‘We Can Speak to the World’: Applying Meta-linguistic Knowledge for Specialized and Reflexive Literacies

2017 ◽  
pp. 45-69 ◽  
Author(s):  
Sally Humphrey
Keyword(s):  
Linguistic Knowledge ◽  
The World

scholarly journals Słownictwo dotyczące świata fauny i flory w Symbolice wiosennej Stefanii Ulanowskiej

2021 ◽  
pp. 60-72
Author(s):  
Małgorzata Andrejczyk
Keyword(s):  
Rural Communities ◽  
Subject Matter ◽  
Reconstructed Image ◽  
Linguistic Knowledge ◽  
Mental Processes ◽  
The World ◽  
The Subject ◽  
Selection Of

The object of interest in this sketch is an analysis of the vocabulary indicating selected elements of the world of fauna and fl ora in Symbolika wiosenna (Spring symbolism) by Stefania Ulanowska (Kraków 1884). The collected language material is characterised by wealth and complexity of the subject matter. The indicated vocabulary has not been characterised yet. This paper employs elements of the cognitivist description of language. The selection of this method enables depiction of the relation between linguistic knowledge and encyclopaedic knowledge. Language becomes an indispensible element of mental processes of the perception of the world (Tokarski 1995; Miodunka 1980). The analysis of the excerpted material clearly shows that the discussed spring symbolism usually invokes, contrary to the prototype, the semantic fi eld related to ‘śmierć’ (death) rather than ‘życie’ (life). The reconstructed image of the folk idea of spring largely deviates from the ideas established in the consciousness of language users in general, which is confi rmed by the discussed examples. It presents unit connotations that are individualised and present in the consciousness of members of small rural communities of those times. Keywords: Stefania Ulanowska – vocabulary of fauna and flora

scholarly journals Fundamental Criteria for Effective Textbook Evaluation

EFL Journal ◽  
2016 ◽  
Vol 1 (2) ◽  
Author(s):  
Hicham Laabidi ◽  
Abdelhamid Nfissi
Keyword(s):  
High School Students ◽  
Native Speakers ◽  
Linguistic Knowledge ◽  
School Students ◽  
National Education ◽  
Textbook Evaluation ◽  
The World ◽  
Teachers Attitudes ◽  
Teachers Perspectives ◽  
Interesting Area

Since textbook evaluation is an interesting area in the field of applied linguistics, the present study intends to investigate Moroccan teachers’ perspectives concerning the EFL textbook “Visa to the World” designed for common core high school students in Morocco. It also aims to assess the effectiveness of this textbook which was suggested by the Moroccan Ministry of National Education as an instructional material for middle school students. This means that the researchers intend to highlight teachers’ attitudes towards the textbook through which students obtain the linguistic knowledge needed so as to communicate in English with native and non-native speakers. It is highly significant to mention that the study assesses the effectiveness of the textbook, “Visa to the World”, on the basis of seven main criteria: the physical appearance and format of the textbook, the accompanying materials, the content and the topics, the exercises and the activities, cultural presentation, the four skills and the language methods that the textbook adopts.

Are we making a difference?

2007 ◽  
Vol 30 (1) ◽  
pp. 3.1-3.14 ◽  
Author(s):  
Michael Clyne
Keyword(s):  
Language Contact ◽  
Linguistic Diversity ◽  
Well Being ◽  
Indigenous Languages ◽  
Linguistic Knowledge ◽  
Professional Groups ◽  
Professional Societies ◽  
The World ◽  
Making A Difference ◽  
Special Responsibilities

Language is crucial in our lives and to all disciplines. It affects our well-being individually and collectively and touches important sociopolitical issues. Linguists/applied linguists have exciting opportunities for interdisciplinary research and to work in contexts personally meaningful to them. While language is the concern of all people, professionals have special responsibilities to provide leadership in understanding how it works and responsible insights into the uses and abuses of language in society.Australian language specialists can offer the rest of the world experience with language policy, typological and language contact studies, and bilingual language acquisition. Some Australians have advanced linguistic knowledge through studies of indigenous languages. Many have worked with indigenous, ethnic and other communities and professional groups, providing evidence in court or advice to teachers and families. Some broadcast regularly or occasionally. But have we succeeded in contesting the monolingual mindset of the mainstream? The Australian authors represented in language sections of most general bookshops are not linguists.Far more collaboration and coordination of initiatives through the professional societies is needed to put languages back on the national agenda and make Australia more language-aware. This should lead to recognizing, valuing, fostering and transmitting, supporting and sharing our linguistic diversity. Australia’s rich language potential has only been partly realized.

scholarly journals Стереотип мајке у српском језику

2018 ◽  
Vol 13 (1) ◽  
pp. 155
Author(s):  
Žarko Trebješanin
Keyword(s):  
Free Time ◽  
Main Line ◽  
Linguistic Knowledge ◽  
Semantic Field ◽  
The Core ◽  
Professional Needs ◽  
The World ◽  
The One ◽  
The University

