Relevant bibliographies by topics / Linguistic and pedagogical vulnerability

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Academic literature on the topic 'Linguistic and pedagogical vulnerability'

Author: Grafiati
Published: 4 June 2021
Last updated: 2 February 2022

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Journal articles on the topic "Linguistic and pedagogical vulnerability"

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Bock, Zannie, Lauren Abrahams, and Keshia Jansen. "Learning through Linguistic citizenship: Finding the “I” of the essay." Multilingual Margins: A journal of multilingualism from the periphery 6, no. 1 (2019): 72–86. http://dx.doi.org/10.14426/mm.v6i1.123.

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In recent years, the South African higher education system has seen growing calls for broadened epistemic access, decolonised curricula and transformed institutions. Scholars across South Africa have taken up the challenge and are working on new theoretical approaches to teaching and learning in higher education. In this paper, we reflect on students’ experiences of a multilingual, multimodal module called Reimagining Multilingualisms, which was jointly offered by the Universities of the Western Cape and Stellenbosch in April and May of 2018. In this paper, we provide an overview of the module and the different types of activities it involved. We reflect on these experiences using the theoretical lenses of decolonial scholar Mignolo (2009) on the ‘locus of enunciation’, and Stroud (2018) on ‘Linguistic Citizenship’. We present extracts from focus group interviews with students from both campuses to illustrate the involvement of ‘the body’ in ‘knowing’ and the ways in which the module enabled different ‘voices’ to emerge. We focus particularly on the role played by students’ perceived ‘vulnerability’ in the transformative benefits of the module and discuss this by way of conclusion. In sum, we suggest how the centring of multilingualism and diversity – not only as core pedagogic principles, but also as a methodology for transformation – may be used to enhance access and recapture voice in the building of a more integrated and just society.
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MONTRUL, SILVINA. "Form–meaning mappings in the aspectual domain: What about the L1? A response to Bruhn de Garavito and Valenzuela." Bilingualism: Language and Cognition 11, no. 3 (2008): 337–39. http://dx.doi.org/10.1017/s1366728908003568.

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Any person who has taught Spanish as a second language or who has interacted with a non-native speaker of Spanish can easily tell that mastering the correct use of the copulas ser and estar is very difficult in both spoken and written production. But L2 learners are not alone. The Spanish copulas also present difficulty and frustration for L2 instructors of Spanish, since most pedagogical explanations of the uses of ser and estar provided in textbooks are incomplete and inaccurate. However, the acquisition of copular constructions has not received the attention it deserves in the acquisition literature, making a special issue of Bilingualism: Language and Cognition dedicated to this topic particularly welcome. A reason for the scarcity of research in this area may be related to both the linguistic complexity of Spanish ser and estar and the inadequacy of many available theoretical treatments to explain their complementary distribution. Although constructions with ser and estar are highly frequent in the input, they are grammatically quite intricate, straddling between the levels of morphology, syntax, semantics and pragmatics. Accordingly, Bruhn de Garavito and Valenzuela correctly frame their study within the current debate on interface vulnerability in language development in general, and in adult L2 acquisition in particular (Sorace, 2004; White, in press). In a nutshell, grammatical areas which require the integration of different levels of linguistic knowledge (e.g., syntax–discourse, syntax–morphology, morphology–semantics, etc.) for processing, production, or interpretation, show developmental delays and instability in monolingual and bilingual acquisition. In the case of monolingual acquisition, instability or non-target-like behavior is temporary, but in L2 grammars, instability can persist up to very advanced levels of proficiency, eventually leading to fossilization.
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Juzwik, Mary, and Sal Antonucci. "Dialogic collaging to cultivate shame resilience in writing classrooms." English Teaching: Practice & Critique 19, no. 2 (2020): 139–53. http://dx.doi.org/10.1108/etpc-04-2019-0052.

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Purpose Recently, practitioner literature in English education has taken up the issue of writing-related shame in classrooms, calling for teachers to help students develop resilience. One possible approach for nurturing shame resilience around writing is dialogic collaging: students make and dialogically engage with collages and with colleagues to explore the self-as-writer and to connect with others around writing struggles and joys. The purpose of this paper is to share and critically reflect on this pedagogical approach. Design/methodology/approach To share, interpret and consider the limitations and implications of the dialogic collaging pedagogy in service of writing-related shame resilience, the authors offer a multi-voiced narrative about one classroom instantiation of college, from the perspective of a university writing teacher and a student of writing. Findings On the interpretation, this story unfolds three central themes as follows: dialogic collaging can help students to develop a more realistic and situated sense of self-as-writer. That is, students can come to appreciate how “becoming a writer” is a process they – and others around them – are already in, rather than an unreachable achievement at which they will inevitably fail. The stance of playfulness nurtured through the dialogic collage process can provide a helpful distance between self and writing. These processes may – under certain conditions – support shame resilience. Research limitations/implications The conclusion reflects on whether more explicit attention to shame could be fruitful and on the dynamics of teacher vulnerability in writing classrooms. Practical implications The authors hope to inspire writing teachers – particularly in secondary, post-secondary and adult education – to engage with dialogic collaging as part of their pedagogical repertoires. Originality/value Dialogic collaging is a pedagogical approach not previously discussed in the literature on secondary and post-secondary writing instruction, offering one promising way to address writing-related shame. It can make visible and build solidarity around how others are also in the midst of a process of becoming – as writers and/or with writing. This appreciation can help nurture a more realistic, playful and shame-resilient stance toward self-as-writer.
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Muller, Ashley Elizabeth, and Erika Gubrium. "Researcher Linguistic Vulnerability." Qualitative Health Research 26, no. 1 (2015): 141–44. http://dx.doi.org/10.1177/1049732315613312.

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Määttä, Simo K., Eeva Puumala, and Riitta Ylikomi. "Linguistic, psychological and epistemic vulnerability in asylum procedures: An interdisciplinary approach." Discourse Studies 23, no. 1 (2020): 46–66. http://dx.doi.org/10.1177/1461445620942909.

