Pub Date : 2021-12-24DOI: 10.26499/multilingual.v20i2.245
Anisa Dimas Tutik
ABSTRACTThis research is motivated by the problems contained in public service advertisements on social media during the covid-19 pandemic. The objectives of the research are (1) to describe the form of language variations of public service advertisements on social media during the Covid-19 pandemic. (2) To describe the function of the various languages of public service advertisements on social media during the Covid-19 pandemic. The method used is descriptive qualitative by explaining objects based on facts contained in public service advertisements on social media during the covid-19 pandemic. The data source of this research is public service advertisements on social media. Data collection techniques used were recording techniques and data transcripts in the form of words, phrases, and sentences in public service advertisements. The data analysis techniques used in this study include data collection, data reduction, data presentation, and conclusions. The results of this study indicate that there are as many as 3 types of language variations in terms of speakers, usage and formality. There are 5 types of language functions, namely emotive, referential, directive, poetic, and fatigued
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Pub Date : 2021-12-24DOI: 10.26499/multilingual.v20i2.215
Rudi ansyah
This research is entitled 'The Value of the Struggle in the Film Better Days (少年的你 ) by Derek Tsang.' The background of this research departs from an interest in literary works set in the struggle of a girl named Chen Nian who is preparing for her college entrance exam. The formulation of the research problem is what are the values of struggle in the Better Days film. The purpose of this study is to find, reveal and describe the formulation of the problem in its entirety and in detail. The research method used in this study is a qualitative descriptive method. The theory used in this research is the theory of sociology of literature according to Wellek and Warren. The data source used in this study is the film Better Days directed by Derek Tsang and released on October 25, 2019. The results of this study are the value of struggle and the influencing factors, in the film represented by several pieces of quotes and scenes. This film contains the values of struggle, including the value of helping; the value of courage; the value of self-sacrifice; the value of working together; the value of mutual respect; spirit, and never giving up. Keywords: better days; film; the value of struggle; Derek Tsang; China.
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Pub Date : 2021-12-24DOI: 10.26499/multilingual.v20i2.217
Nurlina Arisnawati
This research aims to describe the expressive value of grammar in the discourse of corruption in the print media "Fajar" which includes expressive modalities. Expressive modality is a modality that is used to indicate the authority of producing texts with regard to the truth or possible representation of reality. The research method used is a qualitative research method with a critical discourse analysis approach to the Norman Fairclough model. The data source in this study is the discourse on corruption in Fajar's print media, while the data is the expressive modality in the discourse of corruption in the "Fajar" print media. This data was collected using the following techniques: documentation, especially external documentation in the form of news published in the print media "Fajar" from the 1 December 2018 edition to the 28 February 2019 edition which was taken randomly, observed, read, and recorded. The data that has been collected is then analyzed using the critical discourse analysis approach of Norman Fairclough's model by means of description, interpretation, and explanation. From the results of data analysis, it can be concluded that the expressive modalities expressed by the text generators in the discourse on corruption in the printed media "Fajar" include: the modalities of truth which are marked by words or modals still, already, and definitely; the modality of desire expressed through modal can, so, will, and wants, and the modality of necessity expressed through modal must have imperative and directive power to move other people to do something in accordance with what the text generator wants.Tujuan penelitian ini adalah mendeskripsikan tentang nilai ekspresif gramatika dalam wacana korupsi di media cetak “Fajar” yang meliputi modalitas