Scott Savran, Arabs and Iranians in the Islamic Conquest Narrative: Memory and Identity Construction in Islamic Historiography, 750–1050. Culture and Civilization in the Middle East 57. London: Routledge, 2018. Pp. x+248. £29.59 (paper).

2021 ◽  
Vol 6 (1) ◽  
pp. 344-346
Author(s):  
Ilkka Lindstedt
Relay Journal ◽  
2019 ◽  
pp. 333-358
Author(s):  
Hatice Karaaslan ◽  
Stephanie Lea Howard ◽  
Gamze Güven-Yalçın ◽  
Mümin Şen ◽  
Müge Akgedik ◽  
...  

One’s identity formation process as a learning advisor is inevitably determined or molded by her or his personality features that stand out. It is often these prominent characteristics that dominate her or his understanding of and attitude towards the science and practice of language advising although it is very likely that the formal advisor training content often helps surface relatively dormant qualities as well. In this respect, the focus in this visual message board is how nineteen learning advisors from Ankara Yıldırım Beyazıt University School of Foreign Languages (AYBU-SFL) and one from the Middle East Technical University School of Foreign Languages (METU-SFL) define their advisor selves with reference to their most prominent characteristics as reflected in their end-of-the-course thank you and appreciation cards designed by their trainers.


Author(s):  
Brynne D. Ovalle ◽  
Rahul Chakraborty

This article has two purposes: (a) to examine the relationship between intercultural power relations and the widespread practice of accent discrimination and (b) to underscore the ramifications of accent discrimination both for the individual and for global society as a whole. First, authors review social theory regarding language and group identity construction, and then go on to integrate more current studies linking accent bias to sociocultural variables. Authors discuss three examples of intercultural accent discrimination in order to illustrate how this link manifests itself in the broader context of international relations (i.e., how accent discrimination is generated in situations of unequal power) and, using a review of current research, assess the consequences of accent discrimination for the individual. Finally, the article highlights the impact that linguistic discrimination is having on linguistic diversity globally, partially using data from the United Nations Educational, Scientific and Cultural Organization (UNESCO) and partially by offering a potential context for interpreting the emergence of practices that seek to reduce or modify speaker accents.


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