Zhihui Fang, Suzanne Chapman, Geoffrey C. Kellogg, Michelle Commeret
Abstract Becoming mathematically literate means not only knowledge of the content of mathematics but also understanding of the nature of mathematics and the literate practices involved in the creation, communication, and consumption of its content. This case study examined one mathematician’s view of the nature of mathematics and his literate practices. Data collected include semi-structured interviews with the mathematician, observations of his daily work routines, and his think-alouds during the reading of a disciplinary text. These data were analyzed qualitatively through an iterative process involving multiple readings and identification and refinement of codes. The analysis revealed that the mathematician (a) viewed mathematics as rigorous and demanding, both theoretical and practical, relatively stable but highly rewarding, interconnected with other disciplines, and involving discipline-legitimated discursive practices; (b) engaged in extensive reading/viewing and writing, valued learning from repeated trials and errors, and collaborated with an international network of peers in research; (c) used a range of reading strategies (e.g. close reading, summarizing, questioning, storying, evaluating, annotating) to help him make sense of the disciplinary text; and (d) marshaled both verbal and visual resources to create specialized knowledge, engage in rigorous reasoning, develop logical argument, and construct professional identity. These findings provide important insights that can help teachers design activities that are authentic to mathematics practices and effective for promoting mathematics literacy.
{"title":"Beyond content: exploring the neglected dimensions of mathematics literacy","authors":"Zhihui Fang, Suzanne Chapman, Geoffrey C. Kellogg, Michelle Commeret","doi":"10.1515/jwl-2023-0015","DOIUrl":"https://doi.org/10.1515/jwl-2023-0015","url":null,"abstract":"Abstract Becoming mathematically literate means not only knowledge of the content of mathematics but also understanding of the nature of mathematics and the literate practices involved in the creation, communication, and consumption of its content. This case study examined one mathematician’s view of the nature of mathematics and his literate practices. Data collected include semi-structured interviews with the mathematician, observations of his daily work routines, and his think-alouds during the reading of a disciplinary text. These data were analyzed qualitatively through an iterative process involving multiple readings and identification and refinement of codes. The analysis revealed that the mathematician (a) viewed mathematics as rigorous and demanding, both theoretical and practical, relatively stable but highly rewarding, interconnected with other disciplines, and involving discipline-legitimated discursive practices; (b) engaged in extensive reading/viewing and writing, valued learning from repeated trials and errors, and collaborated with an international network of peers in research; (c) used a range of reading strategies (e.g. close reading, summarizing, questioning, storying, evaluating, annotating) to help him make sense of the disciplinary text; and (d) marshaled both verbal and visual resources to create specialized knowledge, engage in rigorous reasoning, develop logical argument, and construct professional identity. These findings provide important insights that can help teachers design activities that are authentic to mathematics practices and effective for promoting mathematics literacy.","PeriodicalId":93793,"journal":{"name":"Journal of world languages","volume":"4 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-09-29","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135132368","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 study examined the forms and functions of collaborative scaffolds used by a monolingual teacher within a translanguaging pedagogy, which we frame as instruction that invites students to draw from their entire linguistic repertoires in ways that honor and sustain their multilingualism. More specifically, it investigates how a 9th-grade teacher of multilingual students fostered collaboration within a literacy activity that leverages strategic translation of grade-level texts. Data sources include ten consecutive video-recorded class periods involving strategic collaborative translation, interviews with the teacher, instructional materials, and translation artifacts. Findings show three major themes that capture teacher approaches to foster learners’ meaning-making. First, the teacher fostered collaboration to support meaning-making within the text by suggesting resources, guiding the collaborative steps, and praising to help students’ meaningful engagement with the text. Second, the teacher fostered collaboration around the text by setting collaborative ground rules and promoting joint construction of meaning to support students’ learning. Lastly, the teacher offered new teacher-student roles to support collaboration, which included affirming aspects of students’ identities during translation. This study offers specific ways that teachers might foster meaningful engagement with texts when they have limited experience with languages other than English, and similarly, emerging proficiencies in engaging in translanguaging pedagogies.