ekspresif. Modalitas ekspresif adalah modalitas yang digunakan untuk menunjukkan autoritas penghasil teks yang berkenaan dengan kebenaran atau kemungkinan representasi realitas. Metode penelitian yang digunakan adalah metode penelitian kualitatif dengan pendekatan analisis wacana kritis model Norman Fairclough. Sumber data dalam penelitian ini yaitu wacana korupsi dalam media cetak Fajar, sedangkan yang menjadi data adalah modalitas ekspresif dalam wacana korupsi dalam media cetak “Fajar”. Data ini dikumpulkan dengan teknik: dokumentasi khususnya dokumentasi eksteren berupa berita-berita yang dimuat dalam media cetak “Fajar” mulai edisi 1 Desember 2018 sampai dengan Edisi 28 Februari 2019 yang diambil secara acak , observasi, baca, dan catat. Data yang telah dikumpulkan kemudian dianalisis dengan menggunakan pendekatan analisis wacana kritis model Norman Fairclough dengan cara deskripsi, interpretasi, dan eksplanasi. Dari hasil analisis data dapat disimpulkan bahwa modalitas ekspresif yang dinyatakan oleh penghasil teks dalam wacana korupsi di media cetak “Fajar” meliputi: modalitas kebenaran yang ditandai dengan kata atau modal masih, sudah, dan pasti; modalitas keinginan yang dinyatakan melalui
本研究旨在描述包括表达方式在内的印刷媒体“Fajar”腐败话语中语法的表达价值。表达情态是一种用来表明文本在真实或现实的可能再现方面的权威性的情态。本文采用的研究方法是对Norman Fairclough模型的定性研究方法和批判性话语分析方法。本研究的数据来源是法贾尔纸媒中关于腐败的话语，而数据则是“法贾尔”纸媒中关于腐败的话语的表达方式。这些数据是通过以下技术收集的:文件，特别是2018年12月1日至2019年2月28日期间在印刷媒体“Fajar”上发表的新闻形式的外部文件，这些文件是随机获取、观察、阅读和记录的。然后使用Norman Fairclough模型的批判性话语分析方法，通过描述、解释和解释的方式对收集到的数据进行分析。从数据分析的结果可以得出结论，在印刷媒体“Fajar”的腐败话语中，文本生成器所表达的表达模态包括:以文字或模态仍然、已经和肯定为标志的真理模态;通过情态表达的欲望情态可以是意志和欲望，而通过情态表达的必要性情态必须具有命令和指示的力量来推动其他人按照文本生成器的意愿去做某事。图juan penelitian ini adalah mendeskprimsikan tantani nilai ekpressisigramatika dalana korupsidi media .“Fajar”yang melitputi modalitas ekpressian。现代主义代表现实主义;现代主义代表现实主义;现代主义代表现实主义;现代主义代表现实主义;现代主义代表现实主义;现代主义代表现实主义。方法penelitian yang digunakan adalah方法penelitian quality dengan penelitian analysis(分析)作者:Norman Fairclough夏季数据dalam penelitian ini yitu wacana korupsi dalam media cetak Fajar, sedangkan yang menjadi data adalah modalitas ekpressif dalam wacana korupsi dalam media cetak“Fajar”。数据ini dikumpulkan dengan技术:dokumentasi khususnya dokumentasi eksteren berupa berita-berita yang dimuat dalam media cetak " Fajar " mulai edisi 2018年12月1日sampai dengan edisi 2019年2月28日yang diambil secara akak, observasi, baca, dan catat。数据yang telah dikumpulkan kemudian dian analysis dengan menggunakan pendekatan analysis wacana kritis模型Norman Fairclough dengan cara deskripsi, interpretassi, dan eksplanasi。达尔哈什尔分析数据的分离冲动和巴哈什尔模态分析，包括:巴哈什尔模态分析;巴哈什尔模态分析;巴哈什尔模态分析;巴哈什尔模态分析;Modalitas keinginan Yang dinyatakan melalui modal bisa, agar, akan, daningin, Dan Modalitas keharusan Yang dinyatakan melalui modal harus Yang memiliki kekuatan imperatii danrektif untuk menggerakkan orang lain melakukan sesuatu sesuai dengan Yang diinginkan penghasil teks。
{"title":"NILAI EKSPRESIF GRAMATIKA DALAM WACANA KORUPSI DI MEDIA CETAK ‘’FAJAR’’","authors":"Nurlina Arisnawati","doi":"10.26499/multilingual.v20i2.217","DOIUrl":"https://doi.org/10.26499/multilingual.v20i2.217","url":null,"abstract":"This research aims to describe the expressive value of grammar in the discourse of corruption in the print media \"Fajar\" which includes expressive modalities. Expressive modality is a modality that is used to indicate the authority of producing texts with regard to the truth or possible representation of reality. The research method used is a qualitative research method with a critical discourse analysis approach to the Norman Fairclough model. The data source in this study is the discourse on corruption in Fajar's print media, while the data is the expressive modality in the discourse of corruption in the \"Fajar\" print media. This data was collected using the following techniques: documentation, especially external documentation in the form of news published in the print media \"Fajar\" from the 1 December 2018 edition to the 28 February 2019 edition which was taken randomly, observed, read, and recorded. The data that has been collected is then analyzed using the critical discourse analysis approach of Norman Fairclough's model by means of description, interpretation, and explanation. From the results of data analysis, it can be concluded that the expressive modalities expressed by the text generators in the discourse on corruption in the printed media \"Fajar\" include: the modalities of truth which are marked by words or modals still, already, and definitely; the modality