The contribution seeks to apply the principles of J. L. Austin’s speech-act theories to the study of local business segregation in the Jim Crow South. In particular, it borrows the notions of illocutionary and perlocutionary force when examining the seemingly bland and prosaic statements that are often used to normalise segregation within the business of commercial entertainment. For purposes of expanding the complexity of typical Manichaean (i.e., Black vs White) ethnic studies, this analysis was developed within the context of tri-racial segregation as applied to rural moviegoing within Robeson County, North Carolina during the first half of the twentieth century. Notably, the development of Robeson’s historical cinema-exhibition spaces eventually resulted in a highly unusual venue – i.e., the three-entrance theatre – whose physical architecture reflected tensions between local ethnic demographics and desired social hierarchies. Yet even in the face of these unusual physical constructs, this study contends that seemingly everyday objective/descriptive and non-demonising language remained an essential component in enforcing segregation.
{"title":"An invisible operational mortar","authors":"Christopher J. McKenna","doi":"10.1075/aila.20010.mck","DOIUrl":"https://doi.org/10.1075/aila.20010.mck","url":null,"abstract":"\u0000The contribution seeks to apply the principles of J. L. Austin’s speech-act theories to the study of local business segregation in the Jim Crow South. In particular, it borrows the notions of illocutionary and perlocutionary force when examining the seemingly bland and prosaic statements that are often used to normalise segregation within the business of commercial entertainment. For purposes of expanding the complexity of typical Manichaean (i.e., Black vs White) ethnic studies, this analysis was developed within the context of tri-racial segregation as applied to rural moviegoing within Robeson County, North Carolina during the first half of the twentieth century. Notably, the development of Robeson’s historical cinema-exhibition spaces eventually resulted in a highly unusual venue – i.e., the three-entrance theatre – whose physical architecture reflected tensions between local ethnic demographics and desired social hierarchies. Yet even in the face of these unusual physical constructs, this study contends that seemingly everyday objective/descriptive and non-demonising language remained an essential component in enforcing segregation.","PeriodicalId":45044,"journal":{"name":"AILA Review","volume":" ","pages":""},"PeriodicalIF":0.4,"publicationDate":"2021-09-09","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"44554513","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}
Marlies Whitehouse, H. Rahm, Séverine Wozniak, S. Breunig, Gianni De Nardi, Frédérick Dionne, M. Fujio, Eva Graf, I. Matic, Christopher J. McKenna, Felix Steiner, Silga Sviķe
This issue of the AILA Review focuses on transdisciplinarity as the key to developing shared languages in and across domains and professional settings. The relationship and collaboration between researchers and practitioners have long been discussed within and across applied sciences and theoretical disciplines, mainly in the framework of transdisciplinarity (see AILA Review 31, 2018, for a recent overview). However, research approaches that claim to combine theoretical and practical needs and expectations often lack either solid grounding in empirical data or thorough reflection from theoretical perspectives. This special issue aims to take the discussion further by rethinking transdisciplinarity systematically from theoretical and practical angles. In so doing, we focus on developing shared languages that facilitate communication and mutual learning in multistakeholder discourses – with the ultimate goal of sustainably solving socially relevant problems. In the introduction, we present working definitions of our topic’s key terms (Part 1). We then go through the topics, results, and main interconnections of the six approaches examined in the papers included in this issue (Part 2). Based on the insights from the discussion so far, we set up a framework to systematically analyse three dimensions of developing shared languages: negotiation process, interplay of key drivers, and seizing opportunities (Part 3).