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This article analyzes three video-recorded asylum interviews, their written records and the corresponding decisions by the Finnish Immigration Service. The goal is to identify the causes and consequences of vulnerability in instances that are particularly important when assessing whether the asylum seeker has a well-grounded fear of persecution. A combination of linguistic, psychological and epistemic perspectives on vulnerability shows that these three dimensions are closely intertwined in asylum interviews. Linguistic vulnerability is linked for the most part to interpreting, whereas psychological vulnerability stems from the difficulty in recounting traumatic experiences. Both linguistic and psychological vulnerabilities are central forces that also lead to epistemic vulnerability. Epistemic vulnerability, we claim, gives rise to certain practices within the asylum procedure, which again represents the materialization of the discourses of reporting, truth and credibility.
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Clark, Urszula, and Sonia Zyngier. "Towards a Pedagogical Stylistics." Language and Literature: International Journal of Stylistics 12, no. 4 (2003): 339–51. http://dx.doi.org/10.1177/09639470030124003.

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Since the 1950s, pedagogical stylistics has been intrinsically linked with the teaching of written texts (and especially literary texts) to speakers of English as a second language. This is despite the fact that for decades many teachers have also structured their lessons in L1 classrooms to focus upon the linguistic features of literary texts as a means of enhancing their students’ understanding of literature and language. Recognizing that instructors in both L1 and L2 settings were often employing related pedagogical techniques without realizing that their colleagues in the other context were facing similar challenges, the PEDSIG group of the Poetics and Linguistics Association (PALA) has sought to add a theoretical dimension to research undertaken into practice in the stylistics classroom. Its goals, then, were: to establish a working definition of pedagogical stylistics; to identify the theoretical and pedagogical underpinnings of the discipline shared by L1 and L2 practitioners; to point if possible towards any emerging consensus on good practice. The group determined that the principal aim of stylistics in the classroom is to make students aware of language use within chosen texts, and that what characterizes pedagogical stylistics is classroom activities that are interactive between the text and the (student) reader. Preliminary findings, from a pilot study involving a poem by Langston Hughes, suggest that the process of improving students’ linguistic sensibilities must include greater emphasis upon the text as action: i.e. upon the mental processing which is such a proactive part of reading and interpretation; and how all of these elements – pragmatic and cognitive as well as linguistic – function within quite specific social and cultural contexts.
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Sayer, P. "Using the linguistic landscape as a pedagogical resource." ELT Journal 64, no. 2 (2009): 143–54. http://dx.doi.org/10.1093/elt/ccp051.

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Hidayat, Didin Nuruddin. "Designing A Language Lesson: Pedagogical and Linguistic Perspectives." Vision: Journal for Language and Foreign Language Learning 7, no. 2 (2018): 96. http://dx.doi.org/10.21580/vjv7i22864.

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<p>Designing a language lesson is a challenging task for teachers. In order to have a good language lesson, teachers cannot just rely on the textbook. They need at least to develop the lesson from the textbook or even to design their own lesson. Teachers also need to consider how they are going to apply the lesson planned in the classroom. Another consideration would be to integrate the specific language skill and/or element with the other skills. This is essential in order to achieve the utmost results of teaching and learning. This paper discusses a language lesson in the area of grammar - <em>Used To</em> <em> -</em> designed by the author. The lesson is not only intended to expose learners with the structure and rules of grammar, but also allow learners to practice the grammar in use. Hence, the developed grammar lesson aimed to improve the communicative competence of the learners. Considering the wide aspect of teaching analysis, the present article focuses on the application of the lessons in the classroom, the aspects of language skills covered, as well as the linguistic foundation for the exercises. It is hoped that this article can provide insights to language educators in developing grammar lessons that cater to the considerations of pedagogical and linguistic perspectives.</p>
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Aherrahrou, Meryem. "Pedagogical Tools in the 21st Century." Journal of Quality in Education 5, no. 5BIS (2014): 16. http://dx.doi.org/10.37870/joqie.v5i6.41.

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Neuro-Linguistic Programming has attracted considerable attention in many different areas of life mainly in education. In this context, the major aim of this paper was to explore the implications and effect of Neuro-Linguistic Programming (NLP) techniques in English language Teaching and Learning in the Moroccan context. Qualitative and Quantitative methods are used. In this study, we included 2 teachers with and without NLP experience as well as 2 groups including 43 students. Our results stated that after implementing NLP techniques in the classroom, teacher and learners participate together to create a positive atmosphere, increase productivity, motivate themselves to achieve excellence and reach their desired outcome not only inside the classroom but also in their personal life.
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Filippova, Olga Viktorovna, Olga Leonidovna Ariskina, and Gulnara Firdavisovna Lutfullina. "Methodological works of famous scientists as the basis to form future teachers’ linguistic personality (based on T.A. Ladyzhenskaya’s textbook "Living Word")." LAPLAGE EM REVISTA 7, Extra-D (2021): 412–26. http://dx.doi.org/10.24115/s2446-622020217extra-d1122p.412-426.

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The purpose of this article is to answer how the linguistic personality can act as an example to form the linguistic personality of a modern teacher. To achieve this purpose, future teachers’ (students’) ideas about the pedagogical-rhetorical ideal and about modern teachers’ correspondence to it; students’ ideas about the linguistic personality of a scientist and of a recent teacher were the subjects of comparative analysis. The main results of the research are: 1) modern students ideas about the pedagogical-rhetorical ideal, its important qualities, its compliance with modern teachers pedagogical-rhetorical ideal were revealed; 2) rhetorical techniques and speech tactics used to realize the dialogicality as an important quality of the linguistic personality of T.A. Ladyzhenskaya and to achieve learning goals were described; 3) a scientific hypothesis was formulated: it is necessary to use methodologists works in language and speech teaching in order to form the linguistic personality of a modern teacher, of a tutor, of a mentor, of a facilitator.
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Dissertations / Theses on the topic "Linguistic and pedagogical vulnerability"

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Leo, Kristina, and Catrine Svensson. "När orden inte räcker till : En studie om ordförrådsutvecklande undervisning för elever med språkstörning." Thesis, Högskolan Kristianstad, Avdelningen för utbildningsvetenskap inriktning grundskola, gymnasium och specialpedagogik, 2021. http://urn.kb.se/resolve?urn=urn:nbn:se:hkr:diva-21948.