of desire expressed through modal can, so, will, and wants, and the modality of necessity expressed through modal must have imperative and directive power to move other people to do something in accordance with what the text generator wants.Tujuan penelitian ini adalah mendeskripsikan tentang nilai ekspresif gramatika dalam wacana korupsi di media cetak “Fajar” yang meliputi modalitas ekspresif. Modalitas ekspresif adalah modalitas yang digunakan untuk menunjukkan autoritas penghasil teks yang berkenaan dengan kebenaran atau kemungkinan representasi realitas. Metode penelitian yang digunakan adalah metode penelitian kualitatif dengan pendekatan analisis wacana kritis model Norman Fairclough. Sumber data dalam penelitian ini yaitu wacana korupsi dalam media cetak Fajar, sedangkan yang menjadi data adalah modalitas ekspresif dalam wacana korupsi dalam media cetak “Fajar”. Data ini dikumpulkan dengan teknik: dokumentasi khususnya dokumentasi eksteren berupa berita-berita yang dimuat dalam media cetak “Fajar” mulai edisi 1 Desember 2018 sampai dengan Edisi 28 Februari 2019 yang diambil secara acak , observasi, baca, dan catat. Data yang telah dikumpulkan kemudian dianalisis dengan menggunakan pendekatan analisis wacana kritis model Norman Fairclough dengan cara deskripsi, interpretasi, dan eksplanasi. Dari hasil analisis data dapat disimpulkan bahwa modalitas ekspresif yang dinyatakan oleh penghasil teks dalam wacana korupsi di media cetak “Fajar” meliputi: modalitas kebenaran yang ditandai dengan kata atau modal masih, sudah, dan pasti; modalitas keinginan yang dinyatakan melalui ","PeriodicalId":46090,"journal":{"name":"International Multilingual Research Journal","volume":"71 1","pages":""},"PeriodicalIF":2.1,"publicationDate":"2021-12-24","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"74472169","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":1,"RegionCategory":"文学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2021-12-24DOI: 10.26499/multilingual.v20i2.252
Nfn Tamrin, Nfn Yunidar, Nfn Nursyamsi, S. Fatinah
abstractLocal wisdom is one of the products of character strengthening development, both in the form of morals and ethics. Therefore, the meaning of local wisdom can be knitted and developed in shaping the nation's moral and ethical character. By raising the theme of the function of local wisdom in Kulawi proverbs as a reinforcement of the Kulawi ethnic character, this study aims to describe the functions and meanings contained in Kulawi proverbs that show local wisdom and cultural values. The method used in this study is a qualitative research method by describing and analyzing phenomena, events, social activities, attitudes and beliefs of individuals and groups. Furthermore, data collection through and analyzed based on Rolan Bhartes' semiotic elements. The results of the analysis show that the meaning of local wisdom contained in the Kulawi proverb is to elevate the morality of the Kulawi ethnic life and assert itself as a dignified community. The function of local wisdom in the Kulawi proverb is as a tool for controlling social norms, a means of communication and controlling society, as a means of education, and as a tool for maintaining the harmony of religious communities.Keywords: local wisdom, proverbs, ethnicity, culture AbstrakKearifan lokal merupakan salah satu produk pengembangan penguat karakter, baik berupa moral amaupun etika. Oleh karena itu, makna kearifan local dapat dirajut dan dikembangkan dalam membetuk karakter bangsa yang bermoral dan beretika. Dengan mengangkat tema fungsi kearifan lokal dalam peribahasa Kulawi sebagai penguat karakter etnik Kulawi, penelitian ini bertujuan mendeskripsikan fungsi dan makna yang terkandung dalam peribahasa bahasa Kulawi yang menunjukkan kearifan lokal dan nilai budaya. Metode yang digunakan dalam penelitian ini adalah metode penelitian kualitatif dengan mendeskripsikan dan menganalisis fenomena, peristiwa, aktivitas sosial, sikap dan kepercayaan individual dan kelompok. Selanjutnya, pengumpulan data melalui dan dianalisis berdasarkan elemen semiotika Rolan Bhartes. Hasil analisis menunjukkan bahwa makna keraifan local yang terdapat dalam peribahasa bahasa Kulawi yaitu meninggikan moralitas kehidupan etnik Kulawi serta menegaskan diri sebagai komunitas yang bermartabat. Adapun fungsi kerifan local dalam peribahasa Kulawi yaitu sebagai alat pengedali norma social, alat komunikasi dan pengedali masyarakat, sebagai sarana pendidikan, dan sebagai alat pemelihara ketrukunan ummat beragama.
