CLIL focuses on the integration of content learning and additional language learning. However, it is increasingly recognized that the re/presentation and communication of discipline-specific content involve not only language, but also other semiotic modes (such as visuals and gestures). This is accelerated by the advancement of digital technologies and multiplicity of communication channels in recent years. This article points out the urgent need to revisit and reconceptualize the roles of “language” in CLIL. It argues that, to prepare students for the multimodal communication landscape in today’s societies and to truly value their linguistic and semiotic diversity in learning, the “language” dimension in CLIL needs to be reconceptualized as a multimodal dimension, and CLIL classroom practices need to adopt an updated pedagogy of multiliteracies (New London Group, 1996) rather than focusing on “mere language” practice. The article reviews the recent development of theories and studies of multimodality and trans-semiotics and discusses their implications for what to teach and how to teach in today’s CLIL classrooms. It proposes the notions of translanguaging and trans-semiotizing to emphasize a dynamic and dialogic process of meaning (co)making process drawing on multiple linguistic and semiotic resources to enable students to both gain access to and critically engage in meaning/knowledge co-making/co-design. Ultimately, it aims at reconceiving CLIL to contribute to a more equitable school and classroom culture.
CLIL专注于内容学习和附加语言学习的整合。然而，人们越来越认识到，特定学科内容的再现和交流不仅涉及语言，还涉及其他符号模式（如视觉和手势）。近年来，数字技术的进步和通信渠道的多样性加速了这一进程。本文指出，迫切需要重新审视和重新定义“语言”在CLIL中的作用。它认为，为了让学生为当今社会的多模式交流环境做好准备，并真正重视他们在学习中的语言和符号多样性，CLIL中的“语言”维度需要重新定义为多模式维度，CLIL课堂实践需要采用更新的多语篇教学法（New London Group，1996），而不是专注于“纯粹的语言”实践。本文回顾了多模态和跨符号学的理论和研究的最新发展，并讨论了它们对当今CLIL课堂上教什么和如何教的启示。它提出了跨语言和跨符号化的概念，强调利用多种语言和符号资源进行意义（共同）生成过程的动态和对话过程，使学生能够获得并批判性地参与意义/知识的共同制作/共同设计。最终，它旨在重新认识CLIL，为更公平的学校和课堂文化做出贡献。
{"title":"(Re)conceptualizing “Language” in CLIL","authors":"J. Liu, Angel M. Y. Lin","doi":"10.1075/aila.21002.liu","DOIUrl":"https://doi.org/10.1075/aila.21002.liu","url":null,"abstract":"\u0000CLIL focuses on the integration of content learning and additional language learning. However, it is increasingly recognized that the re/presentation and communication of discipline-specific content involve not only language, but also other semiotic modes (such as visuals and gestures). This is accelerated by the advancement of digital technologies and multiplicity of communication channels in recent years. This article points out the urgent need to revisit and reconceptualize the roles of “language” in CLIL. It argues that, to prepare students for the multimodal communication landscape in today’s societies and to truly value their linguistic and semiotic diversity in learning, the “language” dimension in CLIL needs to be reconceptualized as a multimodal dimension, and CLIL classroom practices need to adopt an updated pedagogy of multiliteracies (New London Group, 1996) rather than focusing on “mere language” practice. The article reviews the recent development of theories and studies of multimodality and trans-semiotics and discusses their implications for what to teach and how to teach in today’s CLIL classrooms. It proposes the notions of translanguaging and trans-semiotizing to emphasize a dynamic and dialogic process of meaning (co)making process drawing on multiple linguistic and semiotic resources to enable students to both gain access to and critically engage in meaning/knowledge co-making/co-design. Ultimately, it aims at reconceiving CLIL to contribute to a more equitable school and classroom culture.","PeriodicalId":45044,"journal":{"name":"AILA Review","volume":null,"pages":null},"PeriodicalIF":0.4,"publicationDate":"2021-12-31","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"43061874","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}
Football stadiums have traditionally been named after local sites (e.g. Goodison Park, Everton FC) or regions (Ruhrstadion, VfL Bochum). As big business takes increasing precedence in decision making in football at large (e.g. associations and leagues, regarding fixtures, media coverage, kick-off times, player transfers, etc.) and within individual football clubs (e.g. regarding kits and sponsorship), such toponyms are more and more being replaced by company or product names (e.g. bet365 Stadium, Stoke City). In this paper, we will consider corporate renamings from the German Bundesliga, the English Premier League and the French Ligue 1 and particularly fan reactions to controversial, badly received corporate renamings. As revealed by earlier studies, in our data here we also find the discourse and practices of the fans celebrating local identification with their city or region, often with the stadiums constituting the homestead of a tradition. Where corporate stadium renamings are badly received, this discourse clashes with the discourse of big business and thus a number of tensions are revealed. More specifically, in fans’ reactions to controversial corporate stadium renamings, we find a number of recurrent themes – for example, concerning consequences to fans’ identity to the club; in managing (anticipated) humorous retorts from rivals consequent from the stadium renaming; in resisting, but also feeling resigned to, financial pressures in selling the stadium name; etc. – some of them across our three national contexts and others specific to one national context.