{"title":"Developing shared languages","authors":"Marlies Whitehouse, H. Rahm, Séverine Wozniak, S. Breunig, Gianni De Nardi, Frédérick Dionne, M. Fujio, Eva Graf, I. Matic, Christopher J. McKenna, Felix Steiner, Silga Sviķe","doi":"10.1075/aila.00038.int","DOIUrl":"https://doi.org/10.1075/aila.00038.int","url":null,"abstract":"This issue of the AILA Review focuses on transdisciplinarity as the key to developing shared languages in and across domains and professional settings. The relationship and collaboration between researchers and practitioners have long been discussed within and across applied sciences and theoretical disciplines, mainly in the framework of transdisciplinarity (see AILA Review 31, 2018, for a recent overview). However, research approaches that claim to combine theoretical and practical needs and expectations often lack either solid grounding in empirical data or thorough reflection from theoretical perspectives. This special issue aims to take the discussion further by rethinking transdisciplinarity systematically from theoretical and practical angles. In so doing, we focus on developing shared languages that facilitate communication and mutual learning in multistakeholder discourses – with the ultimate goal of sustainably solving socially relevant problems. In the introduction, we present working definitions of our topic’s key terms (Part 1). We then go through the topics, results, and main interconnections of the six approaches examined in the papers included in this issue (Part 2). Based on the insights from the discussion so far, we set up a framework to systematically analyse three dimensions of developing shared languages: negotiation process, interplay of key drivers, and seizing opportunities (Part 3).","PeriodicalId":45044,"journal":{"name":"AILA Review","volume":" ","pages":""},"PeriodicalIF":0.4,"publicationDate":"2021-09-09","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"44349519","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 increasing digitalisation of communication has not gone unnoticed by the US military. The teaching of communication takes place at the Defense Information School (DINFOS), providing professional instruction to US military members, civilian personnel and allies from around the world. With the emergence of social media and the increasing significance of user-generated content, the teaching of communication, even more so than previously, prioritises the collaboration of academic researchers, practitioners and industry leaders in digitalised media for professional development. Viewing the collaboration as an example of transdisciplinary practice (McGregor, 2014), this paper seeks to gain insight into their thoughts on social media messaging and management for developing themes (Perrin & Kramsch, 2018) for research and practice, as well as for teaching language learners to be language workers (Koller, 2018) in a digitalised mediated world. The analysis of the social media workshop from 2017 is inspired by content analysis (Krippendorff, 2004). Through the analysis, the themes of “Community”, “Content” and “Conduct” are created based on a series of 23 lectures for practitioners by senior officers, academic researchers and persons from social media companies like Twitter and Instagram. The analysis shows, among other things, that the technological dimension of social media may constrain and enable language use in unpredictable ways. For research, practice and learning, the themes may function as a “shared language” for more effective language use towards the increasing digitalisation of communication. The paper concludes by reflecting on two concerns within transdisciplinarity, specifically transdisciplinary identity (Augsburg, 2014) and the link between process and impact (Hansson & Polk, 2018).
{"title":"Language workers and the challenge of digitalisation","authors":"S. Breunig","doi":"10.1075/aila.20011.bre","DOIUrl":"https://doi.org/10.1075/aila.20011.bre","url":null,"abstract":"\u0000The increasing digitalisation of communication has not gone unnoticed by the US military. The teaching of communication takes place at the Defense Information School (DINFOS), providing professional instruction to US military members, civilian personnel and allies from around the world. With the emergence of social media and the increasing significance of user-generated content, the teaching of communication, even more so than previously, prioritises the collaboration of academic researchers, practitioners and industry leaders in digitalised media for professional development. Viewing the collaboration as an example of transdisciplinary practice (McGregor, 2014), this paper seeks to gain insight into their thoughts on social media messaging and management for developing themes (Perrin & Kramsch, 2018) for research and practice, as well as for teaching language learners to be language workers (Koller, 2018) in a digitalised mediated world. The analysis of the social media workshop from 2017 is inspired by content analysis (Krippendorff, 2004). Through the analysis, the themes of “Community”, “Content” and “Conduct” are created based on a series of 23 lectures for practitioners by senior officers, academic researchers and persons from social media companies like Twitter and Instagram. The analysis shows, among other things, that the technological dimension of social media may constrain and enable language use in unpredictable ways. For research, practice and learning, the themes may function as a “shared language” for more effective language use towards the increasing digitalisation of communication. The paper concludes by reflecting on two concerns within transdisciplinarity, specifically transdisciplinary identity (Augsburg, 2014) and the link between process and impact (Hansson & Polk, 2018).","PeriodicalId":45044,"journal":{"name":"AILA Review","volume":" ","pages":""},"PeriodicalIF":0.4,"publicationDate":"2021-09-09","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"48403674","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 