摘要地方智慧是人格强化发展的产物之一，既表现为道德，也表现为伦理。因此，地方智慧的意义可以在塑造民族的道德和伦理品格中得到编织和发展。本研究通过提出库拉维谚语中地方智慧的功能这一主题来强化库拉维民族性格，旨在描述库拉维谚语中所包含的显示地方智慧和文化价值的功能和意义。本研究使用的方法是定性研究方法，通过描述和分析现象、事件、社会活动、个人和群体的态度和信仰。进一步，通过罗兰·巴蒂斯的符号学元素进行数据收集和分析。分析结果表明，库拉维谚语所蕴含的地方智慧的意义在于提升库拉维民族生活的道德性，维护自己作为一个有尊严的社区的地位。在库拉维谚语中，地方智慧的作用是作为控制社会规范的工具，作为沟通和控制社会的手段，作为教育的手段，作为维护宗教团体和谐的工具。【关键词】地方智慧、谚语、民族性、文化【摘要】加利凡地方merupakan salah satu produk pengembangan企鹅karakter, baik berupa moral amaupun etika。Oleh karena itu, makna kearifan当地dapat dirajut dan dikembangkan dalam成员，karakter bangsa yang bermoral dan beretika。dunan mengangkat tema funsi kearifan local dalam peribahasa Kulawi sebagai企鹅karakter etnik Kulawi, peneltitian ini bertujuan menitekrissikan funsi dan makna yang terkandung dalam peribahasa bahasa Kulawi yang menunjukkan kearifan local dan nilai budaya。Metode yang digunakan dalam penelitian ini adalah Metode penelitian qualititence dengan mendesrikan dan menmen分析现象，peristiwa，活动社会，Metode dan keperayan个体dan kelompok。在此基础上，对人口统计数据进行了分析，并对人口统计数据进行了分析。我的意思是，我的意思是我的意思是我的意思是我的意思是我的意思是我的意思是我的意思是我的意思是我的意思是我的意思是我的意思。apapun funsi kerifan local dalam peribahasa Kulawi yiti sebagai alat pengedali norma social, alat komunikasi dan pengedali masyarakat, sebagai sarana pendidikan, dan sebagai alat pemelihara ketrukunan ummat beragama。
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Pub Date : 2021-12-24DOI: 10.26499/multilingual.v20i2.243
S. Fatinah, Nfn Tamrin
This research is aimed to describe the pattern of language shifts of Muna Language (BM) in the education domain in the Banggai Regency and explain the factors that caused those shifts. The research data was obtained using the speaking and listening method through questionnaire, interview, note-taking, and participating observation techniques. Quantitative data were processed using descriptive statistics (calculated the mean). There are four categories used to interpret the BM shift patterns, namely not yet shifted; begins to shift, but tends to persist; begins to shift; has shifted. The result of the study indicated that the shift in BM in the education aspect in the Banggai Regency, both based on age, gender, education, and occupation, showed a varied pattern of language shift. Based on age group, age 11-15 years old, BM has shifted (always use BI); 16-27 and 28-49 years, BM starts to shift (uses BI more often), and 50 years and over, BM has not shifted persists. Based on gender, both male and female, the pattern of shifting in BM are almost the same, namely starting to shift. Based on the education category, the pattern of BM shift varies: SD/TTSD BM begins to shift, but tends to persist; in SMP, SMA, and PT, BM began to shift (using BI more often). Varied patterns of BM shifts are also seen in the job category. Muna people, who are also a student, BM has shifted (always using BI); Civil servants/TNI/Polri and private employees, BM began to shift (using BI more often); self-employment, trading, and other occupations, BM began to shift, but tended to persist; farmers, have not shifted persist (using BM and BI in a balanced way). The shift in BM in the domain of education is caused by several factors, including social factors, where the Muna people live, ethnic diversity, ethnic minorities, and bilingualism. Among these factors, social factors, bilingualism, ethnic minorities, and where the Muna people live are very dominant in influencing the shift in BM in the education domain in the Banggai Regency.