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Syftet med denna kvalitativa studie är att bidra med kunskap om ordförrådsutveckling och dess främjande avseende elever med språkstörning, utifrån några lärares, speciallärares och skollogopeders beskrivningar. Elever med språkstörning utvecklar inte sina språkliga förmågor i samma takt som jämnåriga och utveckling av ordförrådet är ett vanligt svårighetsområde hos dessa elever. Ordförrådet spelar en avgörande roll för förståelsen i all undervisning och därför riskeras måluppfyllelsen hos elever med ordförrådssvårigheter. Den teoretiska ramen för studien utgörs av teorier om lexikala nätverk samt sociokulturell teori. Studiens ansats är fenomenografisk och empirin har inhämtats genom semistrukturerade intervjuer. I resultatet framkommer informanternas beskrivningar av hur svårigheter med ordförrådet yttrar sig, hur lärmiljön kan göras språkligt tillgänglig samt hur ordförrådsutvecklingen kan stimuleras och stödjas, både i klassrumsundervisningen och den individanpassade undervisningen. Informanterna beskriver att elever med språkstörning kan ha svårt att uttrycka sig, uttala och mobilisera ord vid olika tillfällen. Deras svårigheter med språklig förståelse påverkar förmågan att förstå innehållet i genomgångar, instruktioner och texter. I resultatet återfinns exempel på generella anpassningar i den ordinarie undervisningen som kan öka den språkliga tillgängligheten; en tydlig lektionsstruktur, muntliga och skriftliga instruktioner, visualisering, symbolstöd, konkret material och digitala lärverktyg. I studien ges exempel på hur ordförrådsundervisningen kan se ut för att stödja elever med språkstörning såsom högläsning, gemensam läsning samt läsgrupper där nya ord förklaras och knyts till elevernas erfarenheter. Ett fördjupat arbete med ämnesspecifika och ämnesövergripande ord beskrivs som innebär att ordet förklaras och knyts till en bild, sak eller erfarenhet samt används i språkliga aktiviteter. Förförståelse, många exponeringar och repetition är gynnsamt. Vid skrivande kan ordmobilisering underlättas av bilder, startmeningar, ordbankar, synonymlistor och ordprediktionsprogram. Resultatet visar att elever med språkstörning behöver mycket stöd, både i klassrumsundervisningen och individuellt. Speciallärarens roll blir att uppmärksamma språksvårigheterna, stödja läraren med ordförrådsundervisning i klassrummet och skapa en språkligt tillgänglig lärmiljö samt tillämpa individanpassade insatser för att stödja ordförrådsutvecklingen.<br>The purpose of this qualitative study is to provide further knowledge regarding vocabulary development of students with Developmental Language Disorder (DLD). It is based on the feedback from class teachers, learning support teachers and educational speech therapists. Students with DLD do not advance in their language skills at the same rate as their peers and vocabulary development is a common area of difficulty for these students. Vocabulary plays a crucial role in the process of learning and therefore poses a risk of not reaching the students full potential. The theoretical framework for this study consists of theories of lexical networks and sociocultural theory. The study approach is phenomenographic and the empirical evidence was obtained through semi-structured interviews. The results outline the assessors descriptions of how the challenges with vocabulary manifest itself whilst outlining how to create language-accessible learning environments. They also define how the development of vocabulary can be stimulated and supported, both in the classroom and through individualised learning. The assessors describe that students with DLD may have some difficulty expressing themselves, pronouncing and mobilising their words in certain situations. Their difficulties with linguistic comprehension affects the ability to understand the content of the teaching, instructions and texts. Results include examples of general adaptations in ordinary teaching that can increase language accessibility; a clear lesson structure, oral and written instructions, visualisation, symbol support, concrete material and digital learning tools. This study gives examples of what vocabulary teaching may look like when supporting students with DLD, like reading aloud, shared reading and reading groups where new words are explained and linked to the students experiences. In-depth work with specific and interdisciplinary words means that the word is explained and linked to an image, item or experience and used in linguistic activities. Prior understanding, increased exposure and repetition are all beneficial. When writing, word mobilisation can be facilitated by pictures, starting sentences, word banks, thesaurus lists and word prediction programs. End results show that students with DLD need a lot of support, both in the classroom and individually. The learning support teacher's role will be to bring attention to any language difficulties, support the teacher with vocabulary teaching in the classroom, create a linguistically accessible learning environment and provide individualised support to aid vocabulary development.
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Risenfors, Kristina. "En språkutvecklande undervisningskärna : SFI-undervisningens ABC." Thesis, Högskolan Kristianstad, Fakulteten för lärarutbildning, 2020. http://urn.kb.se/resolve?urn=urn:nbn:se:hkr:diva-21319.