contribution researches various translation dictionaries – mobile apps with Latvian that are available for free on the Google Play Store and sets out the experience of developing specialised translation dictionaries at Ventspils University of Applied Sciences (VUAS). The results encounter three different dictionary models that are compiled for the acquisition of Languages for Special Purposes (LSPs) to support vocabulary (term) learning, translation, reading, listening and writing skills during the foreign language-learning process. Dictionaries with grammatical information and rich, supportive data or encyclopaedic information added are more useful for understanding specific domain concepts and content, as well as for the translation practice. Thus, the dictionary user does not have to look for another application or other source to get this additional information. Each new app takes up some space on the user’s smart device; therefore, it is important to maximise the support provided by a single dictionary. The research provides insight into the range of dictionaries with Latvian available on the Google Play Store, gives a brief description, and explains the practical experience of VUAS when working on developing such dictionaries and applying them for language-learning purposes and specialised terminology courses for students. The study also provides an overview of challenges, problems and lexicographic and information technology solutions for mobile applications. The goal of the research is analysing and characterising those free-of-charge dictionaries in the form of mobile apps with Latvian as one of the translation languages. Surveys were used to gather and analyse research data. A survey of dictionary users and a survey of language learners using dictionary apps were carried out after the development of the specialised dictionaries.
{"title":"Mobile apps as language-learning tools","authors":"Silga Sviķe","doi":"10.1075/aila.20006.svi","DOIUrl":"https://doi.org/10.1075/aila.20006.svi","url":null,"abstract":"\u0000 This contribution researches various translation dictionaries – mobile apps with Latvian that are available for\u0000 free on the Google Play Store and sets out the experience of developing specialised translation dictionaries at Ventspils\u0000 University of Applied Sciences (VUAS). The results encounter three different dictionary models that are compiled for the\u0000 acquisition of Languages for Special Purposes (LSPs) to support vocabulary (term) learning, translation, reading, listening and\u0000 writing skills during the foreign language-learning process. Dictionaries with grammatical information and rich, supportive data\u0000 or encyclopaedic information added are more useful for understanding specific domain concepts and content, as well as for the\u0000 translation practice. Thus, the dictionary user does not have to look for another application or other source to get this\u0000 additional information. Each new app takes up some space on the user’s smart device; therefore, it is important to maximise the\u0000 support provided by a single dictionary. The research provides insight into the range of dictionaries with Latvian available on\u0000 the Google Play Store, gives a brief description, and explains the practical experience of VUAS when working on developing such\u0000 dictionaries and applying them for language-learning purposes and specialised terminology courses for students. The study also\u0000 provides an overview of challenges, problems and lexicographic and information technology solutions for mobile applications. The\u0000 goal of the research is analysing and characterising those free-of-charge dictionaries in the form of mobile apps with Latvian as\u0000 one of the translation languages. Surveys were used to gather and analyse research data. A survey of dictionary users and a survey\u0000 of language learners using dictionary apps were carried out after the development of the specialised dictionaries.","PeriodicalId":45044,"journal":{"name":"AILA Review","volume":" ","pages":""},"PeriodicalIF":0.4,"publicationDate":"2021-09-09","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"41869205","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}
Medical researchers are ethically and legally required to inform participants and get written permission before enrolling them into a human research project (Informed Consent). Accordingly, information and consent represent a complex procedure, and the participant concerned “must receive comprehensible oral and written information” (Swiss legislation: Human Research Act (HRA) Art. 16). A triangle of stakeholders is involved in the procedure: ethics committees that review and approve research projects and Informed Consent (IC) documents, medical researchers who produce the documents and discuss enrolment with patients, and patients who have to be informed comprehensibly. From a linguistic point of view, the question arises as to which perceptions of comprehensibility form the basis of the IC process and how shared language can be established considering the complex relationship between these stakeholders. This contribution presents findings from two perspectives (ethics committees and researchers) while considering the needs of all three stakeholders. Firstly, the conceptualisation of comprehensibility among three ethic committees is presented, and steps toward harmonisation are outlined. Secondly, limitations of how researchers conduct oral IC information are analysed, and the measures that were implemented to improve patient information are discussed. A transdisciplinary approach is key in establishing these solutions because they do not stem from linguistic analysis alone but have been developed in close collaboration with members of ethics committees and medical researchers. Thus, the project shows how the expertise of applied linguistics in cooperation with practitioners can deliver an important impact in both academic analysis and optimisation of professional procedures.