{"title":"Pergeseran Bahasa Muna dalam Ranah Pendidikan di Kabupaten Banggai","authors":"S. Fatinah, Nfn Tamrin","doi":"10.26499/multilingual.v20i2.243","DOIUrl":"https://doi.org/10.26499/multilingual.v20i2.243","url":null,"abstract":"This research is aimed to describe the pattern of language shifts of Muna Language (BM) in the education domain in the Banggai Regency and explain the factors that caused those shifts. The research data was obtained using the speaking and listening method through questionnaire, interview, note-taking, and participating observation techniques. Quantitative data were processed using descriptive statistics (calculated the mean). There are four categories used to interpret the BM shift patterns, namely not yet shifted; begins to shift, but tends to persist; begins to shift; has shifted. The result of the study indicated that the shift in BM in the education aspect in the Banggai Regency, both based on age, gender, education, and occupation, showed a varied pattern of language shift. Based on age group, age 11-15 years old, BM has shifted (always use BI); 16-27 and 28-49 years, BM starts to shift (uses BI more often), and 50 years and over, BM has not shifted persists. Based on gender, both male and female, the pattern of shifting in BM are almost the same, namely starting to shift. Based on the education category, the pattern of BM shift varies: SD/TTSD BM begins to shift, but tends to persist; in SMP, SMA, and PT, BM began to shift (using BI more often). Varied patterns of BM shifts are also seen in the job category. Muna people, who are also a student, BM has shifted (always using BI); Civil servants/TNI/Polri and private employees, BM began to shift (using BI more often); self-employment, trading, and other occupations, BM began to shift, but tended to persist; farmers, have not shifted persist (using BM and BI in a balanced way). The shift in BM in the domain of education is caused by several factors, including social factors, where the Muna people live, ethnic diversity, ethnic minorities, and bilingualism. Among these factors, social factors, bilingualism, ethnic minorities, and where the Muna people live are very dominant in influencing the shift in BM in the education domain in the Banggai Regency.","PeriodicalId":46090,"journal":{"name":"International Multilingual Research Journal","volume":"36 1","pages":""},"PeriodicalIF":2.1,"publicationDate":"2021-12-24","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"79448184","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":1,"RegionCategory":"文学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2021-12-24DOI: 10.26499/multilingual.v20i2.216
Tania Intan
Penelitian ini bertujuan untuk mengkaji kontruksi femininitas baru yang disajikan dalam novel metropop Runaway Ran karya Mia Arsjad. Metode yang digunakan adalah deskriptif-kualitatif, dengan pendekatan kritik sastra feminis. Data yang terdiri dari kata, frasa, dan kalimat dikumpulkan dari novel sebagai objek penelitian dengan teknik dokumentasi. Data selanjutnya diklasifikasi, diinterpretasi, dan dianalisis dengan teori-teori yang relevan, yang di antaranya yang digagas oleh Arvanitaki, Gill Herdierckerhoff,dan Taylor.Hasil penelitian ini memperlihatkan bahwa (1) sebagai sebuah karya bergenre metropop, novel Runaway Ranmenarasikan kehidupan urban dan mapan pada para tokohnya. (2) Indikator femininitas baru yang muncul dalam novel tersebut ditandai melalui kelajangan, warga urban, kemandirian, bekerja di ruang publik, terpelajar, penampilan menarik, dan perilaku konsumtif. (3) Sekalipun ada upaya pengarang untuk mengangkat dan menyosialisasikan nilai-nilai femininitas baru, novel tersebut ternyata masih mempertahankan konstruksi tradisional yang ditunjukkan melalui superioritas laki-laki dan dominansi maskulin secara stereotipik.