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Det nu föreliggande examensarbetet har haft som syfte att undersöka och bidra med kunskap om hur några lärare beskriver språkutvecklande undervisning för elever inom SFI-undervisningen spår 1 och hur de beskriver att specialläraren med språk-, skriv- och läsutveckling kan fungera som stöd i det språkutvecklande arbetet. Undersökningen genomfördes på en SFI-utbildning på spår 1, med fyra lärare och fem undervisningsgrupper i kurserna A-D. Undersökningens empiri baseras på fem observationer, en Diamond ranking och en fokusgruppsintervju. Undersökningen har haft en kvalitativ ansats och sociokulturell teori och en modell "SFI-undervisningens ABC" som stöd och grund för empirins analys. Lärarna beskriver att de i sin språkutvecklande undervisning utgår från elevernas kunskaper och att de genom att träna tala, lyssna, skriva, läsa och förstå arbetar för en språkutvecklande undervisning. Resultatet visar också att det finns behov av att få tillgång till en speciallärare språk-, skriv- och läsutveckling på SFI eftersom det är en komplex undervisningssituation för både lärare och elever inom SFI-utbildningen. Resultatet visar att elevernas heterogena språkbakgrund ställer stora krav på den undervisande läraren som måste förhålla sig till många modersmål och dess inverkan på språkinlärningen i svenska som andraspråk. Ett resultat visar också att modellen "SFI-undervisningens ABC" som stöd används i den observerade undervisningen till viss del, men det finns behov att arbeta för att implementera den ytterligare. I undersökningens resultat framkommer att både lärare, språkstödjare och speciallärare tillsammans kan bidra till att öka kunskapen om och motverka risken för att både elever och lärare hamnar i språklig och pedagogisk sårbarhet.<br>The purpose of this survey has been to investigate and contribute knowledge about how a few teachers describe language development teaching for students in SFI teaching track 1 and how they believe that the special needs teacher with language, writing and reading development can function as support in that work. The survey was conducted on an SFI education on track 1, with four teachers and five teaching groups in courses A-D. The survey empirics are based on five observations, a Diamond ranking and a focus group interview. The survey has had a qualitative approach with a sociocultural theory and a teaching model of The ABC of SFI teaching as support and basis for the empirical analysis. The teachers describe that their language development teaching is based on the students' knowledge and that by practicing speaking, listening, writing, reading and understanding in a multimodal and translanguaging way, they work for a language development teaching. The results also show that there is a need to have access to a special needs teacher of language, writing and reading development at SFI, as this is a complex teaching situation for both teachers and students in the SFI education. It also shows that the students' heterogeneous language background calls for a high level of proficiency in teaching on the teacher, who must relate to many native languages and its impact on language acquisition in Swedish as a second language. The result also shows that the teaching model of The ABC of SFI teaching as support is used in the observed teaching to some extent, but there is a need to work to implement it further. The results of the survey show that both teachers, language supporters and special teachers together can contribute to increasing knowledge about and counteracting the risk that both students and teachers end up in linguistic and pedagogical vulnerability.
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Blackmore, Ashley. "REVITALIZING LINGUISTIC RELATIVITY: Pedagogical Implications in language teaching." Thesis, Högskolan i Halmstad, Sektionen för lärarutbildning (LUT), 2012. http://urn.kb.se/resolve?urn=urn:nbn:se:hh:diva-17882.

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The linguistic relativity hypothesis (LRH), otherwise known as the Sapir-Whorf Hypothesis (SWH), has been passionately debated over the last 60 years. It has undergone a renewed upsurge in scientific, anthropological and social interest. Several attempts have been made to prove or disprove the moderate version of the theory without producing conclusive results. This study analyses the history of the LRH and attempts to clarify its uses and limitations pertaining to ESL discourse in Swedish upper-secondary schools. Pedagogical implications of the study indicate that, if the LRH is correct, there could be a colossal, logistical impact on the national testing of semantic information in English studies which would have to be addressed in order to effectively and fairly assess every student based on their individual, cognitive skills and culturally influenced knowledge of language.
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Byron, Shelagh Anne. "Linguistic perspectives on the pedagogical problems of English 'have' verbs." Thesis, [Hong Kong] : University of Hong Kong, 1989. http://sunzi.lib.hku.hk/hkuto/record.jsp?B1275268X.

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Chung, Kai Li. "The dark triad : examining judgement accuracy, the role of vulnerability, and linguistic style in interpersonal perception." Thesis, Edinburgh Napier University, 2017. http://researchrepository.napier.ac.uk/Output/1031400.

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The Dark Triad constructs – Machiavellianism, psychopathy, narcissism – are typically associated with socially aversive behaviours, including insensitivity and exploitation. Despite this, individuals high in Dark Triad traits can be successful and popular outside of clinical and forensic contexts. Research suggests that individuals susceptible to exploitation possess traits signalling vulnerability, and Dark Triad individuals are adept at identifying these when choosing victims. Language is also known to reveal traces of Dark Triad characteristics. This project examined patterns of interpersonal perception among Machiavellianism, psychopathy, and narcissism, with the aim to highlight similarities and differences across the three traits. Three studies explored these traits and the ways they manifest in social contexts. Study 1 investigated the extent to which perceptions of individuals high in Dark Triad traits accurately correspond to personality, emotional attributes, and vulnerability within their targets for manipulation. The cues they use for their judgements were considered. Participants who completed Dark Triad measures watched four video clips of dyadic interactions. Results indicated that Dark Triad individuals demonstrated a negative–other bias, whereby they generally perceived all targets as being vulnerable. Study 2 examined the characteristics of individuals who seemingly condone and abet Dark Triad individuals. Results showed that predictors of vulnerability included low extraversion, low conscientiousness, high neuroticism, and high agreeableness. The vignette method was used to elicit perceptions towards Dark Triad behaviours. Response styles on Likert-type statements and open-ended questions between high and low vulnerability groups differed significantly; the less vulnerable were more derogatory whereas the more vulnerable were less harsh. Study 3 qualitatively assessed language as a marker of Dark Triad traits using text analysis. Case studies of individuals high on the Dark Triad scales revealed that their linguistic patterns were consistent with their respective theoretical conceptions. This mixed methods research established that the Dark Triad traits do not uniformly entail the same behavioural outcomes. It also highlighted the importance of the interactive context between the destructive and the susceptible, through which researchers can devise strategies to help organisations better manage such individuals.
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Woodman, Karen. "A study of linguistic, perceptual and pedagogical change in a short-term intensive language program." Thesis, National Library of Canada = Bibliothèque nationale du Canada, 1998. http://www.collectionscanada.ca/obj/s4/f2/dsk3/ftp04/nq36654.pdf.

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Otsuki, Kyoko. "Cross-linguistic study of elliptical utterances in task-oriented dialogues with classroom implications." Thesis, University of Edinburgh, 2009. http://hdl.handle.net/1842/5821.