{"title":"Analysing and optimising Informed Consent in cooperation with ethics committees and medical researchers","authors":"I. Matic, Gianni De Nardi, Felix Steiner","doi":"10.1075/aila.20007.mat","DOIUrl":"https://doi.org/10.1075/aila.20007.mat","url":null,"abstract":"\u0000 Medical researchers are ethically and legally required to inform participants and get written permission before\u0000 enrolling them into a human research project (Informed Consent). Accordingly, information and consent represent a\u0000 complex procedure, and the participant concerned “must receive comprehensible oral and written information” (Swiss legislation:\u0000 Human Research Act (HRA) Art. 16). A triangle of stakeholders is involved in the procedure: ethics committees that review and\u0000 approve research projects and Informed Consent (IC) documents, medical researchers who produce the documents and\u0000 discuss enrolment with patients, and patients who have to be informed comprehensibly. From a linguistic point of view, the\u0000 question arises as to which perceptions of comprehensibility form the basis of the IC process and how shared language can be\u0000 established considering the complex relationship between these stakeholders. This contribution presents findings from two\u0000 perspectives (ethics committees and researchers) while considering the needs of all three stakeholders. Firstly, the\u0000 conceptualisation of comprehensibility among three ethic committees is presented, and steps toward harmonisation are outlined.\u0000 Secondly, limitations of how researchers conduct oral IC information are analysed, and the measures that were implemented to\u0000 improve patient information are discussed. A transdisciplinary approach is key in establishing these solutions because they do not\u0000 stem from linguistic analysis alone but have been developed in close collaboration with members of ethics committees and medical\u0000 researchers. Thus, the project shows how the expertise of applied linguistics in cooperation with practitioners can deliver an\u0000 important impact in both academic analysis and optimisation of professional procedures.","PeriodicalId":45044,"journal":{"name":"AILA Review","volume":" ","pages":""},"PeriodicalIF":0.4,"publicationDate":"2021-09-09","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"41333360","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}
Transdisciplinary collaboration has become one of the most important agendas in the field of Applied Linguistics and professional communication. Investigation into transdisciplinary collaboration has been conducted at the interface of both fields through knowledge transformation and multimethod action research. In Japan, however, investigation into transdisciplinary collaboration or transdisciplinarity still holds great potential for development. As the first step to investigate transdisciplinary collaboration, the author conducted in-depth interviews with eight Japanese business professionals who are also engaged in academic collaboration. The purpose of this study is to understand the challenges and opportunities they are currently facing in transdisciplinary collaboration and to identify shared goals that both applied linguists (academics) and business professionals can explore by focusing on shared language and knowledge transformation in business practice. The whole interview data were analysed using the Modified Grounded Theory Approach (M-GTA) (Kinoshita, 2003), in which nine basic concepts were obtained in the Open Coding Stage. These were then categorised into four larger groups in the Selective Coding Stage: (1) the current barriers for transdisciplinarity, (2) integration of theory and practice, (3) sensitivity to common ground, and (4) contribution to Japanese society. After presenting these concepts, the construction of shared language as a theme of collaboration is highlighted in the Discussion section.