{"title":"KONSTRUKSI FEMININITAS BARU DALAM NOVEL METROPOP RUNAWAY RAN KARYA MIA ARSJAD","authors":"Tania Intan","doi":"10.26499/multilingual.v20i2.216","DOIUrl":"https://doi.org/10.26499/multilingual.v20i2.216","url":null,"abstract":"Penelitian ini bertujuan untuk mengkaji kontruksi femininitas baru yang disajikan dalam novel metropop Runaway Ran karya Mia Arsjad. Metode yang digunakan adalah deskriptif-kualitatif, dengan pendekatan kritik sastra feminis. Data yang terdiri dari kata, frasa, dan kalimat dikumpulkan dari novel sebagai objek penelitian dengan teknik dokumentasi. Data selanjutnya diklasifikasi, diinterpretasi, dan dianalisis dengan teori-teori yang relevan, yang di antaranya yang digagas oleh Arvanitaki, Gill Herdierckerhoff,dan Taylor.Hasil penelitian ini memperlihatkan bahwa (1) sebagai sebuah karya bergenre metropop, novel Runaway Ranmenarasikan kehidupan urban dan mapan pada para tokohnya. (2) Indikator femininitas baru yang muncul dalam novel tersebut ditandai melalui kelajangan, warga urban, kemandirian, bekerja di ruang publik, terpelajar, penampilan menarik, dan perilaku konsumtif. (3) Sekalipun ada upaya pengarang untuk mengangkat dan menyosialisasikan nilai-nilai femininitas baru, novel tersebut ternyata masih mempertahankan konstruksi tradisional yang ditunjukkan melalui superioritas laki-laki dan dominansi maskulin secara stereotipik. ","PeriodicalId":46090,"journal":{"name":"International Multilingual Research Journal","volume":"51 4 1","pages":""},"PeriodicalIF":2.1,"publicationDate":"2021-12-24","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"83400445","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":1,"RegionCategory":"文学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2021-12-17DOI: 10.1080/19313152.2021.2009158
M. A. Qureshi, Ahmad Aljanadbah
ABSTRACT The current study examined the impact of translanguaging on second language reading comprehension. The study involved an experimental and a control group. The participants in the experimental group (n = 38) were offered four opportunities to engage Arabic – their first language – in comprehending a text in English. These occasions for translanguaging included: (a) receiving Arabic glosses (i.e., only meaning) for key terms in the text, (b) employing their first language for summarizing four paragraphs from the passage, (c) using their first language in discussion for comparing summaries with peers, and (d) consulting the Arabic meanings (provided) while attempting the vocabulary items. After the aforesaid steps, the participants in this group were required to answer 22 comprehension questions of three types: (a) the main idea, (b) cloze reading, and (c) word/synonyms. The control group (n = 29) completed all the same stages as the experimental group but using their second language, without recourse to the first language. The findings revealed no significant difference between the two groups, t (63) = −1.84, p = .85. Also, no significant group difference was observed on any of the three types of comprehension questions. Theoretical and pedagogical implications are discussed.
{"title":"Translanguaging and reading comprehension in a second language","authors":"M. A. Qureshi, Ahmad Aljanadbah","doi":"10.1080/19313152.2021.2009158","DOIUrl":"https://doi.org/10.1080/19313152.2021.2009158","url":null,"abstract":"ABSTRACT The current study examined the impact of translanguaging on second language reading comprehension. The study involved an experimental and a control group. The participants in the experimental group (n = 38) were offered four opportunities to engage Arabic – their first language – in comprehending a text in English. These occasions for translanguaging included: (a) receiving Arabic glosses (i.e., only meaning) for key terms in the text, (b) employing their first language for summarizing four paragraphs from the passage, (c) using their first language in discussion for comparing summaries with peers, and (d) consulting the Arabic meanings (provided) while attempting the vocabulary items. After the aforesaid steps, the participants in this group were required to answer 22 comprehension questions of three types: (a) the main idea, (b) cloze reading, and (c) word/synonyms. The control group (n = 29) completed all the same stages as the experimental group but using their second language, without recourse to the first language. The findings revealed no significant difference between the two groups, t (63) = −1.84, p = .85. Also, no significant group difference was observed on any of the three types of comprehension questions. Theoretical and pedagogical implications are discussed.","PeriodicalId":46090,"journal":{"name":"International Multilingual Research Journal","volume":"16 1","pages":"247 - 257"},"PeriodicalIF":2.1,"publicationDate":"2021-12-17","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"45021594","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":1,"RegionCategory":"文学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2021-12-17DOI: 10.1080/19313152.2021.2015936
Maite T. Sánchez, Kate Menken, Liza N. Pappas
ABSTRACT Although U.S. schools that provide bilingual education typically must negotiate English-only policies and pressures to sustain their programming over time, little is known about what this entails at the individual school level. Our research examines in detail how the leaders of an elementary school in New York City with a Spanish-English transitional bilingual education program navigated a range of language education policies over a five-year period. We found that federal, state, and school district policy mandates for English literacy instruction during those years resulted in the imposition of English-only curricula on the school, which undermined its bilingual education program. We identified the following three stages in the school’s efforts to mediate those policies: (1) establishing a vision for biliteracy, (2) (barely) surviving English-only literacy reforms, and (3) restoring and advancing the vision for biliteracy. These findings shed light on the work of school leaders and educators to maintain bilingual education programs in U.S. schools and, in the absence of coherent language policies that truly support the implementation of bilingual education, highlight the need for school leaders and educators to establish a clear vision and receive ongoing targeted supports to be able to negotiate policy mandates.