The word mother in all cultures belongs to the small number of most elementary words such as sun, life, man, child, God, soul, earth, which make up the core of linguistic knowledge of people. The paper represents in a concise way research of the stereotypical notion of the mother, as it is manifested in the linguistic image of the world of young contemporary members of the Serbian culture. We examined, with a specially constructed for this occasion linguistic questionnaire, a sample of students (both genders, from four faculties of the University of Belgrade) to find out what the typical mother meant for them, what are her characteristics, what is her main line of personality, in what she finds the meaning of her life and similar. The results of the research of the semantic field of the lexeme mother show that in the reconstructed stereotypical notion a typical mother appears as the one who loves her children, is caring, tender, attentive, devoted, having no free time and therefore, for the sake of children and family, often ignores herself and her personal and professional needs.

scholarly journals Stative Format of Linguistic Knowledge: Cognitive Linguistics Perspective

2020 ◽  
pp. 407-412
Author(s):  
Anna V. Pavlova
Keyword(s):  
Cognitive Linguistics ◽  
Matrix Analysis ◽  
Human Cognition ◽  
Linguistic Knowledge ◽  
Basic Assumptions ◽  
The World

The article discusses issues revealing cognitive bases of stative formatting of knowledge about the world. In line with Cognitive Linguistics commitments and basic assumptions the paper highlights the problems pertaining to 1) a universal ability of human cognition to construe the world in language statively, 2) the principles and results of stative interpretation of knowledge about the world. Conveying the necessity of investigating a set of stative forms in language within the cognitive linguistics perspective, the article introduces a conception of stative formatting of knowledge about the world. Combining cognitive-matrix analysis of the stative concept with conceptual-configurative analysis of the category of linguistic stativity the study deciphers the structure and contents of stative concept in contemporary English. The elaborated conception contributes to the problem of ascribing possible ways of construing the world in language

scholarly journals Are we making a difference?

2007 ◽  
Vol 30 (1) ◽  
pp. 3.1-3.14 ◽  
Author(s):  
Michael Clyne
Keyword(s):  
Language Contact ◽  
Linguistic Diversity ◽  
Well Being ◽  
Indigenous Languages ◽  
Linguistic Knowledge ◽  
Professional Groups ◽  
Professional Societies ◽  
The World ◽  
Making A Difference ◽  
Special Responsibilities

Language is crucial in our lives and to all disciplines. It affects our well-being individually and collectively and touches important sociopolitical issues. Linguists/applied linguists have exciting opportunities for interdisciplinary research and to work in contexts personally meaningful to them. While language is the concern of all people, professionals have special responsibilities to provide leadership in understanding how it works and responsible insights into the uses and abuses of language in society. Australian language specialists can offer the rest of the world experience with language policy, typological and language contact studies, and bilingual language acquisition. Some Australians have advanced linguistic knowledge through studies of indigenous languages. Many have worked with indigenous, ethnic and other communities and professional groups, providing evidence in court or advice to teachers and families. Some broadcast regularly or occasionally. But have we succeeded in contesting the monolingual mindset of the mainstream? The Australian authors represented in language sections of most general bookshops are not linguists. Far more collaboration and coordination of initiatives through the professional societies is needed to put languages back on the national agenda and make Australia more language-aware. This should lead to recognizing, valuing, fostering and transmitting, supporting and sharing our linguistic diversity. Australia’s rich language potential has only been partly realized.

scholarly journals Knowledge and Linguistic Creativity Interaction in the Media Discourse

2019 ◽  
Vol 9 (2) ◽  
pp. 65
Author(s):  
Olga Dmitrievna Vishnyakova ◽  
Tatiana Anatolievna Dobroradnykh ◽  
Valentina Anatolievna Aleksandrova ◽  
Maria Victorovna Klimanova
Keyword(s):  
Information Transfer ◽  
World View ◽  
Linguistic Meaning ◽  
Linguistic Knowledge ◽  
Media Discourse ◽  
Linguistic Expression ◽  
The World ◽  
The Media ◽  
Cognitive Activities ◽  
Conceptual Meaning

The problem of linguistic knowledge and knowledge of the world correlation as applied to linguistic creativity is closely connected with the creative potential of language. Linguistic creativity manifests itself at various levels of linguistic expression and finds its representation in the sphere of meaning transformations. Linguistic meaning can also be regarded as a cultural information container and knowledge of the world carrier, which is particularly important in terms of linguistic and conceptual meaning correlation, which concerns with understanding and interpretation, as well as the process of world view formation. Linguistic creativity can be regarded primarily as the activity of creating new meaning in order to produce a certain stylistic or rhetorical effect to achieve communicative pragmatic purpose in the course of information transfer. The Mass Media discourse presented by the written media texts is characterized by the process of interrelation of the informative function of language with the functions of impact and persuasion, and deals with purposeful cognitive activities that include attitudes, motives, evaluations, etc. It is considered to be the area of the target audience political and ideological preferences manipulation, that comprises various linguistic phenomena, characterized by the ability to express evaluative and persuasive meanings. Sobriquet nominations used in the Media discourse play an important role in the process of evaluation and world view formation, as it reflects the peculiar characteristics of the object of nomination, significant for the linguocultural community in question in a certain period of time.