{"title":"Transdisciplinarity in Japanese business communication","authors":"M. Fujio","doi":"10.1075/aila.20009.fuj","DOIUrl":"https://doi.org/10.1075/aila.20009.fuj","url":null,"abstract":"\u0000Transdisciplinary collaboration has become one of the most important agendas in the field of Applied Linguistics and professional communication. Investigation into transdisciplinary collaboration has been conducted at the interface of both fields through knowledge transformation and multimethod action research. In Japan, however, investigation into transdisciplinary collaboration or transdisciplinarity still holds great potential for development. As the first step to investigate transdisciplinary collaboration, the author conducted in-depth interviews with eight Japanese business professionals who are also engaged in academic collaboration. The purpose of this study is to understand the challenges and opportunities they are currently facing in transdisciplinary collaboration and to identify shared goals that both applied linguists (academics) and business professionals can explore by focusing on shared language and knowledge transformation in business practice. The whole interview data were analysed using the Modified Grounded Theory Approach (M-GTA) (Kinoshita, 2003), in which nine basic concepts were obtained in the Open Coding Stage. These were then categorised into four larger groups in the Selective Coding Stage: (1) the current barriers for transdisciplinarity, (2) integration of theory and practice, (3) sensitivity to common ground, and (4) contribution to Japanese society. After presenting these concepts, the construction of shared language as a theme of collaboration is highlighted in the Discussion section.","PeriodicalId":45044,"journal":{"name":"AILA Review","volume":" ","pages":""},"PeriodicalIF":0.4,"publicationDate":"2021-09-09","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"45033414","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 Reaching an understanding of how scholarly writers manage linguistic recycling remains a focus of many studies in applied linguistics, bibliometrics, and the sociology of science. The value apportioned to citations in research assessment protocols is one factor in this sustained interest, the challenges that managing intertextuality present for novice scholars, another. Applied linguists such as Harwood (2009) and Hyland and Jiang (2017) alongside sociologists of science have studied citation practices largely from the point of view of writers’ reasons for citing (see Erikson & Erlandson, 2014 for a review) or readers’ understanding of the function of the citation (e.g., Willett, 2013). Linguistic recycling as direct quotation of previously published research has received less attention from applied linguists, a notable exception being Petric’s (2012) examination of students’ quotation practices. Her study focuses on quoting writers’ intentions. We know less, however, about cited authors’ responses to quotations of their work. It is these responses that form the focus of our study. Taking our two most frequently cited publications, we compiled a corpus of direct quotations noting the quotation strategy and our responses to each instance of the reuse of our words. These responses ranged from pride and satisfaction through to annoyance at an instance of blatant misquotation. We then extended our corpus to include quotations from publications by three scholars who have played a role in debate around a key controversy in the English for research publication purposes (ERPP) literature. We presented these scholars with a representative sample of quotations of their publications related to the controversy and asked them to indicate which instances they regarded as unwarranted. Analysis of these authors’ responses provides insights into the relationship of direct quotation to the rhetorical management of academic conflict. We suggest possible parallels with the expression of discrepancy in other domains.