{"title":"“What are you doing to us?!”: mediating English-only policies to sustain a bilingual education program","authors":"Maite T. Sánchez, Kate Menken, Liza N. Pappas","doi":"10.1080/19313152.2021.2015936","DOIUrl":"https://doi.org/10.1080/19313152.2021.2015936","url":null,"abstract":"ABSTRACT Although U.S. schools that provide bilingual education typically must negotiate English-only policies and pressures to sustain their programming over time, little is known about what this entails at the individual school level. Our research examines in detail how the leaders of an elementary school in New York City with a Spanish-English transitional bilingual education program navigated a range of language education policies over a five-year period. We found that federal, state, and school district policy mandates for English literacy instruction during those years resulted in the imposition of English-only curricula on the school, which undermined its bilingual education program. We identified the following three stages in the school’s efforts to mediate those policies: (1) establishing a vision for biliteracy, (2) (barely) surviving English-only literacy reforms, and (3) restoring and advancing the vision for biliteracy. These findings shed light on the work of school leaders and educators to maintain bilingual education programs in U.S. schools and, in the absence of coherent language policies that truly support the implementation of bilingual education, highlight the need for school leaders and educators to establish a clear vision and receive ongoing targeted supports to be able to negotiate policy mandates.","PeriodicalId":46090,"journal":{"name":"International Multilingual Research Journal","volume":"16 1","pages":"291 - 307"},"PeriodicalIF":2.1,"publicationDate":"2021-12-17","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"47059336","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":1,"RegionCategory":"文学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2021-12-09DOI: 10.1080/19313152.2021.2014623
Xiaodong Zhang
ABSTRACT This qualitative research seeks to understand L2 student writers’ perceptions of writing anxiety when drama-based pedagogy and linguistic guidance are provided. This study draws on a qualitative analysis of 22 English-as-a-foreign-language (EFL) students’ episodes of dramatic presentations, reflections, interviews, and English essays collected from an English argumentative writing class at a Chinese university. When the students were exposed to drama-based pedagogy and linguistic support, they reported that their anxiety reduction was a context-sensitive process, which involved the interaction of diverse contextual factors, for example, the instructor’s constant mediation and students’ ongoing adjustments. In addition, the students’ exposure to drama-based pedagogy during writing planning created a comfortable environment for the students to reduce their anxiety about gaining the topic knowledge needed for their writing. The students also felt that the linguistic guidance, which unpacked the interaction between language and content, served as an emotional buttress for their engagement in their writing practice. The study concluded that the combined use of drama-based pedagogy and linguistic guidance as context-sensitive teaching practices could be helpful for L2 students’ anxiety reduction in the process of preparing and practicing writing.
