Languaging and epistemic injustice:: English at the intercultural interface (2024)

Journal of Sociolinguistics, 2009

Book of Abstracts - The Sixth International Conference on Languages, Linguistics, Translation and Literature9-10 October 2021 , Ahwaz For more information, please visit the conference website:WWW.LLLD.IRPlease feel free to write if there is any query. The Conference Secretariat,Ahwaz 61335-4619 Iran (+98) 61-32931199 (+98) 61-32931198 (+98) 916-5088772 (WhatsApp Number)WWW.LLLD.IR, Email: info@pahi.ir

Revista Alicantina de Estudios Ingleses, 2011

Full Articles (Volume Two) - The Sixth International Conference on Languages, Linguistics, Translation and LiteratureAhwaz, Iran9-10 October 2021For more information, please visit the conference website:WWW.LLLD.IR--- International Standard Book Number (ISBN): 978-622-94212-0-8--- According to the governmental approval (The Ministry): 2260614--- Iranian National Standard Number of Book (Number of National Library of Islamic Republic of Iran): 8679332--- The Dewey Decimal Classification: 410--- The Library of Congress Classification: P23 --- Publisher: Ahwaz Publication of Research and Sciences (The Ministry Approval Number: 16171)Please feel free to write if there is any query. The Conference Secretariat,Ahwaz 61335-4619 Iran (+98) 61-32931199 (+98) 61-32931198 (+98) 916-5088772 (WhatsApp Number)WWW.LLLD.IR, Email: info@pahi.ir

Revue Traduction et Langues Vol20 N°2, 2021

Revue de Traduction et Langues The journal Traduction et Langues TRANSLANG (Translation and Languages) is an international, double-blind peer-reviewed, biannual and free of charge, open-access journal edited by University of Oran2. The journal publishes original research and survey articles in the fields of Applied Linguistics, Translation and Interpreting studies, Discourse Analysis, and Humanities from theoretical and practical perspectives. The journal aims at promoting international scholarly exchanges among researchers, academics and practitioners to foster intercultural communication by providing insights into local and global languages and cultures.

SECOND CALL FOR PAPERS In recent years linguistic conferences organized by the Białystok circle of neophilologists have established a strong tradition in terms of providing a forum for the exchange of views on the nature of language. It all started almost fifteen years ago, in 2002. The main aim of the conferences was to provide a meeting ground for a wide range of scholars: linguists, literary scholars, foreign language teaching methodologists, to mention but a few groups of researchers participating in the events. The conferences explored the relationship between language, culture, and social interaction. They were often organized in cooperation with French language scholars. This year, we are launching a new series of conferences on theoretical and applied linguistics, which will be held in Białystok every two years, with the aim of focusing on various dimensions of linguistics as related to a large number of disciplines within the humanities, the social sciences, and the arts. The main goal of the initiative is to make a significant contribution to the study of language in connection with the realm of the constant changes occurring in today's world. Therefore, we are pleased to announce the first call for papers for the 1 st Białystok Conference on Theoretical and Applied Linguistics, which will be held at the University of Białystok, Poland, 7-8 December 2017. The conference is co-organised by the Borys Grinchenko Kiev University. The conference is intended as a platform for scholars from different disciplinary backgrounds, particularly in relation to various research areas connected with language, including cognitive linguistics, socio-and psycholinguistics, cultural linguistics, contrastive linguistics, translation studies, language acquisition and learning, philosophy of language, and philosophy of translation. The conference sets out to explore both empirical and theoretical findings in linguistic research, as well as their pedagogical usefulness. The special theme of the conference Between Theoretical and Empirical Models in Linguistic Research aims to focus the attention of all scholars interested in language on the process of negotiating between two crucial poles in linguistic research: empirical research and theory. In recent decades, there has been a strong tendency in linguistics towards a greater use of empirical data and empirical methods. It has also been observed that methodological know-how has become a specific point of reference in our thinking about linguistic phenomena in today's world. However, too little space and time is devoted to interpreting the empirical data as juxtaposed against the backdrop of various theoretical and philosophical perspectives which, at least in our view, might inform the methodology and provide a wider context for the logic of research and its criteria. Therefore, our aim is to identify empirical challenges in linguistic research and to stimulate a broad discussion that will encourage the conference participants to reflect upon the ways theoretical inquiry, including theoretical constructs of different disciplines within the humanities, might be connected to empirical research in linguistics and in translation studies.

