The following paper adopts the vantage point of a linguistic ethnographic approach to news production, focused on the process of quoting, and combined with narrative analysis. The starting point of the analysis is an account given by a person who lived through a dramatic event. The paper investigates how the processes of recontextualization affects the account during the making of a broadcast news story. It explains how and why news practitioners adjust stretches of talk to the news text they are producing, and it reveals to what extent a pre-existing version of what happened (that of the account) can be reshaped by one in the making (that of the news story in which the account is going to figure). In the case study, the processes of recontextualization relates to three narrative issues: (1) quoting involves adapting the account’s characters’ categorizations to those of the news story; (2) quoting entails choosing between different schemes of incidence that depict what happened slightly differently; (3) quoting asks for a delimitation of the account’s spatiotemporal parameters that corresponds with those of the news story. Such a narrative adjustment is neither a tightly planned nor an arbitrary process but is embedded in the professional practice as it unfolds in the social and material world.
{"title":"Narrative analysis applied to text production","authors":"Gilles Merminod","doi":"10.1075/aila.00032.mer","DOIUrl":"https://doi.org/10.1075/aila.00032.mer","url":null,"abstract":"\u0000 The following paper adopts the vantage point of a linguistic ethnographic approach to news production, focused on\u0000 the process of quoting, and combined with narrative analysis. The starting point of the analysis is an account given by a person\u0000 who lived through a dramatic event. The paper investigates how the processes of recontextualization affects the account during the\u0000 making of a broadcast news story. It explains how and why news practitioners adjust stretches of talk to the news text they are\u0000 producing, and it reveals to what extent a pre-existing version of what happened (that of the account) can be reshaped by one in\u0000 the making (that of the news story in which the account is going to figure). In the case study, the processes of\u0000 recontextualization relates to three narrative issues: (1) quoting involves adapting the account’s characters’ categorizations to\u0000 those of the news story; (2) quoting entails choosing between different schemes of incidence that depict what happened slightly\u0000 differently; (3) quoting asks for a delimitation of the account’s spatiotemporal parameters that corresponds with those of the\u0000 news story. Such a narrative adjustment is neither a tightly planned nor an arbitrary process but is embedded in the professional\u0000 practice as it unfolds in the social and material world.","PeriodicalId":45044,"journal":{"name":"AILA Review","volume":"33 1","pages":"104-119"},"PeriodicalIF":0.4,"publicationDate":"2020-10-07","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"42182150","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}
Chris M. Anson, S. Hall, Michael Pemberton, Cary Moskovitz
Abstract Text recycling (hereafter TR), sometimes problematically called “self-plagiarism,” involves the verbatim reuse of text from one’s own existing documents in a newly created text – such as the duplication of a paragraph or section from a published article in a new article. Although plagiarism is widely eschewed across academia and the publishing industry, the ethics of TR are not agreed upon and are currently being vigorously debated. As part of a federally funded (US) National Science Foundation grant, we have been studying TR patterns using several methodologies, including interviews with editors about TR values and practices (Pemberton, Hall, Moskovitz, & Anson, 2019) and digitally mediated text-analytic processes to determine the extent of TR in academic publications in the biological sciences, engineering, mathematical and physical sciences, and social, behavioral, and economic sciences (Anson, Moskovitz, & Anson, 2019). In this article, we first describe and illustrate TR in the context of academic writing. We then explain and document several themes that emerged from interviews with publishers of peer-reviewed academic journals. These themes demonstrate the vexed and unsettled nature of TR as a discursive phenomenon in academic writing and publishing. In doing so, we focus on the complex relationships between personal (role-based) and social (norm-based) aspects of scientific publication, complicating conventional models of the writing process that have inadequately accounted for authorial decisions about accuracy, efficiency, self-representation, adherence to existing or imagined rules and norms, perceptions of ownership and copyright, and fears of impropriety.