{"title":"Exploring L2 students’ perceptions of their writing anxiety with drama-based pedagogy and linguistic support","authors":"Xiaodong Zhang","doi":"10.1080/19313152.2021.2014623","DOIUrl":"https://doi.org/10.1080/19313152.2021.2014623","url":null,"abstract":"ABSTRACT This qualitative research seeks to understand L2 student writers’ perceptions of writing anxiety when drama-based pedagogy and linguistic guidance are provided. This study draws on a qualitative analysis of 22 English-as-a-foreign-language (EFL) students’ episodes of dramatic presentations, reflections, interviews, and English essays collected from an English argumentative writing class at a Chinese university. When the students were exposed to drama-based pedagogy and linguistic support, they reported that their anxiety reduction was a context-sensitive process, which involved the interaction of diverse contextual factors, for example, the instructor’s constant mediation and students’ ongoing adjustments. In addition, the students’ exposure to drama-based pedagogy during writing planning created a comfortable environment for the students to reduce their anxiety about gaining the topic knowledge needed for their writing. The students also felt that the linguistic guidance, which unpacked the interaction between language and content, served as an emotional buttress for their engagement in their writing practice. The study concluded that the combined use of drama-based pedagogy and linguistic guidance as context-sensitive teaching practices could be helpful for L2 students’ anxiety reduction in the process of preparing and practicing writing.","PeriodicalId":46090,"journal":{"name":"International Multilingual Research Journal","volume":"16 1","pages":"258 - 272"},"PeriodicalIF":2.1,"publicationDate":"2021-12-09","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"45806505","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":1,"RegionCategory":"文学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2021-11-14DOI: 10.1080/19313152.2021.2004768
Şeyma Toker, Müge OLGUN BAYTAŞ
ABSTRACT Translanguaging pedagogies have been documented to support language minoritized students in various ways, such as supporting their academic learning, affirming their bi-/multilingual and cultural identities, and disrupting the colonial and monolingual ideologies dominating school curricula. Yet, very few scholars have pointed to the existing barriers in schools and societies hindering educators from fully achieving the transformative potential of translanguaging pedagogy. In this collaborative inquiry, we contribute to this limited scholarship by exploring the potential and challenges of implementing a translanguaging pedagogy in an ethno-linguistically diverse yet monolingual Turkish elementary school “hosting” Syrian refugees in a post-coup Turkey during a state of emergency. Drawing on a series of individual and joint interviews with two bilingual teachers and co-created lesson plans over a semester, we demonstrate how teachers used translanguaging to raise metalinguistic awareness, support academic learning, build rapport, and promote empathy among local and refugee students in their classrooms. We also discuss ecological constraints on a sustainable translanguaging pedagogy, including refugee students’ negative reactions to Arabic at school, impediments to parental involvement, the stigma around Kurdish, and the political climate in Turkey after the 2016 coup attempt.
{"title":"Grappling with the transformative potential of translanguaging pedagogy in an elementary school with Syrian refugees in post-coup Turkey","authors":"Şeyma Toker, Müge OLGUN BAYTAŞ","doi":"10.1080/19313152.2021.2004768","DOIUrl":"https://doi.org/10.1080/19313152.2021.2004768","url":null,"abstract":"ABSTRACT Translanguaging pedagogies have been documented to support language minoritized students in various ways, such as supporting their academic learning, affirming their bi-/multilingual and cultural identities, and disrupting the colonial and monolingual ideologies dominating school curricula. Yet, very few scholars have pointed to the existing barriers in schools and societies hindering educators from fully achieving the transformative potential of translanguaging pedagogy. In this collaborative inquiry, we contribute to this limited scholarship by exploring the potential and challenges of implementing a translanguaging pedagogy in an ethno-linguistically diverse yet monolingual Turkish elementary school “hosting” Syrian refugees in a post-coup Turkey during a state of emergency. Drawing on a series of individual and joint interviews with two bilingual teachers and co-created lesson plans over a semester, we demonstrate how teachers used translanguaging to raise metalinguistic awareness, support academic learning, build rapport, and promote empathy among local and refugee students in their classrooms. We also discuss ecological constraints on a sustainable translanguaging pedagogy, including refugee students’ negative reactions to Arabic at school, impediments to parental involvement, the stigma around Kurdish, and the political climate in Turkey after the 2016 coup attempt.","PeriodicalId":46090,"journal":{"name":"International Multilingual Research Journal","volume":"16 1","pages":"148 - 162"},"PeriodicalIF":2.1,"publicationDate":"2021-11-14","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"48294436","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":1,"RegionCategory":"文学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
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