{"title":"Naming rights sponsorship in Europe","authors":"Cornelia Gerhardt, B. Clarke, Justin Lecarpentier","doi":"10.1075/aila.21005.ger","DOIUrl":"https://doi.org/10.1075/aila.21005.ger","url":null,"abstract":"\u0000 Football stadiums have traditionally been named after local sites (e.g. Goodison Park, Everton\u0000 FC) or regions (Ruhrstadion, VfL Bochum). As big business takes increasing precedence in decision making in\u0000 football at large (e.g. associations and leagues, regarding fixtures, media coverage, kick-off times, player transfers, etc.) and\u0000 within individual football clubs (e.g. regarding kits and sponsorship), such toponyms are more and more being replaced by company\u0000 or product names (e.g. bet365 Stadium, Stoke City). In this paper, we will consider corporate renamings from the\u0000 German Bundesliga, the English Premier League and the French Ligue 1 and particularly fan reactions to controversial, badly\u0000 received corporate renamings. As revealed by earlier studies, in our data here we also find the discourse and practices of the\u0000 fans celebrating local identification with their city or region, often with the stadiums constituting the homestead of a\u0000 tradition. Where corporate stadium renamings are badly received, this discourse clashes with the discourse of big business and\u0000 thus a number of tensions are revealed. More specifically, in fans’ reactions to controversial corporate stadium renamings, we\u0000 find a number of recurrent themes – for example, concerning consequences to fans’ identity to the club; in managing (anticipated)\u0000 humorous retorts from rivals consequent from the stadium renaming; in resisting, but also feeling resigned to, financial pressures\u0000 in selling the stadium name; etc. – some of them across our three national contexts and others specific to one national\u0000 context.","PeriodicalId":45044,"journal":{"name":"AILA Review","volume":null,"pages":null},"PeriodicalIF":0.4,"publicationDate":"2021-12-31","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"43745777","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
A. Cogo, F. Fang, Stefania Kordia, Nicos C. Sifakis, Sávio Siqueira
Research in English as a Lingua Franca (ELF), that is the medium of communication between people who come from different linguacultural backgrounds, has created a rich body of work in various areas. This article focuses on a more recent development of this research for teachers and teacher educators in the perspective of critical language education (CLE). We explore how ELF research, both the linguistic/discourse-oriented one and the pedagogic-oriented one, can benefit from its links to CLE, with its understanding of teaching for social change. We then refer to aspects of critical transformative theory that become relevant in designing and implementing ELF-aware teacher education programmes, focusing especially on three recursive (non-linear) components, i.e. the phase of exposure, the phase of critical awareness and the phase of development of actions that teachers can implement in their teaching. We finish by exploring the critical role of assessment in language education and conclude by inviting teachers and educators to become involved in ELF research for CLE.