{"title":"Reuse in STEM research writing","authors":"Chris M. Anson, S. Hall, Michael Pemberton, Cary Moskovitz","doi":"10.1075/aila.00033.ans","DOIUrl":"https://doi.org/10.1075/aila.00033.ans","url":null,"abstract":"Abstract Text recycling (hereafter TR), sometimes problematically called “self-plagiarism,” involves the verbatim reuse of text from one’s own existing documents in a newly created text – such as the duplication of a paragraph or section from a published article in a new article. Although plagiarism is widely eschewed across academia and the publishing industry, the ethics of TR are not agreed upon and are currently being vigorously debated. As part of a federally funded (US) National Science Foundation grant, we have been studying TR patterns using several methodologies, including interviews with editors about TR values and practices (Pemberton, Hall, Moskovitz, & Anson, 2019) and digitally mediated text-analytic processes to determine the extent of TR in academic publications in the biological sciences, engineering, mathematical and physical sciences, and social, behavioral, and economic sciences (Anson, Moskovitz, & Anson, 2019). In this article, we first describe and illustrate TR in the context of academic writing. We then explain and document several themes that emerged from interviews with publishers of peer-reviewed academic journals. These themes demonstrate the vexed and unsettled nature of TR as a discursive phenomenon in academic writing and publishing. In doing so, we focus on the complex relationships between personal (role-based) and social (norm-based) aspects of scientific publication, complicating conventional models of the writing process that have inadequately accounted for authorial decisions about accuracy, efficiency, self-representation, adherence to existing or imagined rules and norms, perceptions of ownership and copyright, and fears of impropriety.","PeriodicalId":45044,"journal":{"name":"AILA Review","volume":"33 1","pages":"120-135"},"PeriodicalIF":0.4,"publicationDate":"2020-10-07","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"46893969","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 Focusing on Facebook pages from public broadcasters in Austria, Germany, and Switzerland, this paper looks at ways in which written quotations and snippets of news are reused and shared in social media posts. Drawing on recent theorization of digital quotations as recontextualized discourse, the study deals with a specific genre of digital news: quote cards. The qualitative analysis identifies common design patterns, examines the functions of quote cards and shows how text and image are remixed and integrated into multimodal offerings, providing affordances for news-sharing practices and responses into political discourses.
{"title":"More than recycled snippets of news","authors":"Daniel Pfurtscheller","doi":"10.1075/aila.00037.pfu","DOIUrl":"https://doi.org/10.1075/aila.00037.pfu","url":null,"abstract":"Abstract Focusing on Facebook pages from public broadcasters in Austria, Germany, and Switzerland, this paper looks at ways in which written quotations and snippets of news are reused and shared in social media posts. Drawing on recent theorization of digital quotations as recontextualized discourse, the study deals with a specific genre of digital news: quote cards. The qualitative analysis identifies common design patterns, examines the functions of quote cards and shows how text and image are remixed and integrated into multimodal offerings, providing affordances for news-sharing practices and responses into political discourses.","PeriodicalId":45044,"journal":{"name":"AILA Review","volume":"33 1","pages":"204-226"},"PeriodicalIF":0.4,"publicationDate":"2020-10-07","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"45428845","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 Drawn from a larger project on reported speech in parliamentary interaction (Reber, forthcoming), this paper studies visuo-material performances of so-called “literalized” (Rumsey, 1992) quoting, i.e., verbatim reproductions of original utterances. Taking an interactional-linguistic perspective, I analyze how participants accomplish ‘literalized’ reported speech through vocal, verbal, and visual cues, recruiting their material documents. The data are culled from video recordings of Prime Minister’s Questions (PMQs), a parliamentary session where the Prime Minister (PM) takes questions from the Leader of the Opposition (LO) and Members of Parliament (MPs) at the British House of Commons. I place my focus on cases where speakers use original documents as visual aids, a classic rhetoric device of persuasion, and show how paper documents are constituted, celebrated, and rhetorically enacted as (seemingly) original documents in embodied, situated ways. As a conclusion, I argue that the display of original documents allows the speaker to make claims of having not only evidential but also experiential access to their sources, a practice that underpins their evidential authority.