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Ellipsis is a phenomenon whereby constituents which are normally obligatory in the grammar are omitted in actual discourse. It is found in all types of discourse, from everyday conversation to poetry. The omitted constituents can range from one word to an entire clause, and recovery of the ellipted item depends sometimes on the linguistic and sometimes on the non-linguistic context. From a practical point of view, the contribution of ellipsis in the context is twofold. First, it is one of several important means of achieving cohesion in a text. Secondly, ellipsis contributes to communicative appropriateness determined by the type of linguistic activity (e.g., narrative, casual conversation), the mode of communication (e.g., written / spoken) and the relationship between participants. The aim of this research is to provide a description of the functions of elliptical utterances – textual and interpersonal – in English and Japanese, based on a cross-linguistic analysis of dialogues in the English and Japanese map task corpora. In order to analyse ellipsis in relation to its two key functions, elliptical clauses in the map task dialogues were examined. I discuss how ellipsis is used to realise cohesion in the map task dialogues. The findings challenge the well-known claim that topics are established by full noun phrases, which are subsequently realised by pronouns (English) and null pronouns (Japanese). Rather, the results suggest that full noun phrases are used for topic continuity in both languages. Constituents which are ellipted in an utterance are identified and related to the moves types which the utterance realises within the exchange structure. The ellipted elements will be categorised according to the constituent types (Subject, Finite, Predicator, Complement and Adjunct), using the systemic functional approach. This analysis reveals that whereas in the English dialogues the most common types of ellipsis are that of Subject and Finite elements, in the Japanese dialogues the most common type is that of Subject. Types of ellipsis are also correlated with speech acts in the dialogues. The relation between types of ellipsis and particular speech acts associated with them is strikingly similar in the English and Japanese dialogues, despite the notable difference in grammar and pragmatics between the two languages. This analysis also shows how these types of ellipsis are associated with interpersonal effects in particular speech acts: ellipsis of Subject and Finite can contribute to a sharp contrast in the question and answer sequence, while Subject ellipsis in Japanese can contribute to modifying the command-like force in giving instructions. These effects can be summed up as epistemic and deontic modality respectively. Ultimately, it is argued that some types of ellipsis can serve as modality expressions. Additionally, in comparison to the way of realising the speech act of giving instructions in the English dialogues, it emerges that the Japanese speakers exploit ellipsis, which seems to be associated with lowering the degree of the speaker’s commitment to the proposition. As implications for pedagogical settings, I present pedagogical descriptions of ellipsis for Japanese learners of English and English learners of Japanese. Since the description is for specific learners, the approach which takes the difference in grammar and pragmatics between the two languages is made possible. Although descriptions state some detailed facts of ellipsis in English and Japanese, primarily highlighted is the importance of raising awareness of elliptical forms for particular functions in particular contexts. As ellipsis is a product of forms, functions and contexts, it is a most remarkable feature of spoken language. Spoken language is claimed by some researchers to show similar linguistic features among languages because of the restrictions inherent in the medium on communication. In the form of pedagogical description, I show the similarities and differences in ellipsis which derive from the grammar and pragmatics of each language, which are observed in the preceding linguistic research. Through the presentation of the findings which are modified for learners, learners will know how languages show convergence and divergence cross-linguistically.
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Mayer, Kaylea. "The facilitative effects of the acquisition of one linguistic structure on a second pedagogical implications of the competition model /." Connect to Electronic Thesis (ProQuest) Connect to Electronic Thesis (CONTENTdm), 2008. http://worldcat.org/oclc/436714825/viewonline.

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Parades, Maria Elisa. "Language attitudes, linguistic knowledge, and the multicultural education of pre-service teachers a sociolinguistic study /." Diss., St. Louis, Mo. : University of Missouri--St. Louis, 2008. http://etd.umsl.edu/r3401.

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Sofia, Karlsson. "Folkbibliotek som språklig integrationsresurs : En studie av ett stadsbiblioteks potentiella bidrag till vuxna nyanländas integration och språkutveckling." Thesis, Mälardalens högskola, Akademin för utbildning, kultur och kommunikation, 2020. http://urn.kb.se/resolve?urn=urn:nbn:se:mdh:diva-46789.

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Genom analys av det språkliga landskapet på ett bibliotek i kombination med intervjuer med tre bibliotekarier har ett biblioteks potential för språkinlärning, integration samt samarbete med SFI undersökts. Resultatet visar att det språkliga landskapet domineras av det svenska språket och de gånger andra språk än svenska eller nationella minoritetsspråk används handlar användningen om information om språkutvecklande aktiviteter för invandrare. Resultatet visar även att det finns en stor medvetenhet hos bibliotekarierna om möjliga förbättringar av det språkliga landskapet. Resultaten visar även att många aktiviteter görs för att främja integrationen på biblioteket, vilket tyder på ett potentiellt fördjupat samarbete mellan biblioteket och SFI som sträcker sig längre än utlån av kursböcker. Slutsatsen är att biblioteket har en stor potential till både språkutveckling och integration för en nyanländ vuxenperson. Bibliotekets relativt neutrala roll kan dessutom motverka utanförskap.
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Books on the topic "Linguistic and pedagogical vulnerability"

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Native English and learner corpora: Linguistic comparison and pedagogical applications. Wydawn. Naukowe UAM, 2008.

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Parr, Robert. Some linguistic features of a corpus of civil law reports and their pedagogical implications. Tuduv-Verlagsgesellschaft, 1992.

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Maugeri, Giuseppe, and Graziano Serragiotto. L’insegnamento della lingua italiana in Giappone Uno studio di caso sul Kansai. Fondazione Università Ca’ Foscari, 2021. http://dx.doi.org/10.30687/978-88-6969-525-4.