Europe is becoming a melting pot of cultures. It is important to get children experience diversity as a phenomenon that shapes their identities as individuals who speak a given language or belong to a particular culture that, in either case, was shaped by the contributions of many people with distinct origins. The proposals about cultural and language diversity cannot be simplified, instead we should admit that by g iving prominence to these issues we are deepening into the construction of the self and, at the same time, we are building the scaffolding for a tolerant and integrative society. Janua Linguarum Reserata: An open door to languages / The open door of languages The reflections in the present article are the fruit of long discussions with the members of an international project, namely Ja-Ling, whose main goal is to design, implement and evaluate materials to engage learners in activities that will allow them to be in contact with a large number of languages while they develop knowledge of and about the languages in the school curriculum. The group believes that if students had a broader view on language and linguistic diversity, they would develop positive attitudes towards language and language learning, which in turn would enable them to build up the learning skills they need to improve their language aptitudes. In the previous volume I presented the origins of the current project and two activities of our didactic units and, in this volume, the article " 1,2, 3 … 4.000 langues " by Artur Noguerol provides us with a clear description of how the materials of the Ja-Ling group have been structured and why. Therefore my intention here is to share our reflections upon how we could tangle language and cultural diversity in the foreign language class and to invite my readers to incorporate and even go beyond the proposals of the Ja-Ling group in their daily practices. Shouldn't we open up the foreign language class? The current tendency towards the communicative approach within language classrooms has helped shift the focus of teaching methodology from a more rigid, magisterial approach to a methodology that incorporates the language student as an

Revue Traduction et Langues Vol20 N°1, 2021

Revue de Traduction et Langues The journal Traduction et Langues TRANSLANG (Translation and Languages) is an international, double-blind peer-reviewed, biannual and free of charge, open-access journal edited by University of Oran2. The journal publishes original research and survey articles in the fields of Applied Linguistics, Translation and Interpreting studies, Discourse Analysis, and Humanities from theoretical and practical perspectives. The journal aims at promoting international scholarly exchanges among researchers, academics and practitioners to foster intercultural communication by providing insights into local and global languages and cultures.

This book includes the abstracts of all the papers presented at the 10th Annual International Conference on Languages & Linguistics, 3-6 July 2017, organized by the Athens Institute for Education and Research (ATINER). In total 38 papers were submitted by over 40 presenters, coming from 19 different countries (Brazil, Cameroon, Canada, Chile, China, Egypt, Hong Kong, Israel, Kyrgyz Republic, Mexico, the Netherlands, Poland, Singapore, South Africa, Spain, Taiwan, Turkey, UK and USA). The conference was organized into 13 sessions that included a variety of topic areas such as language planning, discourse analysis, grammar and more. A full conference program can be found beginning on the next page. In accordance with ATINER’s Publication Policy, the papers presented during this conference will be considered for inclusion in one of ATINER’s many publications.

Wydział Anglistyki UAM, 2013

Proceedings of the 2nd ELITE International Conference, 2014

The proceedings, The Multifaceted Dimensions of English Linguistics, Literature and Education, are the selected papers that were presented in the 2nd English Linguistics, Literature and Education (ELITE) International Conference in Indonesia conducted at the State Islamic College of Palangka Raya, Central Kalimantan, on 10 -11 October 2014. The title of the proceedings was taken from the theme of the international Conference. The conference was organized by English Education Study Program of the State Islamic College of Palangka Raya in cooperation with the Association of Teachers of English Linguistics, Literature and Education (ELITE) in Indonesia. English Linguistics, Literature and Education is a discussion forum that researchers, practitioners (lecturers, teachers and instructors) and teachers can expose their ideas, researches and products on language teaching of English Linguistics, Literature and Education. One of the annual activities is international conference which is aimed at testing out ideas and perspectives of all researchers, practitioners (lecturers, teachers, instructors) with intellectual bearings that can be different one another and to share a similar frames of reference. This conference is objected to bring together a broader spectrum of scholars to have an intellectual conversation. With the compilation of the conference papers, it is expected that the proceedings will be beneficial for the practitioners (lecturers, teachers and instructors) participating in the conference. Also, it is hoped that this proceedings will be useful for those who are interested in the development of their knowledge in language teaching of English Linguistics, Literature and Education.

The Routledge Handbook of Language and Culture presents the first comprehensive survey of research on the relationship between language and culture. It provides readers with a clear and accessible introduction to both interdisciplinary and multidisciplinary studies of language and culture, and addresses key issues of language and culturally based linguistic research from a variety of perspectives and theoretical frameworks. This Handbook features thirty-three newly commissioned chapters which: cover key areas such as cognitive psychology, cognitive linguistics, cognitive anthropology, linguistic anthropology, cultural anthropology, and sociolinguistics offer insights into the historical development, contemporary theory, research, and practice of each topic, and explore the potential future directions of the field show readers how language and culture research can be of practical benefit to applied areas of research and practice, such as intercultural communication and second language teaching and learning. Written by a group of prominent scholars from around the globe, The Routledge Handbook of Language and Culture provides a vital resource for scholars and students working in this area.