{"title":"Visuo-material performances","authors":"E. Reber","doi":"10.1075/aila.00036.reb","DOIUrl":"https://doi.org/10.1075/aila.00036.reb","url":null,"abstract":"Abstract Drawn from a larger project on reported speech in parliamentary interaction (Reber, forthcoming), this paper studies visuo-material performances of so-called “literalized” (Rumsey, 1992) quoting, i.e., verbatim reproductions of original utterances. Taking an interactional-linguistic perspective, I analyze how participants accomplish ‘literalized’ reported speech through vocal, verbal, and visual cues, recruiting their material documents. The data are culled from video recordings of Prime Minister’s Questions (PMQs), a parliamentary session where the Prime Minister (PM) takes questions from the Leader of the Opposition (LO) and Members of Parliament (MPs) at the British House of Commons. I place my focus on cases where speakers use original documents as visual aids, a classic rhetoric device of persuasion, and show how paper documents are constituted, celebrated, and rhetorically enacted as (seemingly) original documents in embodied, situated ways. As a conclusion, I argue that the display of original documents allows the speaker to make claims of having not only evidential but also experiential access to their sources, a practice that underpins their evidential authority.","PeriodicalId":45044,"journal":{"name":"AILA Review","volume":"33 1","pages":"176-203"},"PeriodicalIF":0.4,"publicationDate":"2020-10-07","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"46421506","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 examines how quotations are linguistically constructed by expert contributors in US, UK, and Australian opinion texts, vis-a-vis their form, function, and processes. Cope’s (2016) study found that authoritative expert contributors integrated a considerable number of quotations on blame and responsibility for the global financial crisis in single-authored US, UK, and Australian opinion texts. By examining the form, function, and processes of quoting in this paper, she found evidence that quoting is an intertextual form of positioning. Empirically grounded linguistic analyses investigate the language of quoting frames – how the quoted source is specified, the quoting verb used, e.g., strong meanings (demanded, thundered, promised) or neutral (said, told) – and evaluate the language of propositional content in quotations. Such analyses reveal authorial positions taken in quoting. A greater number of quotations incorporated by general newspaper opinion authors, than by specialized financial newspaper opinion authors, furthermore implies that quoting increases a writer’s authority in non-specialized media sources. The specially created integrated linguistic framework draws on Martin & White’s (2005) Appraisal system from systemic-functional linguistics, White’s (2012, 2015) attribution and endorsement, and Bazerman’s (2004) intertextuality techniques. Contextual factors in language use and quoting are evaluated throughout. This paper thus provides evidence of, and implications for, quoting in cross-cultural opinion texts, and contributes to knowledge on the increasingly mediatized practice of language recycling and to media literacy.
{"title":"Quoting to persuade","authors":"Jennifer Cope","doi":"10.1075/aila.00034.cop","DOIUrl":"https://doi.org/10.1075/aila.00034.cop","url":null,"abstract":"Abstract This paper examines how quotations are linguistically constructed by expert contributors in US, UK, and Australian opinion texts, vis-a-vis their form, function, and processes. Cope’s (2016) study found that authoritative expert contributors integrated a considerable number of quotations on blame and responsibility for the global financial crisis in single-authored US, UK, and Australian opinion texts. By examining the form, function, and processes of quoting in this paper, she found evidence that quoting is an intertextual form of positioning. Empirically grounded linguistic analyses investigate the language of quoting frames – how the quoted source is specified, the quoting verb used, e.g., strong meanings (demanded, thundered, promised) or neutral (said, told) – and evaluate the language of propositional content in quotations. Such analyses reveal authorial positions taken in quoting. A greater number of quotations incorporated by general newspaper opinion authors, than by specialized financial newspaper opinion authors, furthermore implies that quoting increases a writer’s authority in non-specialized media sources. The specially created integrated linguistic framework draws on Martin & White’s (2005) Appraisal system from systemic-functional linguistics, White’s (2012, 2015) attribution and endorsement, and Bazerman’s (2004) intertextuality techniques. Contextual factors in language use and quoting are evaluated throughout. This paper thus provides evidence of, and implications for, quoting in cross-cultural opinion texts, and contributes to knowledge on the increasingly mediatized practice of language recycling and to media literacy.","PeriodicalId":45044,"journal":{"name":"AILA Review","volume":"33 1","pages":"136-156"},"PeriodicalIF":0.4,"publicationDate":"2020-10-07","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"45618791","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 examines how written feedback is used to support the production of texts for purposes of reuse. The case study refers to an entrepreneur training program at the University of Texas at Austin. In the program, Korean startups are trained in understanding the US market, and developing pitches that convince US investors. They are supported by Quicklook® reports. A Quicklook report delivers snapshots of the market receptivity for the startup’s product. Market analysts write the reports. In the final stage of drafting, program staff members supervise the report author. This study investigates how supervisors use commenting and how the goal of creating a highly reusable text source guides the feedback process. The database was examined quantitatively (frequency of drafting and commenting) and qualitatively (functional comment types). The results offer valuable insights into actual writing processes in business settings and how professionals interact to ensure a reusable product. The findings indicate a broad range of comment functions. Overall, we distinguish two main categories: feedback activities focusing on Quicklook reports as reusable resource, and feedback activities focusing on collaboration and workflow. Each category includes functional comment types. Further research is needed to learn more about professional strategies of reflecting on text quality, the quality of assessments, or the ratio between detected and real deficiencies of a document.