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This research stems from the need of the Italian Cultural Institute to map the institutions involved in teaching Italian in the area considered and to analyse the quality of the teaching and learning process of the Italian language. The objectives are multiple and linked to the importance of finding the causes that slow the growth of the study of Italian in Japanese Kansai. Therefore, the first part of this action research will outline the cultural and linguistic education coordinates that characterize the Japanese context; in the second part, the research data will be interpreted in order to trace new methodological development trajectories to increase the quality of the Italian teaching process in Kansai.Part 1 This part focuses on the situation of foreign language teaching in Japan. It also describes the strategies to promote the teaching of the Italian language in Japan from 1980 to now. 1 Modern Language Policy in Japan Between Past and Present This first chapter describes linguistic policy for the promotion of foreign languages in Japan by the Ministry of Education (MEXT). 2 Japanese Educational System Focus of this chapter are the cultural, pedagogical and linguistic education characteristics of the context under investigation. 3 Teaching Italian Language in Japan The purpose of this chapter is to outline the general frame of the spreading of the Italian cultural model in a traditional Japanese context. Part 2In the second part the action research and the training project design are described. 4 The Action-Research Project This chapter describes the overall design of the research and the research questions that inspired an investigation in the context under study. The aim is to understand whether there is a link between the methodological choices of the teachers and the difficulties in learning Italian for Japanese students. Part 3 In this third part, the situation of teaching Italian in relation to different learning contexts in Japanese Kansai will be examined. 5 A Case Study at Italian Culture Institute in Osaka The goals of this chapter are to analyse the problems of teaching Italian at the IIC and suggest methodological improvement paths for teachers of Italian language at IIC. 6 A Case Study at Osaka University The data obtained by the informants will be used to analyse the situation of the teaching of Italian at Department of Italian language of this university and suggest curricular and methodological improvements to increase the quality of teaching and learning Italian. 7 A Case Study at Kyoto Sangyo University The chapter outlines the methodological and technical characteristics used to teach Italian at Kyoto Sangyo University and suggests strategies aimed at enhancing students’ language learning.
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Solmaz, Osman, and Steve Przymus, eds. Linguistic Landscapes in English Language Teaching: A Pedagogical Guidebook. LLinELT, 2021. http://dx.doi.org/10.18776/tcu/book/45344.

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Busch, Michael William. Task-based pedagogical activities as oral genres: A systemic functional linguistic analysis. 2007.

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Fiorucci-Nicholls, Sonia B. A profile of three integrated-day Italian heritage/international language classes with a focus on students, final grade, classroom treatment and teacher/pedagogical issues. 1998.

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Punske, Jeffrey, Nathan Sanders, and Amy V. Fountain, eds. Language Invention in Linguistics Pedagogy. Oxford University Press, 2020. http://dx.doi.org/10.1093/oso/9780198829874.001.0001.

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This volume brings together multiple emerging strands of interest in language and linguistics. First is increasing attention on pedagogical scholarship in linguistics, signaled by the 2013 addition to the flagship journal Language of a series on Teaching Linguistics (see for example Sanders 2016) and by many recent panels and workshops on pedagogy at linguistics conferences around the world. Additionally, public outreach has gained greater prominence in the field, with linguists becoming more active and engaged with the public on social media and in podcasts. There has also been an increase in broader public interest in constructed languages (conlangs) and how to build them, indicated by the popularity of conlangs in film and television (e.g. Star Trek, Avatar, and Game of Thrones) and by the success of relevant books (e.g. Okrent 2010; Rosenfelder 2010; Peterson 2014, 2015). This volume showcases a variety of methods which instructors can use to tap into this public interest in conlangs and conlanging to reach a broader student population, increase their engagement with course material, deepen their understanding of linguistics and its interdisciplinary relationships, and provide opportunities for public outreach. Using language invention as a pedagogical tool is an innovative way to capitalize on the effectiveness of many modern educational approaches, such as problem-based learning, collaborative learning, and active learning, especially for a diverse cohort of learners. The methods and materials presented in this volume help cultivate students’ understanding of language, linguistic diversity, linguistic analysis, and the power of creativity.
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Enjuto-Rangel, Cecilia, Sebastiaan Faber, Pedro García-Caro, and Robert Patrick Newcomb, eds. Transatlantic Studies. Liverpool University Press, 2019. http://dx.doi.org/10.3828/liverpool/9781789620252.001.0001.

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Transatlantic Studies: Latin America, Iberia, and Africa explores the field of Iberian and Latin American Transatlantic Studies to discuss its function within our pedagogical practices, to lay out its research methodologies, to explain its theoretical underpinnings, and to showcase--and question--its potential through 35 essays by the field’s leading scholars and critics. A central aim of this volume is to make the case for an understanding of transatlantic cultural history over the last two centuries that transcends national and linguistic boundaries, as well as traditional academic configurations, focusing instead on the continuities and fractures between Latin America, the Iberian Peninsula, and Spanish and Portuguese-speaking Africa.
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Sahlén, Birgitta, Kristina Hansson, Viveka Lyberg-Åhlander, and Jonas Brännström. Spoken Language and Language Impairment in Deaf and Hard-of-Hearing Children. Oxford University Press, 2018. http://dx.doi.org/10.1093/oso/9780190880545.003.0006.

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Despite medical, technical, and pedagogical advances, the risk for language impairment is still much higher in deaf and hard-of-hearing (DHH) children than in hearing peers. Research on linguistic, cognitive, and communicative development in DHH children has found a range of basic spoken language deficits. Twenty percent to 50% of deaf children still meet criteria for language impairment. Tests of nonword repetition and verb inflection are markers that improve early identification of children at risk for persistent language problems. DHH children are typically mainstreamed today, and poor listening conditions in the classroom severely jeopardize learning in children with weak perceptual and cognitive skills. In this chapter we report on our own and others’ studies exploring the interaction of factors, both external and internal to the child, that influence spoken language and communication. The focus is on intervention projects aiming to improve language learning environments through teacher education.
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Kearney, Richard, and Melissa Fitzpatrick. Radical Hospitality. Fordham University Press, 2021. http://dx.doi.org/10.5422/fordham/9780823294428.001.0001.