{"title":"Linguistic recycling and its relationship to academic conflict","authors":"S. Burgess, Pedro Martín-Martín","doi":"10.1075/aila.00029.bur","DOIUrl":"https://doi.org/10.1075/aila.00029.bur","url":null,"abstract":"Abstract Reaching an understanding of how scholarly writers manage linguistic recycling remains a focus of many studies in applied linguistics, bibliometrics, and the sociology of science. The value apportioned to citations in research assessment protocols is one factor in this sustained interest, the challenges that managing intertextuality present for novice scholars, another. Applied linguists such as Harwood (2009) and Hyland and Jiang (2017) alongside sociologists of science have studied citation practices largely from the point of view of writers’ reasons for citing (see Erikson & Erlandson, 2014 for a review) or readers’ understanding of the function of the citation (e.g., Willett, 2013). Linguistic recycling as direct quotation of previously published research has received less attention from applied linguists, a notable exception being Petric’s (2012) examination of students’ quotation practices. Her study focuses on quoting writers’ intentions. We know less, however, about cited authors’ responses to quotations of their work. It is these responses that form the focus of our study. Taking our two most frequently cited publications, we compiled a corpus of direct quotations noting the quotation strategy and our responses to each instance of the reuse of our words. These responses ranged from pride and satisfaction through to annoyance at an instance of blatant misquotation. We then extended our corpus to include quotations from publications by three scholars who have played a role in debate around a key controversy in the English for research publication purposes (ERPP) literature. We presented these scholars with a representative sample of quotations of their publications related to the controversy and asked them to indicate which instances they regarded as unwarranted. Analysis of these authors’ responses provides insights into the relationship of direct quotation to the rhetorical management of academic conflict. We suggest possible parallels with the expression of discrepancy in other domains.","PeriodicalId":45044,"journal":{"name":"AILA Review","volume":"33 1","pages":"47-66"},"PeriodicalIF":0.4,"publicationDate":"2020-10-07","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"43449063","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 When a newsmaker (i.e., a newsworthy subject) is speaking or being spoken about in a foreign language, quoting requires translation. In such “translingual quoting” (Haapanen, 2017), it is not only the content of the speech but also its translatability that determines newsworthiness. While news media in some countries prefer indirect quotation, Japanese media favor direct quotes (Matsushita, 2019). This practice yields relatively clear source text (ST)-target text (TT) relationships in translingual quoting, especially when a political speech is directly quoted by newspapers, offering abundant data for news translation research (Matsushita, 2013, 2014, 2015, 2019). However, this research approach has been challenged by the rise of a public figure known for making headlines with his extemporaneous remarks: US President Donald J. Trump. Translingual quoting of Trump in the non-English media has proven at times a “nearly impossible quest” (Lichfield, 2016) because of the unique features of his utterances, such as unorthodox word choices, run-on sentences and disjointed syntax (Viennot, 2016). This difficulty is heightened for Japanese newspapers, which uphold a longstanding journalistic standard of reporting speech as faithfully as possible, even in the case of translingual quoting (Matsushita, 2019). Against this backdrop, this article examines the often-conflicting relationship between “quotability” and “translatability” by analyzing how Japanese newspaper articles have quoted Donald Trump and his predecessor, Barack Obama, through comparison of original speeches and news texts produced by Japanese newspapers. The comparison shows that institutional conventions of Japanese newspaper companies regarding direct quotes are frequently neglected by the journalists trans-quoting Trump (e.g., changed to indirect quotes or reproduced less faithfully), leading to marked differences in the textual portrayals of the newsmakers in terms of eloquence and assertiveness.
{"title":"Reporting quotable yet untranslatable speech","authors":"Kayo Matsushita","doi":"10.1075/aila.00035.mat","DOIUrl":"https://doi.org/10.1075/aila.00035.mat","url":null,"abstract":"Abstract When a newsmaker (i.e., a newsworthy subject) is speaking or being spoken about in a foreign language, quoting requires translation. In such “translingual quoting” (Haapanen, 2017), it is not only the content of the speech but also its translatability that determines newsworthiness. While news media in some countries prefer indirect quotation, Japanese media favor direct quotes (Matsushita, 2019). This practice yields relatively clear source text (ST)-target text (TT) relationships in translingual quoting, especially when a political speech is directly quoted by newspapers, offering abundant data for news translation research (Matsushita, 2013, 2014, 2015, 2019). However, this research approach has been challenged by the rise of a public figure