{"title":"Meaning-making and collaboration: teacher scaffolds within a translanguaging pedagogy","authors":"Yuxin Cui, Mark B. Pacheco","doi":"10.1515/jwl-2023-0021","DOIUrl":"https://doi.org/10.1515/jwl-2023-0021","url":null,"abstract":"Abstract This study examined the forms and functions of collaborative scaffolds used by a monolingual teacher within a translanguaging pedagogy, which we frame as instruction that invites students to draw from their entire linguistic repertoires in ways that honor and sustain their multilingualism. More specifically, it investigates how a 9th-grade teacher of multilingual students fostered collaboration within a literacy activity that leverages strategic translation of grade-level texts. Data sources include ten consecutive video-recorded class periods involving strategic collaborative translation, interviews with the teacher, instructional materials, and translation artifacts. Findings show three major themes that capture teacher approaches to foster learners’ meaning-making. First, the teacher fostered collaboration to support meaning-making within the text by suggesting resources, guiding the collaborative steps, and praising to help students’ meaningful engagement with the text. Second, the teacher fostered collaboration around the text by setting collaborative ground rules and promoting joint construction of meaning to support students’ learning. Lastly, the teacher offered new teacher-student roles to support collaboration, which included affirming aspects of students’ identities during translation. This study offers specific ways that teachers might foster meaningful engagement with texts when they have limited experience with languages other than English, and similarly, emerging proficiencies in engaging in translanguaging pedagogies.","PeriodicalId":93793,"journal":{"name":"Journal of world languages","volume":"220 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-09-29","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135132369","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 main purpose of this study is to investigate the integration of environmental education into language education. Drawing inspiration from Systemic Functional Linguistics (SFL), our focus lies on examining the kinds of participants in material processes in texts carefully chosen from a collection of widely utilized primary school Chinese language textbooks. We pay particular attention to the power and activity hierarchy of participants, to understand how these texts represent nature and the interconnections between fundamental elements in nature. Our findings reveal that these textbooks, through age-appropriate content, are deliberately crafted to instill environmental knowledge in young learners, nurture their ecological awareness and inspire actions aimed at safeguarding the delicate ecosystems that sustain all life forms.
{"title":"Promoting the formation of environmental awareness in children: the representation of nature in Chinese language textbooks","authors":"Jingxue Ma","doi":"10.1515/jwl-2023-0024","DOIUrl":"https://doi.org/10.1515/jwl-2023-0024","url":null,"abstract":"Abstract The main purpose of this study is to investigate the integration of environmental education into language education. Drawing inspiration from Systemic Functional Linguistics (SFL), our focus lies on examining the kinds of participants in material processes in texts carefully chosen from a collection of widely utilized primary school Chinese language textbooks. We pay particular attention to the power and activity hierarchy of participants, to understand how these texts represent nature and the interconnections between fundamental elements in nature. Our findings reveal that these textbooks, through age-appropriate content, are deliberately crafted to instill environmental knowledge in young learners, nurture their ecological awareness and inspire actions aimed at safeguarding the delicate ecosystems that sustain all life forms.","PeriodicalId":93793,"journal":{"name":"Journal of world languages","volume":"22 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2023-09-08","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"87306287","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 While there is a clear tendency for a Theme not occur within its own tone group it is equally clear that clauses are frequently formed out of more than a single tone group. Hence it is precipitous to assume an a priori relationship between clause and tone group/information unit. Speakers in pursuit of their individual communicative choices manage their interactional and informational needs by producing prosodic and thematic choices appropriate to their goals. Such choices as we have seen are frequently mutually re-enforcing, but speakers may employ prosodic choices which foreground their interactional needs. Specifically, this entails that there is no direct relationship between lexico-grammatical and prosodic meanings; both redound with semantic meanings. Yet, these meanings may be constrained by the interactional demands of the communicative situation in which a speaker operates. In this paper, I examine the spoken realisation of Interpersonal Theme and find that Interpersonal Themes realized by Mood adjuncts and metaphors of modality tended to be realized with different key. Similarly, the expectation that marked Theme was likely to attract high key was found to be subject to the speaker’s need to manage the interaction.
