Linguistic diversity and English language use in multicultural organizations: is there a moderating effect of the age of organizational members?

This study uses the two largest available American English language corpora, Google Books and the Corpus of Historical American English (coha), to investigate relations between ecology and language. The paper introduces ecolinguistics as a promising theme for corpus research. While some previous ecolinguistic research has used corpus approaches, there is a case to be made for quantitative methods that draw on larger datasets. Building on other corpus studies that have made connections between language use and environmental change, this paper investigates whether linguistic references to other species have changed in the past two centuries and, if so, how. The methodology consists of two main parts: an examination of the frequency of common names of species followed by aspect-level sentiment analysis of concordance lines. Results point to both opportunities and challenges associated with applying corpus methods to ecolinguistc research.

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First grammar books in the Habsburg Monarchy: individual initiative and regulatory interference by the state (1760s–1770s)

A day in the calendar. Celebrations and memorial days as an instrument of national consolidation in Central, Eastern and South-Eastern Europe from the nineteenth to the twenty-first century - Central-European Studies ◽

10.31168/2619-0877.2019.2.6 ◽

2020 ◽

Vol 2019 (2 (11)) ◽

pp. 137-157

Author(s):

Olga V. Khavanova ◽

Keyword(s):

Eighteenth Century ◽

State Policy ◽

Large Scale ◽

Language Use ◽

Linguistic Diversity ◽

Mother Tongue ◽

German Language ◽

Habsburg Monarchy ◽

Private Initiative ◽

The One

The second half of the eighteenth century in the lands under the sceptre of the House of Austria was a period of development of a language policy addressing the ethno-linguistic diversity of the monarchy’s subjects. On the one hand, the sphere of use of the German language was becoming wider, embracing more and more segments of administration, education, and culture. On the other hand, the authorities were perfectly aware of the fact that communication in the languages and vernaculars of the nationalities living in the Austrian Monarchy was one of the principal instruments of spreading decrees and announcements from the central and local authorities to the less-educated strata of the population. Consequently, a large-scale reform of primary education was launched, aimed at making the whole population literate, regardless of social status, nationality (mother tongue), or confession. In parallel with the centrally coordinated state policy of education and language-use, subjects-both language experts and amateur polyglots-joined the process of writing grammar books, which were intended to ease communication between the different nationalities of the Habsburg lands. This article considers some examples of such editions with primary attention given to the correlation between private initiative and governmental policies, mechanisms of verifying the textbooks to be published, their content, and their potential readers. This paper demonstrates that for grammar-book authors, it was very important to be integrated into the patronage networks at the court and in administrative bodies and stresses that the Vienna court controlled the process of selection and financing of grammar books to be published depending on their quality and ability to satisfy the aims and goals of state policy.

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English language schooling, linguistic realities, and the native speaker of English in Hong Kong

Multilingua ◽

10.1515/multi-2016-0012 ◽

2018 ◽

Vol 37 (3) ◽

pp. 275-304 ◽

Cited By ~ 3

Author(s):

Jette G. Hansen Edwards

Keyword(s):

Hong Kong ◽

English Language ◽

Language Use ◽

Native Speakers ◽

Native Speaker ◽

Native Language ◽

Educational Background ◽

Government School ◽

The Impact ◽

At Home

AbstractThe study employs a case study approach to examine the impact of educational backgrounds on nine Hong Kong tertiary students’ English and Cantonese language practices and identifications as native speakers of English and Cantonese. The study employed both survey and interview data to probe the participants’ English and Cantonese language use at home, school, and with peers/friends. Leung, Harris, and Rampton’s (1997, The idealized native speaker, reified ethnicities, and classroom realities.TESOL Quarterly 31(3). 543–560) framework of language affiliation, language expertise, and inheritance was used to examine the construction of a native language identity in a multilingual setting. The study found that educational background – and particularly international school experience in contrast to local government school education – had an impact on the participants’ English language usage at home and with peers, and also affected their language expertise in Cantonese. English language use at school also impacted their identifications as native speakers of both Cantonese and English, with Cantonese being viewed largely as native language based on inheritance while English was being defined as native based on their language expertise, affiliation and use, particularly in contrast to their expertise in, affiliation with, and use of Cantonese.