known for making headlines with his extemporaneous remarks: US President Donald J. Trump. Translingual quoting of Trump in the non-English media has proven at times a “nearly impossible quest” (Lichfield, 2016) because of the unique features of his utterances, such as unorthodox word choices, run-on sentences and disjointed syntax (Viennot, 2016). This difficulty is heightened for Japanese newspapers, which uphold a longstanding journalistic standard of reporting speech as faithfully as possible, even in the case of translingual quoting (Matsushita, 2019). Against this backdrop, this article examines the often-conflicting relationship between “quotability” and “translatability” by analyzing how Japanese newspaper articles have quoted Donald Trump and his predecessor, Barack Obama, through comparison of original speeches and news texts produced by Japanese newspapers. The comparison shows that institutional conventions of Japanese newspaper companies regarding direct quotes are frequently neglected by the journalists trans-quoting Trump (e.g., changed to indirect quotes or reproduced less faithfully), leading to marked differences in the textual portrayals of the newsmakers in terms of eloquence and assertiveness.","PeriodicalId":45044,"journal":{"name":"AILA Review","volume":"33 1","pages":"157-175"},"PeriodicalIF":0.4,"publicationDate":"2020-10-07","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"49322748","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 The paper examines how children quote their parents’ utterances. In other words, it investigates linguistic recycling as an aspect of language learning and how the child-directed speech (CDS) of adults influences child speech (CS). This topic is examined especially in the light of research made in the crosslinguistic project on pre- and protomorphology in language acquisition. Premorphology is characterized by rote-learned forms, which the child has memorized and stored as chunks from CDS (e.g., Finn vetta, Est vett ‘water,’ partitive form). During protomorphology, the child imitates CDS and produces analogical forms (e.g. Finn CDS: soi vs. CS: syoi ‘ate’, Est CDS: utles vs. CS: ukki ‘said’), which then gradually evolve into adult-like grammar. Usage-based approaches to language acquisition rely on the assumption that language structures are learned from language use. Typical material in present-day child language research is based on tape recordings and transcripts made from these recordings. This kind of data makes it possible to take into account the influence of CDS to CS in a more accurate way than the earlier data collecting methods, such as diary material, which usually contains mostly utterances produced by the child do. The article examines how CDS gives models to CS and how the acquisition proceeds from early rote-learned forms to adult-like grammar from the perspective of frequency distributions of inflectional patterns and elaboration on linguistic forms in CDS – CS interaction. On the basis of analyzed speech samples and previous results, it is obvious that the quoting in children’s and adults’ speech is present on different levels of language and is often bidirectional in nature.
{"title":"Linguistic recycling in language acquisition","authors":"Klaus Laalo, Reili Argus","doi":"10.1075/aila.00031.laa","DOIUrl":"https://doi.org/10.1075/aila.00031.laa","url":null,"abstract":"Abstract The paper examines how children quote their parents’ utterances. In other words, it investigates linguistic recycling as an aspect of language learning and how the child-directed speech (CDS) of adults influences child speech (CS). This topic is examined especially in the light of research made in the crosslinguistic project on pre- and protomorphology in language acquisition. Premorphology is characterized by rote-learned forms, which the child has memorized and stored as chunks from CDS (e.g., Finn vetta, Est vett ‘water,’ partitive form). During protomorphology, the child imitates CDS and produces analogical forms (e.g. Finn CDS: soi vs. CS: syoi ‘ate’, Est CDS: utles vs. CS: ukki ‘said’), which then gradually evolve into adult-like grammar. Usage-based approaches to language acquisition rely on the assumption that language structures are learned from language use. Typical material in present-day child language research is based on tape recordings and transcripts made from these recordings. This kind of data makes it possible to take into account the influence of CDS to CS in a more accurate way than the earlier data collecting methods, such as diary material, which usually contains mostly utterances produced by the child do. The article examines how CDS gives models to CS and how the acquisition proceeds from early rote-learned forms to adult-like grammar from the perspective of frequency distributions of inflectional patterns and elaboration on linguistic forms in CDS – CS interaction. On the basis of analyzed speech samples and previous results, it is obvious that the quoting in children’s and adults’ speech is present on different levels of language and is often bidirectional in nature.","PeriodicalId":45044,"journal":{"name":"AILA Review","volume":"33 1","pages":"86-103"},"PeriodicalIF":0.4,"publicationDate":"2020-10-07","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"42155664","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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