Journal of Linguistics and Language Teaching, 2023

JLLT Volume 14 (2023) Issue 1https://www.journaloflinguisticsandlanguageteaching.com/published-issues/volume-14-2023-issue-1edited by Thomas TinnefeldI. ArticlesGerald Delahunty (Fort Collins (CO), USA): Words, Pictures, and Arguments: A Relevance-Theoretic SynthesisJournal of Linguistics and Language Teaching 14 (1), 11-22 Abstract:Whether visual representation can function in arguments is a controversial issue. Those who claim they cannot, claim that only propositions may function thus and that as visuals cannot represent propositions, they cannot function in arguments. The current paper, invoking recent developments in Relevance Theory, demonstrates that visuals, specifically photographs, can represent propositions and can therefore function as and in arguments. The paper demonstrates that visuals also communicate more than propositions in that they provide evidence for a range of ‘impressions’ that support a ‘credal attitude’ toward the document in which they occur.Liam D. Wilson (Hong Kong S.A.R.):Key Stage 3 ELT Coursebook Speech ActsJournal of Linguistics and Language Teaching 14 (1), 35-57 Abstract:The area of pragmatics is an important aspect of the languages that we use in our everyday lives. Speech acts are central to this, and they are often initially presented to language learners in the coursebooks (or textbooks) they read and use during their schooling. This investigation analysed which speech acts were targeted for instruction in junior secondary 3 English language coursebooks used in Hong Kong as learners complete Key Stage 3. The pragmalinguistic and sociopragmatic information presented in these coursebooks was also examined. It was found that certain speech acts (such as advice) were featured far more frequently than others (such as requests). There is also potential for improvement for future coursebooks when it comes to the pragmalinguistic (such as presenting speech acts as part of model dialogues) and sociopragmatic information (such as presenting speech acts being used in situations involving power distance or level of imposition). Therefore, this research contributes valuable findings regarding the speech acts in ELT coursebooks to the field of second language pragmatics.Esa M. Penttinen (Helsinki, Finland) & Heiner Böttger (Eichstätt-Ingolstadt, Germany):Cross-Linguistic Influences of Learning German in Finnish and German Upper Secondary SchoolsJournal of Linguistics and Language Teaching 14 (1), 59-77 Abstract:The aim of this study is to find out what importance upper secondary school learners of German attach to the cross-linguistic influence (CLI) regarding specific aspects of German language learning in Finland and Germany. Cross-linguistic learning gives learners additional skills to learn and understand structures and words in their mother tongue, a second language or a foreign language. The Finnish students (n=100) participating in our survey spoke Finnish as their mother tongue and studied German as a foreign language. German students spoke German either as their mother tongue (n=40) or as a second language (n=60), but they studied German as a native language. The survey data consisted of students' answers to one identical question that they were asked in the school years 2017-2020: 'How does the knowledge of the languages studied at school (Swedish, English, French, Spanish, Latin – cross-linguistic learning) affect their learning of German?' Our research methods were both quantitative and qualitative.The main results showed that the positive transfer on learning German was based on the perceived (objective) similarity of languages while the negative transfer was based on assumed (subjective) similarities which were in conflict with actual (objective) differences in German language learning processes and experiences of language learning. Skills in other languages contributed to learning German, but they also interacted positively and negatively with each other's learning. Learning to learn was found to be a unifying factor in language learning.Christine Ericsdotter Nordgren & Jorunn Nilsson (Stockholm, Sweden):Meeting each other or Meeting Learning Goals –Student and Teacher Values in an Intercultural Tandem ExchangeJournal of Linguistics and Language Teaching 14 (1), 79-105 Abstract:In this paper, the findings from a qualitative analysis of student and teacher interviews following an online Japanese-Swedish tandem exchange in 2020 will be discussed. The main aim was to explore what students and teachers had valued in the exchange and to connect these values to the theoretical principles of reciprocity and autonomy in the tandem learning model (Little & Brammerts 1996). The results show that students valued reciprocal aspects, focusing on personal peer-to-peer experiences and the opportunity for natural language use, while teachers valued linguistic development, and seemed to implicitly assume a high degree of autonomy to be in place from the start, rather than it being developed or expanded underway. The findings are viewed in the light of the students’ rather different cultural-educational frames and add to building a more global perspective on tandem exchange, which has hitherto been dominated by data from European and American contexts (Lewis & O’Dowd 2016). Philip Oghenesuowho Ekiugbo (Aba, Nigeria) & Cecilia Amaoge Eme (Awka, Nigeria):Urhobo-English Loanwords Coda Adaptation: A Constraint-Based AccountJournal of Linguistics and Language Teaching 14 (1), 107-120 (PDF) Abstract:This study examines how codas of Urhobo-English loanwords are adapted and shows that the strategies adopted in repairing loanword coda in Urhobo are driven by syllabification constraints and universal conventions. Syllabification conditions in languages that forbid filled coda will require that all the consonant sounds in a phonological word that are to be found in the phonetic string are parsed as onsets. Assuming this is true, it has implications for loanword adaptation. Urhobo exclusively permits the open syllable type. Implicitly, all the coda elements of loanwords are likely to be licensed as onsets, which may result in a possible ‘illicit’ onset cluster given the onset condition requirement of the language. Accordingly, this study examines the attested patterns of adaptation of English coda in Urhobo loanwords and their motivations as well as implications. The discussion is built around the theory of constraints and repair strategies.II. Book ReviewBernd Klewitz (Osnabrück, Germany):Inez De Florio: From Assessment to Feedback. Applications in the Second / Foreign Language Classroom. New York et al.: Cambridge University Press, 2023 (X + 267 pages) (ISBN 978-1-109-21893-1) Journal of Linguistics and Language Teaching 14 (1), 123-128

Language Learning & Language Teaching, 2014