{"title":"Theme in spoken language: when a tone group is not a clause","authors":"Gerard O’Grady","doi":"10.1515/jwl-2023-0043","DOIUrl":"https://doi.org/10.1515/jwl-2023-0043","url":null,"abstract":"Abstract While there is a clear tendency for a Theme not occur within its own tone group it is equally clear that clauses are frequently formed out of more than a single tone group. Hence it is precipitous to assume an a priori relationship between clause and tone group/information unit. Speakers in pursuit of their individual communicative choices manage their interactional and informational needs by producing prosodic and thematic choices appropriate to their goals. Such choices as we have seen are frequently mutually re-enforcing, but speakers may employ prosodic choices which foreground their interactional needs. Specifically, this entails that there is no direct relationship between lexico-grammatical and prosodic meanings; both redound with semantic meanings. Yet, these meanings may be constrained by the interactional demands of the communicative situation in which a speaker operates. In this paper, I examine the spoken realisation of Interpersonal Theme and find that Interpersonal Themes realized by Mood adjuncts and metaphors of modality tended to be realized with different key. Similarly, the expectation that marked Theme was likely to attract high key was found to be subject to the speaker’s need to manage the interaction.","PeriodicalId":93793,"journal":{"name":"Journal of world languages","volume":"23 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2023-09-07","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"82182823","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}
D. Townsend, Rachel Knecht, Sarah Lupo, Li-Ting Chen, Vickie Smith Barrios
Abstract This qualitative-dominant mixed methods study aimed to investigate how native English speaking third graders (n = 72) and sixth graders (n = 88) navigate cohesive ties in academic sentences. There are studies on supporting students with academic language at the word and text levels, but less research has been done on readers’ knowledge of the dense and challenging sentences in academic texts. The current study examines both how students navigate cohesion in academic sentences as well as how their knowledge of cohesion relates to their performance on reading comprehension measures. With a multi-case study framework, we analyzed students’ (n = 6) metalinguistic interviews with academic sentences. We then designed Maze tasks for a larger sample (n = 160) to identify patterns in students’ knowledge of cohesion. We also conducted correlational analyses between students’ sentence-level knowledge and performance on measures of reading comprehension. Qualitative findings suggest that students draw on both metalinguistic and epilinguistic knowledge to explain cohesion, and that students value explicit instruction with academic sentences. Quantitative findings show that knowledge of cohesive ties is significantly correlated with performance on reading comprehension measures. Implications and future research for both monolingual and multilingual learners are addressed.
{"title":"A mixed-methods investigation of third and sixth graders’ academic sentence knowledge","authors":"D. Townsend, Rachel Knecht, Sarah Lupo, Li-Ting Chen, Vickie Smith Barrios","doi":"10.1515/jwl-2023-0022","DOIUrl":"https://doi.org/10.1515/jwl-2023-0022","url":null,"abstract":"Abstract This qualitative-dominant mixed methods study aimed to investigate how native English speaking third graders (n = 72) and sixth graders (n = 88) navigate cohesive ties in academic sentences. There are studies on supporting students with academic language at the word and text levels, but less research has been done on readers’ knowledge of the dense and challenging sentences in academic texts. The current study examines both how students navigate cohesion in academic sentences as well as how their knowledge of cohesion relates to their performance on reading comprehension measures. With a multi-case study framework, we analyzed students’ (n = 6) metalinguistic interviews with academic sentences. We then designed Maze tasks for a larger sample (n = 160) to identify patterns in students’ knowledge of cohesion. We also conducted correlational analyses between students’ sentence-level knowledge and performance on measures of reading comprehension. Qualitative findings suggest that students draw on both metalinguistic and epilinguistic knowledge to explain cohesion, and that students value explicit instruction with academic sentences. Quantitative findings show that knowledge of cohesive ties is significantly correlated with performance on reading comprehension measures. Implications and future research for both monolingual and multilingual learners are addressed.","PeriodicalId":93793,"journal":{"name":"Journal of world languages","volume":"39 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2023-09-07","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"88728878","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 Substantial research has drawn upon the notion of interpersonal metafunction proposed by Systemic Functional Linguistics (SFL) to approach the interpersonal meanings construed in different contexts. However, there is a lack of review on the recent research of this domain. The objective of this paper is to survey the patterns and trends of literature on interpersonal metafunction in SFL tradition and guide future research. This paper reviews 160 studies published from 2012 to 2022. Four themes emerge from the review: theoretical explorations, multilingual studies, discourse analysis, and language education. These contributions shed light on the applicability and flexibility of SFL as a theoretical tool across a wide range of genres and languages. The four streams of research are guided by the fundamental concepts of SFL and interrelated by the concept of context and the tenet of language as social semiotic. Future directions lie in theoretical model refinement, methodological developments, typological descriptions of interpersonal grammar, and the extension of application areas.