How to Foster Equality in the Language Classroom

2021 ◽  
pp. 116-130
Author(s):  
Carmela B. Scala
Keyword(s):  
Culturally Responsive Teaching ◽  
Culturally Responsive ◽  
The United States ◽  
Linguistic Knowledge ◽  
Responsive Teaching ◽  
Systemic Racism ◽  
Language Classroom ◽  
The World ◽  
The Right ◽  
Fundamental Values

As part of a vast interconnected ecosystem, we indeed thrive when we can live harmoniously and interact with others. However, this is not always the case, as we often face challenging times that make us question the fundamental values on which we base our existence. The past year's brutal events, such as the police killing of Black citizens in the United States, have highlighted the profound division that affects our society, feeding the plague of systemic racism, and has brought more attention to Black's representation throughout the world. The purpose of this chapter is to take a step in the right direction toward the elimination of systemic racism and inequality, at least in our language classroom. The author believes that defeating systemic racism by promoting a rhetoric of peace and equality and equipping students with the right sociolinguistic competencies could help our society overcome the concept of crisis. The author also argues that introducing Culturally Responsive teaching might be the best way to fight racism. Indeed, it allows students to share their heritage and linguistic knowledge and compare their cultures with others to learn about commonalities and differences.

scholarly journals New Approaches to Literacy: Multiliteracies, Functional and Critical Pedagogy

2018 ◽  
Vol 34 (4) ◽  
Author(s):  
Nguyen Thi Kim Chi
Keyword(s):  
New York ◽  
Critical Pedagogy ◽  
Critical Literacy ◽  
Teaching And Learning ◽  
Modern Society ◽  
Literacy Education ◽  
Linguistic Knowledge ◽  
Language And Literacy ◽  
Literacy Teaching ◽  
The World

This paper aims to introduce a new perspective on literacy (reading and writing) as a result of our ever-changing world, i.e. multiliteracies. In the social setting where information and communication technology is developing rapidly and effective communication requires more than mastering linguistic knowledge, traditional literacy is no longer appropriate. Accordingly, traditional literacy teaching practices are not adequate to meet the needs of the modern society. Therefore, calls for reforms in literacy teaching and learning have been supported in many countries. Functional and Critical pedagogies are being increasingly applied throughout in the world. However, little attention to these pedagogies have been paid in Vietnam. This paper attempts to call for a change in literacy education in Vietnam by introducing contemporary approaches to literacy applied in the world with the purpose of providing teachers with more pedagogical choices in their classrooms in an effort to improve students’ literacy competence, which can help them integrate well into the globalized world of knowledge era. Keywords Literacy, Multiliteracies, Functional pedagogy, Critical pedagogy References Kalantzis, M., Cope, B., Chan, E., & Dalley-Trim, L., Literacies (Second edition), Cambridge University Press, Port Melbourne, VIC, Austalia, 2016.[2] Hyland, K., Teaching and researching writing (Third edition), Routledge, New York, London, England, 2016.[3] Anstey, M., & Bull, G., Helping teachers to explore multimodal texts. Curriculum Leadership Journal, 2010. Retrieved from http://www.curriculum.edu.au/leader/helping_teachers_to_explore_multimodal_texts,31522.html?issueID=12141[4] Perry, K. H., What Is Literacy? -A Critical Overview of Sociocultural Perspectives. Journal of Language and Literacy Education 8, (2012) 50.[5] Pham, T. T. H., Một số đề xuất để đổi mới dạy học đọc hiểu văn bản trong nhà trường phổ thông. Tạp chí Khoa học 56, (2014) 166.[6] Infonet, Cách dạy văn hiện nay tạo cho học sinh thói nói dối (Today's literacy edcation gets students into the habit of 'telling lies'), 2014. Retrieved from https://infonet.vn/cach-day-van-hien-nay-tao-cho-hoc-sinh-thoi-noi-doi-post128772.info[7] Baomoi.com., Cô giáo bày tỏ ước mong thoát khỏi cách dạy Ngữ văn nhồi nhét chạy theo thi cử (A teacher's desire for 'escaping' from transmission pedagogy of literacy), 2018. Retrieved from https://baomoi.com/co-giao-bay-to-uoc-mong-thoat-khoi-cach-day-ngu-van-nhoi-nhet-chay-theo-thi-cu/c/26099668.epi[8] Derewianka, B., & Jones, P., Teaching language in context, ERIC, 2016.[9] Kim, S. J. (2012). Critical literacy in East Asian literacy classrooms. Perspectives on Global Development and Technology 11, (2012) 131.

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