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Vietnamese–Australian children’s language proficiency and use

International Journal of Bilingualism ◽

10.1177/13670069211034587 ◽

2021 ◽

pp. 136700692110345

Author(s):

Van H Tran ◽

Cen Wang ◽

Sharynne McLeod ◽

Sarah Verdon

Keyword(s):

Language Proficiency ◽

Associated Factors ◽

English Language ◽

Language Use ◽

Language Ideologies ◽

Negative Impact ◽

Demographic Factors ◽

Language Practices ◽

Language Management ◽

Factors Associated

Aim: To explore Vietnamese–Australian children’s proficiency and use of Vietnamese and English and identify associated factors that are related to demographics, language practices, language ideologies, and language management. Methodology: Vietnamese–Australian parents ( n = 151) completed a questionnaire (in English or Vietnamese) regarding their child’s language proficiency and use, demographic details and a range of factors as conceptualized by Spolsky’s language policy theory: language practices; language ideologies; and language management. Data and analysis: Bivariate analyses (Pearson’s correlation and analysis of variance) and multiple regression models were conducted to explore associations between language proficiency and use and associated factors and identify the most significant factors. Findings/conclusions: Factors associated with children’s Vietnamese language proficiency (oral/written) included: demographic factors; language practices; language ideologies; and language management. In contrast, children’s English language proficiency (oral/written) was linked to demographic factors and language practices. Children’s Vietnamese language use was not significantly correlated with demographics but rather with language practices, language ideologies, and language management. Children’s home language use and proficiency did not have a negative impact upon their English proficiency. Originality: This study is the first to consider factors associated with Vietnamese–Australian children’s language proficiency and use. Significance/implications: Demographic factors, language practices, language ideologies, and language management were associated with children’s language proficiency and use. The results can be used by parents, educators, policy-makers, speech–language pathologists and other professionals to support Vietnamese–Australian and multilingual children around the world to develop and maintain their home and majority languages.

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Illness perception and high readmission health outcomes

Health Psychology Open ◽

10.1177/2055102919844504 ◽

2019 ◽

Vol 6 (1) ◽

pp. 205510291984450 ◽

Cited By ~ 7

Author(s):

Amanda T Sawyer ◽

Stephanie L Harris ◽

Harold G Koenig

Keyword(s):

Health Outcomes ◽

English Language ◽

Language Use ◽

Statistical Significance ◽

Hospital Readmissions ◽

Illness Perception ◽

Quantitative Methodology ◽

Inclusion Criteria ◽

Multifaceted Approach ◽

The Relationship

This review identified associations between illness perception and health outcomes of patients with a medical diagnosis included in the Hospital Readmissions Reduction Program. Inclusion criteria were English language, use of quantitative methodology, health outcomes specified, and identifiable effect size and statistical significance of the relationship. Most of the 31 studies in this review showed that favorable illness perception has been associated with better health outcomes, while unfavorable illness perception has been associated with worse outcomes. A multifaceted approach might include behavioral, clinical, educational, and psychosocial components to improve one’s illness perception through educative, cognitive-behavioral, or psychodynamic counseling.

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Language and Its Everyday Revolutionary Potential

10.1093/oxfordhb/9780190204204.013.38 ◽

2017 ◽

Author(s):

Christine Mallinson

Keyword(s):

Gender Bias ◽

Cultural Change ◽

English Language ◽

Language Use ◽

Reform Movement ◽

Language Reform ◽

Gender Neutral ◽

Third Gender ◽

Linguistic Practices ◽

Naming Practices

Centering on the English language reform movement, this chapter describes three main strategies through which feminists have targeted language, both as an object to reform and a platform for revolution. First, it describes the strategy of challenging man-made language forms, exemplified in debates over masculine generics. Second, it discusses the strategy of creating and institutionalizing egalitarian naming practices in order to reclaim the power to name and define. By tracing such forms as Ms., it becomes evident that even small shifts in language use can contribute to cultural change. Third, it describes the strategy of linguistic disruption, illustrated through such neologisms as herstory and womyn, gender-neutral forms such as singular they, and third-gender forms such as zie and zir. By using language creatively and sometimes radically to reject patriarchal language, respond to gender bias, and empower women, feminist activists and everyday speakers alike can employ linguistic practices to promote equality.