{"title":"A review of interpersonal metafunction studies in systemic functional linguistics (2012–2022)","authors":"S. Cheng","doi":"10.1515/jwl-2023-0026","DOIUrl":"https://doi.org/10.1515/jwl-2023-0026","url":null,"abstract":"Abstract Substantial research has drawn upon the notion of interpersonal metafunction proposed by Systemic Functional Linguistics (SFL) to approach the interpersonal meanings construed in different contexts. However, there is a lack of review on the recent research of this domain. The objective of this paper is to survey the patterns and trends of literature on interpersonal metafunction in SFL tradition and guide future research. This paper reviews 160 studies published from 2012 to 2022. Four themes emerge from the review: theoretical explorations, multilingual studies, discourse analysis, and language education. These contributions shed light on the applicability and flexibility of SFL as a theoretical tool across a wide range of genres and languages. The four streams of research are guided by the fundamental concepts of SFL and interrelated by the concept of context and the tenet of language as social semiotic. Future directions lie in theoretical model refinement, methodological developments, typological descriptions of interpersonal grammar, and the extension of application areas.","PeriodicalId":93793,"journal":{"name":"Journal of world languages","volume":"29 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2023-08-24","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"85474717","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 article presents an ecolinguistic framework for analysing advertising and applies it to a wide range of TV advertisements for Coca-Cola. This particular product was selected because of well-publicised criticisms of its impact on health and the environment. The framework classifies advertisements into one of five types: classic-type, identity-type, narrative-type, cause-type, and counter-type, with many advertisements being hybrids of more than one type. The analysis uses multi-modal discourse analysis to reveal underlying messages behind the advertisements, and judges these according to an ecosophy based on the World Health Organisation’s concept of One Health. The aim of the analysis is to reveal linguistic and multimodal features that are used to persuade people to purchase products which potentially harm both the consumer and the environment. The results can be practically applied in critical language awareness materials that can promote healthier and more environmentally beneficial purchasing.
{"title":"Taste the feeling: an ecolinguistic analysis of Coca-Cola advertising","authors":"A. Stibbe","doi":"10.1515/jwl-2023-0027","DOIUrl":"https://doi.org/10.1515/jwl-2023-0027","url":null,"abstract":"Abstract This article presents an ecolinguistic framework for analysing advertising and applies it to a wide range of TV advertisements for Coca-Cola. This particular product was selected because of well-publicised criticisms of its impact on health and the environment. The framework classifies advertisements into one of five types: classic-type, identity-type, narrative-type, cause-type, and counter-type, with many advertisements being hybrids of more than one type. The analysis uses multi-modal discourse analysis to reveal underlying messages behind the advertisements, and judges these according to an ecosophy based on the World Health Organisation’s concept of One Health. The aim of the analysis is to reveal linguistic and multimodal features that are used to persuade people to purchase products which potentially harm both the consumer and the environment. The results can be practically applied in critical language awareness materials that can promote healthier and more environmentally beneficial purchasing.","PeriodicalId":93793,"journal":{"name":"Journal of world languages","volume":"4 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2023-08-10","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"88725169","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}
Britt Adams, E. Stevens, Tess M. Dussling, Sunny Li
Abstract This article focuses on a study of the decision-making and patterns of discourse of 21 novice teachers as they engaged with, reflected on, and discussed school-based scenarios about English learners. Employing qualitative content analysis, researchers explore patterns related to intention, bias, and criticality in participants’ discourse. Participants avoided engaging with scenarios where solutions could not be enacted solely within their classroom, expressing hesitation about being disruptive to the school ecosystem and fear of conflict with colleagues, superiors, or parents. They focused on immediate solutions but rarely endeavored to identify the underlying assumptions that compelled characters to act in biased ways. While participants expressed awareness of their own privileged social positionings, they often struggled to connect their social identities to the underlying assumptions that informed their reactions to the scenarios. Notably, participants often used language that exonerated them from the judgment being cast on a character. Additionally, participants repeatedly racialized social identities unrelated to race and expressed distrust of students speaking a language they could not understand. These findings offer insight regarding novice teachers’ intentions and (mis)understandings when working with English learners and offer important implications for teacher educators’ as they prepare pre-service teachers to respond to such learners.
