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The articles in this issue of Language and Education highlight three important areas of research that have evolved in the education of multilingual learners: (1) culturally sustaining pedagogies (CSP), (2) systemic functional ling...
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The articles in this issue of Language and Education highlight three important areas of research that have evolved in the education of multilingual learners: (1) culturally sustaining pedagogies (CSP), (2) systemic functional linguistics (SFL) approaches to support learning in elementary and secondary classrooms, and (3) the intersections of CSP and SFL to the development of culturally sustaining systemic functional linguistics pedagogies. This discussion focuses on how these three areas have developed over time and the contributions offered by the articles in this special issue.
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This paper analyzes modality in Chinese courtroom discourse, using the audio recording transcripts of eight court trials as data. Based on the findings, four major types of modal expressions are used by courtroom participants: mod...
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This paper analyzes modality in Chinese courtroom discourse, using the audio recording transcripts of eight court trials as data. Based on the findings, four major types of modal expressions are used by courtroom participants: modal verbs, modal adjuncts, interpersonal metaphors, and personal pronouns. In general, powerful courtroom participants tend to use a powerful style of speech and avoid powerless words in terms of attitude expression whereas powerless participants use less powerful styles. Specifically, judges' (i.e., powerful partici-pants) expressions of modality help them clarify rights and duties as well as realize the functions of regulation, permission, authorization and prohibition whereas those employed by powerless (non-institutional) participants generally have a negative impact on the credibility of their statements and the accuracy of the meanings they want to express.
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The aim of this study was to identify the linguistic resources a Hispanic mother used to convey her beliefs about the aetiology of her adult son's stuttering. A qualitative research paradigm was adopted for data collection and ana...
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The aim of this study was to identify the linguistic resources a Hispanic mother used to convey her beliefs about the aetiology of her adult son's stuttering. A qualitative research paradigm was adopted for data collection and analysis. An Ecuadorian mother and her adult son who stutters recorded a conversation in Spanish about the son's stuttering. Tools derived from systemic functional linguistic (SFL) theory were used to analyse conversation transcripts and to describe the word choices and sentence structures the mother used to talk about her son's stuttering. The mother deflected community-assigned blame for causing her son's stuttering by configuring her strong' temperament as a separate, uncontrollable entity. She structured the pervasiveness of stigma, lack of resources and misinformation within the community as causes for her inability to identify and seek help for her son's stuttering, which also served as a means for deflecting blame. SFL-based analyses were appropriate tools for the investigation of how a Hispanic mother construes her views, attitudes and experiences relative to her son's stuttering. Clinical implications of findings regarding parent education and the utility of SFL-based tools in the speech-language therapy setting are discussed.
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This paper deals with the development of computational systems that are able to provide users with meaningful linguistic descriptions of phenomena, i.e., of occurrences, circumstances, or facts that are perceptible by their senses...
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This paper deals with the development of computational systems that are able to provide users with meaningful linguistic descriptions of phenomena, i.e., of occurrences, circumstances, or facts that are perceptible by their senses. Current technology allows computers to provide users with a great amount of data about a phenomenon in few seconds, nevertheless the problem consists of interpreting this overwhelming amount of information in a practical and meaningful way. This contribution is organized around the concept of Granular Linguistic Model of a Phenomenon where we combine ideas from two fields, namely, computational theory of perceptions and systemic functional linguistics. We describe the main components of a computational system for generating meaningful linguistic descriptions of phenomena. We illustrate the use of this new type of computational application with a practical example. In our opinion, these ideas are the starting point of an encouraging research line based on merging knowledge taken from the two mentioned disciplines.
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In an era characterized by the widespread availability and accessibility of information and growing concerns over ethical and "authentic" leadership, business leaders are increasingly required to answer to public concerns about th...
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In an era characterized by the widespread availability and accessibility of information and growing concerns over ethical and "authentic" leadership, business leaders are increasingly required to answer to public concerns about their past and present failures. Failure in the existing scholarly literature is largely confined to quantifiable measures of poor performance of a leader's direct actions. This article offers a more elaborate typology of leaders' failures and the framing strategies regularly employed by leaders, based on a discourse analysis of media texts. The author presents a framework through which the ways in which leaders actively construct and negotiate images of leadership style, effectiveness, and authenticity can be systematically explored.