{"title":"The invisible supporters","authors":"E. Jakobs, Claas Digmayer","doi":"10.1075/aila.00028.jak","DOIUrl":"https://doi.org/10.1075/aila.00028.jak","url":null,"abstract":"This article examines how written feedback is used to support the production of texts for purposes of reuse. The case study refers to an entrepreneur training program at the University of Texas at Austin. In the program, Korean startups are trained in understanding the US market, and developing pitches that convince US investors. They are supported by Quicklook® reports. A Quicklook report delivers snapshots of the market receptivity for the startup’s product. Market analysts write the reports. In the final stage of drafting, program staff members supervise the report author. This study investigates how supervisors use commenting and how the goal of creating a highly reusable text source guides the feedback process. The database was examined quantitatively (frequency of drafting and commenting) and qualitatively (functional comment types). The results offer valuable insights into actual writing processes in business settings and how professionals interact to ensure a reusable product. The findings indicate a broad range of comment functions. Overall, we distinguish two main categories: feedback activities focusing on Quicklook reports as reusable resource, and feedback activities focusing on collaboration and workflow. Each category includes functional comment types. Further research is needed to learn more about professional strategies of reflecting on text quality, the quality of assessments, or the ratio between detected and real deficiencies of a document.","PeriodicalId":45044,"journal":{"name":"AILA Review","volume":" ","pages":""},"PeriodicalIF":0.4,"publicationDate":"2020-10-07","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"47655489","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 amount of available digital data is increasing at a tremendous rate. These data, however, are of limited use unless converted into a user-friendly form. We took on this task and built a natural language generation (NLG) driven system that generates journalistic news stories about elections without human intervention. In this paper, after presenting an overview of state-of-the-art technologies in NLG, we explain systematically how we identified and then recontextualized the determinant aspects of the genre of an online news story in the algorithm of our NLG software. In the discussion, we introduce the key results of a user test we carried out and some improvements that these results suggest. Then, after relating the news items that our NLG system generates to general aspects of genres and their evolution, we conclude by questioning the idea that journalistic NLG systems should mimic journalism written by humans. Instead, we suggest that developmental work in the field of news automation should aim to create a new genre based on the inherent strengths of NLG. Finally, we present a few suggestions as to what this genre could include.
{"title":"Recycling a genre for news automation","authors":"L. Haapanen, Leo Leppänen","doi":"10.1075/aila.00030.haa","DOIUrl":"https://doi.org/10.1075/aila.00030.haa","url":null,"abstract":"Abstract The amount of available digital data is increasing at a tremendous rate. These data, however, are of limited use unless converted into a user-friendly form. We took on this task and built a natural language generation (NLG) driven system that generates journalistic news stories about elections without human intervention. In this paper, after presenting an overview of state-of-the-art technologies in NLG, we explain systematically how we identified and then recontextualized the determinant aspects of the genre of an online news story in the algorithm of our NLG software. In the discussion, we introduce the key results of a user test we carried out and some improvements that these results suggest. Then, after relating the news items that our NLG system generates to general aspects of genres and their evolution, we conclude by questioning the idea that journalistic NLG systems should mimic journalism written by humans. Instead, we suggest that developmental work in the field of news automation should aim to create a new genre based on the inherent strengths of NLG. Finally, we present a few suggestions as to what this genre could include.","PeriodicalId":45044,"journal":{"name":"AILA Review","volume":"33 1","pages":"67-85"},"PeriodicalIF":0.4,"publicationDate":"2020-10-07","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"45264195","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 contribution presents the preliminary findings from the TEPS study (Teaching English in Primary Schools). The study is situated in Germany where primary foreign language (FL) education has been compulsory since 2004, with pupils beginning FL education – mostly English as a FL (EFL) – in either year 1 or 3. Generally, this introduction of primary FL education has not been empirically evaluated, in spite of various open research questions: (1) Does the receptive EFL proficiency of learners at the end of primary education in year 4 differ depending on their learning time (duration & age of onset)? (2) Is there a correlation between teaching quality (learners’ perspective) and learners’ receptive EFL proficiency as well as their attitudes towards learning EFL? Prior studies (e.g. Demircioglu, 2010) gave first indications that learners with an earlier start achieve better receptive skills. Yet, findings from these samples cannot be generalized and are altogether inconclusive (e.g. Jaekel, van Ackern, Schurig, & Ritter, 2017). Studies investigating correlations between teaching quality and learner achievements in primary school are mainly based in maths and science education (e.g. TIMSS-2015: see Rieser, Stahns, Walzebug, & Wendt, 2016). Thus, the TEPS study situated in both applied linguistics and educational science is addressing some of these research deficits by (a) testing pupils’ receptive EFL proficiency at the end of primary education in year 4 (n = 269) and (b) surveying teaching quality and learner attitudes towards EFL. The study has been conducted in two federal states with different ages of onset (year 1 vs. year 3). Aside from the theoretical background and context of the study this paper will present the complex research design followed by preliminary findings from the pilot study giving insights into the questions raised above (for the main study see Wilden, Porsch, & Schurig, 2020).