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This volume addresses a timely and challenging subject for contemporary philosophy: the ethical responsibility of opening borders, psychic and physical, to the stranger. Drawing on key critical debates on the question of hospitality ranging from phenomenology, hermeneutics and deconstruction to neo-Kantian moral critique and Anglo-American virtue ethics, the book engages with urgent moral conversations regarding the role of identity, nationality, immigration, peace, and justice. The volume is divided into two parts. In the first part, entitled “Four Faces of Hospitality: Linguistic, Narrative, Confessional, Carnal,” Richard Kearney develops his recent research on the philosophy of hospitality, which informs the international Guestbook Project of which he is a founder and director (guestbookproject.org). This part elaborates an ethics of hosting the stranger. In the second part, entitled “Hospitality and Moral Psychology: Exploring the Border between Theory and Practice,” Melissa Fitzpatrick adumbrates a new ethics of hospitality in a robust reengagement with the philosophies of Kant, Levinas, Arendt, and contemporary virtue ethicist Talbot Brewer. In the concluding chapters, Kearney and Fitzpatrick chart novel options for the pedagogical application of an ethics of hospitality to our contemporary world of border anxiety, boundary disputes, migration crisis, and the looming ecological challenge.
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Book chapters on the topic "Linguistic and pedagogical vulnerability"

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Zyngier, Sonia. "10. Macbeth through the computer: Literary evaluation and pedagogical implications." In Linguistic Approaches to Literature. John Benjamins Publishing Company, 2008. http://dx.doi.org/10.1075/lal.4.13zyn.

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Friesen, Norm. "Radicalizing the Pedagogical Relation: Passion and Intention, Vulnerability and Failure." In Pädagogik - Phänomenologie. Springer Fachmedien Wiesbaden, 2017. http://dx.doi.org/10.1007/978-3-658-15743-2_10.

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Brzezinski, Krzysztof M. "Intrusion Detection as Passive Testing: Linguistic Support with TTCN-3 (Extended Abstract)." In Detection of Intrusions and Malware, and Vulnerability Assessment. Springer Berlin Heidelberg, 2007. http://dx.doi.org/10.1007/978-3-540-73614-1_5.

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Wu, Haiping, and Hongyin Tao. "Patterns of plural NP + dou (都) expressions in conversational discourse and their pedagogical implications." In Integrating Chinese Linguistic Research and Language Teaching and Learning. John Benjamins Publishing Company, 2016. http://dx.doi.org/10.1075/scld.7.09wu.

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Peromingo, Juan Pedro Rica, and Ángela Sáenz Herrero. "9. Audiovisual Translation Modes as L2 Learning Pedagogical Tools: Traditional Modes and Linguistic Accessibility." In Using Film and Media in the Language Classroom, edited by Carmen Herrero and Isabelle Vanderschelden. Multilingual Matters, 2019. http://dx.doi.org/10.21832/9781788924498-012.

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Steuer, Tim, Leonard Bongard, Jan Uhlig, and Gianluca Zimmer. "On the Linguistic and Pedagogical Quality of Automatic Question Generation via Neural Machine Translation." In Technology-Enhanced Learning for a Free, Safe, and Sustainable World. Springer International Publishing, 2021. http://dx.doi.org/10.1007/978-3-030-86436-1_22.

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Kühne, Vivien, Astrid Marieke Rosenthal-von der Pütten, and Nicole C. Krämer. "Using Linguistic Alignment to Enhance Learning Experience with Pedagogical Agents: The Special Case of Dialect." In Intelligent Virtual Agents. Springer Berlin Heidelberg, 2013. http://dx.doi.org/10.1007/978-3-642-40415-3_13.

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"Introduction On Linguistic Vulnerability." In Excitable Speech. Routledge, 2013. http://dx.doi.org/10.4324/9780203948682-7.

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Nunan, David. "Linguistic theory and pedagogic practice." In Perspectives on Pedagogical Grammar. Cambridge University Press, 1994. http://dx.doi.org/10.1017/cbo9781139524605.012.

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"Psychological Theories of Linguistic Variation." In Interlanguage Variation in Theoretical and Pedagogical Perspective. Routledge, 2009. http://dx.doi.org/10.4324/9780203887363-6.

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Conference papers on the topic "Linguistic and pedagogical vulnerability"

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Wang, Yan. "Automated Linguistic Analysis and Pedagogical Use of CLC." In 2014 6th International Conference on Intelligent Human-Machine Systems and Cybernetics (IHMSC). IEEE, 2014. http://dx.doi.org/10.1109/ihmsc.2014.193.

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Votipka, Daniel, Eric Zhang, and Michelle L. Mazurek. "HackEd: A Pedagogical Analysis of Online Vulnerability Discovery Exercises." In 2021 IEEE Symposium on Security and Privacy (SP). IEEE, 2021. http://dx.doi.org/10.1109/sp40001.2021.00092.

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Balandina, Irina, Marina Zhukova, Tatiana Moskvitina, Elena Frolova, Kseniya Shishkina, and Lyudmila Yuzdova. "PEDAGOGICAL PROBLEMS AND WAYS TO SOLVE THEM: LINGUISTIC COMPONENT." In 13th International Conference on Education and New Learning Technologies. IATED, 2021. http://dx.doi.org/10.21125/edulearn.2021.1917.

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Kolomiets, S. V. "PEDAGOGICAL SUPPORT OF FOREIGN STUDENTS` ACADEMIC ADAPTATION IN FOREIGN LANGUAGE LESSONS (KEMSU EXPERIENCE)." In THEORETICAL AND APPLIED ISSUES OF LINGUISTIC EDUCATION. KuzSTU, 2020. http://dx.doi.org/10.26730/lingvo.2020.168-174.

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The article presents the major aspects of the foreign students` academic adaptation in Russian universities. The necessity to elaborate pedagogical support for foreign students in the process of adaptation to the study in the Russian universities is stressed. The article describes the methods of pedagogical support of foreign students` learning employed by teachers of the Department of Foreign Languages of Kemerovo State University.
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Ikonnikova, Anna. "TEACHING A SECOND FOREIGN LANGUAGE AS A LINGUISTIC AND PEDAGOGICAL PROBLEM." In 4th SGEM International Multidisciplinary Scientific Conferences on SOCIAL SCIENCES and ARTS Proceedings. STEF92 Technology, 2017. http://dx.doi.org/10.5593/sgemsocial2017/32/s14.127.