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Variations of English Language Use on Facebook by Select Native and Non-native Speaker

Functional Variations in English - Multilingual Education ◽

10.1007/978-3-030-52225-4_10 ◽

2020 ◽

pp. 149-163

Author(s):

Obiageli Pauline Ohiagu

Keyword(s):

English Language ◽

Language Use ◽

Native Speaker

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FROM INLAND TO OUTLAND: EXPERIENCES OF NON-NATIVE EXPATRIATE TEACHERS TEACHING IN A FOREIGN CONTEXT

Journal of English Education ◽

10.31327/jee.v4i1.898 ◽

2019 ◽

Vol 4 (1) ◽

pp. 24-37

Author(s):

Remart Padua Dumlao ◽

Trixia Mengorio

Keyword(s):

English Language Learners ◽

Language Learners ◽

Personal Development ◽

Cultural Awareness ◽

English Language ◽

Linguistic Diversity ◽

Language Teachers ◽

Future Research ◽

English Speaking ◽

Native English Speaking

The numbers of English language learners and limited domestic English language teachers have grown exponentially in Indonesia, Thailand and Vietnam, as well as to the ASEAN region over the past decades due to the demand of globalization. Given the huge cultural and linguistic diversity among learners, educating these populations of English language learners can be a challenging but also beneficial for foreign language teachers. This study aimed to analyse the experiences of fifteen Non-native English Speaking Foreign Teachers (NNESFT) teaching in Indonesia, Thailand and Vietnam. The results of this study suggested that although teachers’ reasons in teaching English language in a foreign classroom were more extrinsic reasons rather that intrinsic and altruistic. NNESFT recognized benefits of teaching in foreign classroom, namely, financial aspects, personal development, and building cultural awareness. Meanwhile, challenges were reported include as a non-native English speaking teachers in a foreign classroom, on the part of textbooks and curriculum, and cultural differences in the classroom. Implications were discussed in light of the findings and recommendations formulated for future research directions.

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Editorial

Australian Review of Applied Linguistics ◽

10.1075/aral.37.3.001edi ◽

2014 ◽

Vol 37 (3) ◽

pp. 190-197 ◽

Cited By ~ 4

Author(s):

Ingrid Piller

Keyword(s):

Language Learning ◽

Language Proficiency ◽

Social Order ◽

Social Inclusion ◽

English Language ◽

Equal Opportunity ◽

Linguistic Diversity ◽

English Language Proficiency ◽

Editorial Introduction ◽

Original Research

This editorial introduction orients the reader to current public debates and the state of research with regard to the intersection of linguistic diversity and social inclusion in contemporary Australia. These are characterised by a persistent lack of attention to the consequences of linguistic diversity for our social organisation. The editorial introduction serves to frame the five original research articles that comprise this special issue and identifies the key challenges that linguistic diversity presents for a fair and just social order. These challenges run as red threads through all the articles in this issue and include the persistent monolingual mindset which results in a pervasive language blindness and an inability to even identify language as an obstacle to inclusion. Furthermore, where language is recognised as an obstacle to inclusion this usually takes the form of assuming that an individual suffers from a lack of English language proficiency. Improving English language proficiency is then prescribed as a panacea for inclusion. However, on close examination that belief in itself can constitute a form of exclusion with detrimental effects both on language learning and equal opportunity.

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ENGLISH PERFECT IN COGNITION OF SLOVAK ISCED3 LEARNERS OF ENGLISH – PRELIMINARY EMPIRICAL EVIDENCE

CBU International Conference Proceedings ◽

10.12955/cbup.v7.1397 ◽

2019 ◽

Vol 7 ◽

Author(s):

Tomáš Hlava

Keyword(s):

English Language ◽

Proficiency Test ◽

Language Use ◽

Procedural Knowledge ◽

Language Instruction ◽

Declarative Knowledge ◽

Present Perfect ◽

The Past ◽

English Language Instruction ◽

Different Types

In English language instruction in Slovakia, a strong preference for declarative knowledge at the expense of procedural knowledge development has been reported over the last two decades. However, the cognitive aspects of language attainment predict no impact of instructional efforts, since mental representations of language to be attained are told to be supported by different cognitive systems than associative learning develops. Language variation materializes differences among languages based on differences in digitalizing the experience and thus understanding the world. For Slovak learners, the English present perfect is one such anomaly in categorization. This paper aims to answer what the specific interactions between past simple and present perfect are and how the predicted cognitive aspects of language attainment influence the use of different types of knowledge. A proficiency test focusing on declarative knowledge and language use without context and in context was distributed to 600 Slovak learners of English at the ISCED3a level. In Past simple conditions, students proved highly proficiency in all 3 types of tasks. In present perfect conditions, declarative knowledge strongly dominated over language use in context. In Present perfect conditions, substitutions by past simple were significantly more frequent than substitutions of present perfect by past simple. Cognitive funneling was recognized as a process inhibiting fast proceduralization of the English present perfect compared to fast and reliable proceduralization of the past simple.

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