{"title":"The impact of teaching quality and learning time on primary EFL learners’receptive proficiency","authors":"Eva Wilden, Raphaela Porsch","doi":"10.1075/aila.00025.wil","DOIUrl":"https://doi.org/10.1075/aila.00025.wil","url":null,"abstract":"Abstract This contribution presents the preliminary findings from the TEPS study (Teaching English in Primary Schools). The study is situated in Germany where primary foreign language (FL) education has been compulsory since 2004, with pupils beginning FL education – mostly English as a FL (EFL) – in either year 1 or 3. Generally, this introduction of primary FL education has not been empirically evaluated, in spite of various open research questions: (1) Does the receptive EFL proficiency of learners at the end of primary education in year 4 differ depending on their learning time (duration & age of onset)? (2) Is there a correlation between teaching quality (learners’ perspective) and learners’ receptive EFL proficiency as well as their attitudes towards learning EFL? Prior studies (e.g. Demircioglu, 2010) gave first indications that learners with an earlier start achieve better receptive skills. Yet, findings from these samples cannot be generalized and are altogether inconclusive (e.g. Jaekel, van Ackern, Schurig, & Ritter, 2017). Studies investigating correlations between teaching quality and learner achievements in primary school are mainly based in maths and science education (e.g. TIMSS-2015: see Rieser, Stahns, Walzebug, & Wendt, 2016). Thus, the TEPS study situated in both applied linguistics and educational science is addressing some of these research deficits by (a) testing pupils’ receptive EFL proficiency at the end of primary education in year 4 (n = 269) and (b) surveying teaching quality and learner attitudes towards EFL. The study has been conducted in two federal states with different ages of onset (year 1 vs. year 3). Aside from the theoretical background and context of the study this paper will present the complex research design followed by preliminary findings from the pilot study giving insights into the questions raised above (for the main study see Wilden, Porsch, & Schurig, 2020).","PeriodicalId":45044,"journal":{"name":"AILA Review","volume":"32 1","pages":"160-177"},"PeriodicalIF":0.4,"publicationDate":"2019-12-31","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"48516747","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 There has been a long history of early Irish language learning in Ireland as a result of Government policy to promote greater use of Irish. All children learn Irish in school from age 4–18 years. The majority learn Irish as a subject, typically for 30–40 minutes per day, and the levels of competence achieved are mostly disappointing. Approximately 6.7% of primary school children learn Irish in an immersion context, however, and these children achieve a high standard of communicative competence. In this paper we examine the impact of Government policy on the transfer of linguistic competence from the classroom to wider society in the context of a minority language that is becoming increasingly marginalised. We draw on data from three studies to explore the relationship between Irish-medium school attendance and the desire and opportunity to use Irish outside of school while attending school, and later as an adult. The first study also investigated students’ attitudes towards learning and using Irish. All three studies examined parents use of Irish in the home and the influence that the language spoken in their home during childhood and the language of their schooling had on their current language practices. Overall, Irish-medium schools are very successful in educating proficient speakers of Irish who have very positive attitudes towards Irish. These positive attitudes and proficiency do not necessarily transfer to use of Irish in the home. While attendance at an Irish-medium school as a child has a positive effect on later use of Irish, when former students become parents, the effect is quite small. The perennial challenge persists in transferring competence in a minority language acquired in school to the home and community.
