilingualism, some concepts approach language contact as a question of systematic interactions between linguistic systems (e.g. borrowing, code-switching, graphematic matrix, schriftdenken), other concepts envisage language contact as a multilingual practice (e.g. translanguaging, multimodal analysis, biliteracy). Written language contact is an especially fruitful field of study for pointing out major differences between these two research traditions and for bridging them.","PeriodicalId":43360,"journal":{"name":"Written Language and Literacy","volume":null,"pages":null},"PeriodicalIF":0.3,"publicationDate":"2020-12-15","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"76708169","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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