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This article presents a social semiotic analysis of emoji-language semiosis. Combining the theoretical architecture of Systemic Functional Linguistics and methodology of Multimodal Discourse Analysis, we propose an analytical fram...
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This article presents a social semiotic analysis of emoji-language semiosis. Combining the theoretical architecture of Systemic Functional Linguistics and methodology of Multimodal Discourse Analysis, we propose an analytical framework that can identify how emoji make meaning both individually and in interaction with language. Using the web-based coding software WebAnno, we apply this framework to a dataset of text messages and social media posts. The results identify typical realisations of particular semiotic features by emoji as well as noteworthy dynamics in how emoji interact with language to realise meaning. We observe (1) how emoji and language jointly construing ideational meaning realise intermodal taxonomies (where hyper/hyponyms are distributed across modes) and particular fields of discourse (domains of experiential meaning), (2) how resources in one mode can serve to foreground particular regions of meaning potential in other modes, and (3) how attitudinal meaning realised by emoji appears to differ from the prosodic patterning of linguistic attitude.
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Teaching and learning in ecology depend on multimodality, involving semiotic resources such as visual representations, subject-specific symbols, and written and spoken language. Furthermore, the ecology field involves complex proc...
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Teaching and learning in ecology depend on multimodality, involving semiotic resources such as visual representations, subject-specific symbols, and written and spoken language. Furthermore, the ecology field involves complex processes and relationships, presenting student challenges. However, more research has yet to investigate how students design multimodal texts to represent complex biological processes. For a holistic understanding of ecology, it is crucial to understand different complex processes, such as the matter cycle, energy flow, decomposition, and their relations. Therefore, this study aims to, through multimodal text analysis based on systemic functional linguistics (SFL), identify how secondary students collectively present and combine such processes and how they position themselves through their textual choices. Results indicate that representing biological processes comprises several challenges for students. One way in which this is shown is the unclear use and meaning of arrows. Thereto, the students include various aspects uncommon in the field of ecology, for example, symbols inspired by comic books, values, and the role of humans, thereby relating ecosystems to their interests and everyday life. Implications for teaching are discussed, for instance, the importance of supporting students in terms of scientific content and how to represent it, which can be conducted through text discussions.
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An operational model of context is particularly important for the successful integration of new technical artefacts into complex processes. One of the challenges for ambient intelligence is to embed technical artefacts into human ...
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An operational model of context is particularly important for the successful integration of new technical artefacts into complex processes. One of the challenges for ambient intelligence is to embed technical artefacts into human work processes in such a way that they support the sense making processes of human actors instead of placing new burdens upon them. This paper examines some of the strengths and current limitations of a systemic functional model of context. We propose that the dimensions that are relevant to modeling are those that have the most consequences for meaning. This is explored in a hypothetical hospital scenario.
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Social isolation in dementia is a growing concern as the incidence and prevalence of dementing conditions is on the rise in many societies. Positive social interactions, which foster the construction and enactment of positive inte...
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Social isolation in dementia is a growing concern as the incidence and prevalence of dementing conditions is on the rise in many societies. Positive social interactions, which foster the construction and enactment of positive interpersonal relationships and therefore positive discursive identities, make an important contribution to emotional well-being. In this article, we investigate how two women diagnosed with dementia of the Alzheimer's type use language to relate to each other and two visiting graduate students. We use Systemic Functional Linguistics as an analytical framework, specifically investigating the use of vocatives and naming, and conversational moves and exchanges.
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The plentiful and steadily increasing literature on teaching and learning in higher education has produced a number of helpful frameworks and guidelines that can be applied to the development and communication of assessment practi...
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The plentiful and steadily increasing literature on teaching and learning in higher education has produced a number of helpful frameworks and guidelines that can be applied to the development and communication of assessment practice. The continued prevalence of much imprecise, unclear and otherwise confusing terminology around the discussion of assessment tasks, however, indicates the lack of a framework that facilitates understanding of individual task components. This paper describes an approach to addressing this gap in the literature through the development of an assessment task design framework drawn from systemic functional linguistics. To date, application of the framework has included the support of academics in 'designing out' opportunities for plagiarism and the succinct description of assessment innovations. The paper concludes that the framework has the potential not only to underpin more purposeful design and analysis of assessment tasks but also to introduce academics to a vast but generally unfamiliar literature on the systematic development of academic communication skills and to encourage the critique of assessment as cultural practice.
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