{"title":"Young immersion learners’ language use outside the classroom in a minority language context","authors":"Pádraig Ó Duibhir, Laoise Ní Thuairisg","doi":"10.1075/aila.00023.dui","DOIUrl":"https://doi.org/10.1075/aila.00023.dui","url":null,"abstract":"Abstract There has been a long history of early Irish language learning in Ireland as a result of Government policy to promote greater use of Irish. All children learn Irish in school from age 4–18 years. The majority learn Irish as a subject, typically for 30–40 minutes per day, and the levels of competence achieved are mostly disappointing. Approximately 6.7% of primary school children learn Irish in an immersion context, however, and these children achieve a high standard of communicative competence. In this paper we examine the impact of Government policy on the transfer of linguistic competence from the classroom to wider society in the context of a minority language that is becoming increasingly marginalised. We draw on data from three studies to explore the relationship between Irish-medium school attendance and the desire and opportunity to use Irish outside of school while attending school, and later as an adult. The first study also investigated students’ attitudes towards learning and using Irish. All three studies examined parents use of Irish in the home and the influence that the language spoken in their home during childhood and the language of their schooling had on their current language practices. Overall, Irish-medium schools are very successful in educating proficient speakers of Irish who have very positive attitudes towards Irish. These positive attitudes and proficiency do not necessarily transfer to use of Irish in the home. While attendance at an Irish-medium school as a child has a positive effect on later use of Irish, when former students become parents, the effect is quite small. The perennial challenge persists in transferring competence in a minority language acquired in school to the home and community.","PeriodicalId":45044,"journal":{"name":"AILA Review","volume":"32 1","pages":"112-137"},"PeriodicalIF":0.4,"publicationDate":"2019-12-31","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"44998054","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 Cultural and linguistic diversity of kindergarten children in Iceland has been growing rapidly in recent years (Reykjavikurborg, Skola- og fristundasvið, 2017; Statistics Iceland, 2017), creating challenges for kindergartens. The main aim of the paper is to explore how principals, kindergarten teachers and parents in three kindergartens in Iceland experience diversity, inclusion and participation in their kindergartens and what learning spaces and educational practices seem to be instrumental for their children’s participation. The paper builds on data from the Nordic research project Learning Spaces for Inclusion and Social Justice: Success Stories from Immigrant Students and School Communities in Four Nordic countries (2013–2015), the aim of which was to draw lessons from success stories of individual immigrant students and whole school communities at different levels that have succeeded in developing learning contexts that are equitable and socially just (Ragnarsdottir, 2015; Ragnarsdottir & Kulbrandstad, 2018). Case studies were conducted in three kindergartens, including semi-structured interviews with kindergarten teachers, principals and parents as well as observation (Flick, 2006; Kvale, 2007). The findings indicate that the kindergartens have developed various inclusive and empowering educational practices to respond to the growing diversity. However, some challenges appear in the findings, including lack of sustainability of good practices.
{"title":"Perspectives on bi- and multilingual children’s participation in kindergartensin Iceland","authors":"H. Ragnarsdóttir","doi":"10.1075/aila.00024.rag","DOIUrl":"https://doi.org/10.1075/aila.00024.rag","url":null,"abstract":"Abstract Cultural and linguistic diversity of kindergarten children in Iceland has been growing rapidly in recent years (Reykjavikurborg, Skola- og fristundasvið, 2017; Statistics Iceland, 2017), creating challenges for kindergartens. The main aim of the paper is to explore how principals, kindergarten teachers and parents in three kindergartens in Iceland experience diversity, inclusion and participation in their kindergartens and what learning spaces and educational practices seem to be instrumental for their children’s participation. The paper builds on data from the Nordic research project Learning Spaces for Inclusion and Social Justice: Success Stories from Immigrant Students and School Communities in Four Nordic countries (2013–2015), the aim of which was to draw lessons from success stories of individual immigrant students and whole school communities at different levels that have succeeded in developing learning contexts that are equitable and socially just (Ragnarsdottir, 2015; Ragnarsdottir & Kulbrandstad, 2018). Case studies were conducted in three kindergartens, including semi-structured interviews with kindergarten teachers, principals and parents as well as observation (Flick, 2006; Kvale, 2007). The findings indicate that the kindergartens have developed various inclusive and empowering educational practices to respond to the growing diversity. However, some challenges appear in the findings, including lack of sustainability of good practices.","PeriodicalId":45044,"journal":{"name":"AILA Review","volume":"32 1","pages":"138-159"},"PeriodicalIF":0.4,"publicationDate":"2019-12-31","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"42063759","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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