{"title":"Developing ELF research for critical language education","authors":"A. Cogo, F. Fang, Stefania Kordia, Nicos C. Sifakis, Sávio Siqueira","doi":"10.1075/aila.21007.cog","DOIUrl":"https://doi.org/10.1075/aila.21007.cog","url":null,"abstract":"\u0000 Research in English as a Lingua Franca (ELF), that is the medium of communication between people who come from\u0000 different linguacultural backgrounds, has created a rich body of work in various areas. This article focuses on a more recent\u0000 development of this research for teachers and teacher educators in the perspective of critical language education (CLE). We\u0000 explore how ELF research, both the linguistic/discourse-oriented one and the pedagogic-oriented one, can benefit from its links to\u0000 CLE, with its understanding of teaching for social change. We then refer to aspects of critical transformative theory that become\u0000 relevant in designing and implementing ELF-aware teacher education programmes, focusing especially on three recursive (non-linear)\u0000 components, i.e. the phase of exposure, the phase of critical awareness and the phase of development of actions that teachers can\u0000 implement in their teaching. We finish by exploring the critical role of assessment in language education and conclude by inviting\u0000 teachers and educators to become involved in ELF research for CLE.","PeriodicalId":45044,"journal":{"name":"AILA Review","volume":null,"pages":null},"PeriodicalIF":0.4,"publicationDate":"2021-12-31","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"47178010","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}
Our contribution maps the journey towards setting up a transdisciplinary, interprofessional collaboration between coaching practitioners and coaching researchers from the fields of Applied Linguistics and Applied Psychology. The goal of such a project is to build a community of interest around a common cause, i.e., a practically relevant, language-based coaching problem (in our case, questioning practices in executive coaching), and to collaboratively solve the problem on the basis of assembling and integrating the various epistemes. The purpose of our contribution in the form of a travel report is twofold: firstly, to theoretically and conceptually discuss the challenges and affordances of aligning perspectives and assembling epistemes for such a transdisciplinary research project; Secondly, to present the available epistemic bases and offer first empirical results from our applied linguistic research and our cooperation with Applied Psychology that served as the basis for conceptualising the project Questioning Sequences in Coaching (Graf, Spranz-Fogasy, & Künzli, 2020). We end this travel report by critically assessing the transdisciplinary character of the current project and by envisioning another kind of cooperation between coaching practice and coaching research as the future destination of our research journey.
我们的贡献描绘了在教练从业者和来自应用语言学和应用心理学领域的教练研究人员之间建立跨学科、跨专业合作的旅程。这样一个项目的目标是围绕一个共同的事业，即一个实际相关的，基于语言的教练问题(在我们的例子中，高管教练中的提问实践)，建立一个兴趣社区，并在组装和整合各种知识的基础上协作解决问题。我们以旅行报告的形式做出贡献的目的有两个:首先，从理论上和概念上讨论为这样一个跨学科研究项目调整观点和组装知识的挑战和优势;其次，展示可用的认知基础，并提供我们的应用语言学研究和我们与应用心理学合作的第一个实证结果，这些结果作为概念化项目Coaching questions Sequences的基础(Graf, Spranz-Fogasy， & k nzli, 2020)。我们通过批判性地评估当前项目的跨学科特征，并设想教练实践和教练研究之间的另一种合作，作为我们研究之旅的未来目的地，来结束这篇旅行报告。
{"title":"‘Knowing that’, ‘knowing why’ and ‘knowing how’","authors":"Eva Graf, Frédérick Dionne","doi":"10.1075/aila.20008.gra","DOIUrl":"https://doi.org/10.1075/aila.20008.gra","url":null,"abstract":"\u0000Our contribution maps the journey towards setting up a transdisciplinary, interprofessional collaboration between coaching practitioners and coaching researchers from the fields of Applied Linguistics and Applied Psychology. The goal of such a project is to build a community of interest around a common cause, i.e., a practically relevant, language-based coaching problem (in our case, questioning practices in executive coaching), and to collaboratively solve the problem on the basis of assembling and integrating the various epistemes. The purpose of our contribution in the form of a travel report is twofold: firstly, to theoretically and conceptually discuss the challenges and affordances of aligning perspectives and assembling epistemes for such a transdisciplinary research project; Secondly, to present the available epistemic bases and offer first empirical results from our applied linguistic research and our cooperation with Applied Psychology that served as the basis for conceptualising the project Questioning Sequences in Coaching (Graf, Spranz-Fogasy, & Künzli, 2020). We end this travel report by critically assessing the transdisciplinary character of the current project and by envisioning another kind of cooperation between coaching practice and coaching research as the future destination of our research journey.","PeriodicalId":45044,"journal":{"name":"AILA Review","volume":null,"pages":null},"PeriodicalIF":0.4,"publicationDate":"2021-09-09","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"46322588","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 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":null,"pages":null},"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":null,"pages":null},"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}
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":null,"pages":null},"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}
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":null,"pages":null},"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}
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":null,"pages":null},"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":null,"pages":null},"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}
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