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Ungaro, Ana Maria, and Claudia Queiruga. "INCLUSION STRATEGIES IN HIGHER EDUCATION: INDIVIDUALS, STUDENTS, SOCIAL AND PEDAGOGICAL VULNERABILITY CONTEXTS." In 10th International Conference on Education and New Learning Technologies. IATED, 2018. http://dx.doi.org/10.21125/edulearn.2018.0855.

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Danilova, Irina S. "The Evolution Of The Concept “Parentality”: The Comparative Linguistic And Pedagogical Analysis." In 7th icCSBs 2018 - The Annual International Conference on Cognitive - Social, and Behavioural Sciences. Cognitive-Crcs, 2019. http://dx.doi.org/10.15405/epsbs.2019.02.02.7.

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Jank, Istvan. "A NEW METHOD FOR TESTING THE ROLE OF LINGUISTIC DISCRIMINATION IN PEDAGOGICAL EVALUATION." In 4th International Multidisciplinary Scientific Conference on Social Sciences and Arts SGEM2017. Stef92 Technology, 2017. http://dx.doi.org/10.5593/sgemsocial2017/hb31/s10.002.

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Goncharova, A. V. "The linguistic and cultural aspect in the study of business and pedagogical texts focus." In SCIENCE OF RUSSIA: GOALS AND OBJECTIVES. "Science of Russia", 2020. http://dx.doi.org/10.18411/sr-10-06-2020-67.

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Mamontova, N. Yu. "DIGITAL TRANSFORMATION OF UNIVERSITY FOREIGN LANGUAGE TEACHING." In THEORETICAL AND APPLIED ISSUES OF LINGUISTIC EDUCATION. KuzSTU, 2020. http://dx.doi.org/10.26730/lingvo.2020.47-61.

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The general issues of digital education are considered; the methodical aspects of distant education are actualized as well as pedagogical organization of the learning process; the educational project of foreign language study which is related to on-line and off-line learning forms is implemented in the educational process; creative tasks to develop communicative and digital learners' competences are used and described; the definition of «a learner's digital education» is supplemented; the characteristics of different level students are generalized according to the teaching experience of «generation Z» and masters.
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Reports on the topic "Linguistic and pedagogical vulnerability"

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Chornodon, Myroslava. FEAUTURES OF GENDER IN MODERN MASS MEDIA. Ivan Franko National University of Lviv, 2021. http://dx.doi.org/10.30970/vjo.2021.49.11064.

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The article clarifies of gender identity stereotypes in modern media. The main gender stereotypes covered in modern mass media are analyzed and refuted. The model of gender relations in the media is reflected mainly in the stereotypical images of men and woman. The features of the use of gender concepts in modern periodicals for women and men were determined. The most frequently used derivatives of these macroconcepts were identified and analyzed in detail. It has been found that publications for women and men are full of various gender concepts that are used in different contexts. Ingeneral, theanalysisofthe concept-maximums and concept-minimum gender and their characteristics is carried out in the context of gender stereotypes that have been forme dand function in the society, system atizing the a ctual presentations. The study of the gender concept is relevant because it reveals new trends and features of modern gender images. Taking into account the special features of gender-labeled periodicals in general and the practical absence of comprehensive scientific studies of the gender concept in particular, there is a need to supplement Ukrainian science with this topic. Gender psychology, which is served by methods of various sciences, primarily sociological, pedagogical, linguistic, psychological, socio-psychological. Let us pay attention to linguistic and psycholinguistic methods in gender studies. Linguistic methods complement intelligence research tasks, associated with speech, word and text. Psycholinguistic methods used in gender psychology (semantic differential, semantic integral, semantic analysis of words and texts), aimed at studying speech messages, specific mechanisms of origin and perception, functions of speech activity in society, studying the relationship between speech messages and gender properties participants in the communication, to analyze the linguistic development in connection with the general development of the individual. Nowhere in gender practice there is the whole arsenal of psychological methods that allow you to explore psychological peculiarities of a person like observation, experiments, questionnaires, interviews, testing, modeling, etc. The methods of psychological self-diagnostics include: the gender aspect of the own socio-psychological portrait, a gender biography as a variant of the biographical method, aimed at the reconstruction of individual social experience. In the process of writing a gender autobiography, a person can understand the characteristics of his gender identity, as well as ways and means of their formation. Socio-psychological methods of studying gender include the study of socially constructed women’s and men’s roles, relationships and identities, sexual characteristics, psychological characteristics, etc. The use of gender indicators and gender approaches as a means of socio-psychological and sociological analysis broadens the subject boundaries of these disciplines and makes them the subject of study within these disciplines. And also, in the article a combination of concrete-historical, structural-typological, system-functional methods is implemented. Descriptive and comparative methods, method of typology, modeling are used. Also used is a method of content analysis for the study of gender content of modern gender-stamped journals. It was he who allowed quantitatively to identify and explore the features of the gender concept in the pages of periodicals for women and men. A combination of historical, structural-typological, system-functional methods is also implemented in the article. Descriptive and comparative methods, method of typology, modeling are used. A method of content analysis for the study of gender content of modern gender-labeled journals is also used. It allowed to identify and explore the features of the gender concept quantitatively in the periodicals for women and men. The conceptual perception and interpretation of the gender concept «woman», which is highlighted in the modern gender-labeled press in Ukraine, requires the elaboration of the polyfunctionality of gender interpretations, the comprehension of the metaphorical perception of this image and its role and purpose in society. A gendered approach to researching the gender content of contemporary periodicals for women and men. Conceptual analysis of contemporary gender-stamped publications within the gender conceptual sphere allows to identify and correlate the meta-gender and gender concepts that appear in society.
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