{"title":"Emotions, positive comparisons, and unexamined assumptions in novice U.S. teachers’ perspectives on English learners","authors":"Britt Adams, E. Stevens, Tess M. Dussling, Sunny Li","doi":"10.1515/jwl-2023-0061","DOIUrl":"https://doi.org/10.1515/jwl-2023-0061","url":null,"abstract":"Abstract This article focuses on a study of the decision-making and patterns of discourse of 21 novice teachers as they engaged with, reflected on, and discussed school-based scenarios about English learners. Employing qualitative content analysis, researchers explore patterns related to intention, bias, and criticality in participants’ discourse. Participants avoided engaging with scenarios where solutions could not be enacted solely within their classroom, expressing hesitation about being disruptive to the school ecosystem and fear of conflict with colleagues, superiors, or parents. They focused on immediate solutions but rarely endeavored to identify the underlying assumptions that compelled characters to act in biased ways. While participants expressed awareness of their own privileged social positionings, they often struggled to connect their social identities to the underlying assumptions that informed their reactions to the scenarios. Notably, participants often used language that exonerated them from the judgment being cast on a character. Additionally, participants repeatedly racialized social identities unrelated to race and expressed distrust of students speaking a language they could not understand. These findings offer insight regarding novice teachers’ intentions and (mis)understandings when working with English learners and offer important implications for teacher educators’ as they prepare pre-service teachers to respond to such learners.","PeriodicalId":93793,"journal":{"name":"Journal of world languages","volume":"16 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2023-08-04","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"81542372","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 As explored in relevant literature, both ecolinguistics and cognitive linguistics emphasize metaphors as conceptual devices to frame the reality around us. Animal metaphor forms an interesting domain to comprehend human-animal relationship at the interface of ecolinguistics and cognitive linguistics. Deriving from this, the research questions the suitability of the animalized language through Conceptual Metaphor Theory (CMT) and Conceptual Blending Theory (CBT). Data from Twitter has been analyzed to understand how the animals on social media impacts the human mind in establishing speciesism among Bengali speakers. Hence, to supplement the research with an ecological perspective, a mixed-method approach has been employed using three studies: (1) to understand the general public opinion on using animal metaphor; (2) to present the cognitive operations of the imaginative mind in using animal metaphor; and (3) to check the reflection of human attitude in real-time practices. The research findings highlight the harmful frames that social media can trigger in the mental spaces of the users – excluding animals qua animals. Additionally, the research also empirically verifies that animalized language use is one of the significant factors behind the speciesist attitudes among Bengali speakers. The research also seeks to sensitize humans towards the hateful nature of the animalized tweets.
{"title":"A cognitive analysis of animal imagery in digital discourse: a case study of Bengali tweets","authors":"Monalisa Bhattacherjee, S. Sinha","doi":"10.1515/jwl-2022-0055","DOIUrl":"https://doi.org/10.1515/jwl-2022-0055","url":null,"abstract":"Abstract As explored in relevant literature, both ecolinguistics and cognitive linguistics emphasize metaphors as conceptual devices to frame the reality around us. Animal metaphor forms an interesting domain to comprehend human-animal relationship at the interface of ecolinguistics and cognitive linguistics. Deriving from this, the research questions the suitability of the animalized language through Conceptual Metaphor Theory (CMT) and Conceptual Blending Theory (CBT). Data from Twitter has been analyzed to understand how the animals on social media impacts the human mind in establishing speciesism among Bengali speakers. Hence, to supplement the research with an ecological perspective, a mixed-method approach has been employed using three studies: (1) to understand the general public opinion on using animal metaphor; (2) to present the cognitive operations of the imaginative mind in using animal metaphor; and (3) to check the reflection of human attitude in real-time practices. The research findings highlight the harmful frames that social media can trigger in the mental spaces of the users – excluding animals qua animals. Additionally, the research also empirically verifies that animalized language use is one of the significant factors behind the speciesist attitudes among Bengali speakers. The research also seeks to sensitize humans towards the hateful nature of the animalized tweets.","PeriodicalId":93793,"journal":{"name":"Journal of world languages","volume":"81 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2023-08-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"91096573","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}
{"title":"María Estela Brisk & Mary J. Schleppegrell (eds.). 2021. Language in action: SFL theory across contexts","authors":"Kathryn Accurso, Sally Humphrey","doi":"10.1515/jwl-2023-0019","DOIUrl":"https://doi.org/10.1515/jwl-2023-0019","url":null,"abstract":"","PeriodicalId":93793,"journal":{"name":"Journal of world languages","volume":"1 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2023-08-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"89842167","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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