Unvoicing practices in classroom interaction in Galicia (Spain): The (de)legitimization of linguistic mudes through scaling

2019 ◽  
Vol 2019 (257) ◽  
pp. 77-107 ◽  
Author(s):  
Gabriela Prego Vázquez ◽  
Luz Zas Varela
Keyword(s):  
Secondary School ◽  
Social Exclusion ◽  
Complex Network ◽  
Classroom Interaction ◽  
Classroom Interactions ◽  
Local Varieties ◽  
Social Actors ◽  
Moroccan Arabic ◽  
Second Year

AbstractThis article explores how the concept that we have chosen to callunvoicing practices, namely veiled discursive micro processes of social exclusion and silencing that social actors manage in byplay; in other words, subordinated forms of communication among a subset of unaddressed members of ratified listeners. These practices constitute efficient resources aimed at the (de)legitimization of linguisticmudeprocesses within new “spaces of multilingualism” associated with migration in Galicia. The research was carried out in the second-year class of a Curricular Diversification Programme at a secondary school in Arteixo (A Coruña, Galicia, Spain), a community that has experienced an increase in its allochthonous population in recent years. The corpus of this study comprises the pupils’ linguistic biography, classroom interactions and a fieldwork log. The analysis shows the complex network of scales in which languages are legitimized or delegitimized – specifically, translinguistic practices of listeners’ participation in which local varieties of Spanish and Galician, youth slang and parodic double of Moroccan Arabic are crossed and make themselves heard through byplay in order to silence the principal speaker. This interactional distribution results in the latent discursive reconstruction of new translocal spaces in which migration-associated multilingualism remains peripheral and practically invisible.

Superb Intentions and U.S. Policy Constraints

2010 ◽  
Vol 53 (2) ◽  
pp. 16-21 ◽  
Author(s):  
David S. Wiley
Keyword(s):  
Secondary School ◽  
Global Education ◽  
Environmental Disaster ◽  
Debt Burden ◽  
African Heritage ◽  
Economic Collapse ◽  
Second Year ◽  
Global Identities ◽  
Commander In Chief ◽  
The U.S

Barack Obama's election was an extraordinary event in American and world history, but already in his second year as president, the luster and the popularity of the Obama administration has faded, even among many who mobilized to elect him. In addition to righting two wars, Obama is attempting to fix a broken health care system in the context of a nationally contentious electorate and Congress. He also is coping with a mounting debt burden from seeking to recover from an economic collapse and public anger at an environmental disaster of mega proportions, requiring him to rein in the banks and corporations that were unleashed from public regulation during the Reagan, Bush, and Clinton years. In addition, he is commander-in-chief of the U.S. military and its rapidly expanding U.S. Africa Command (AFRICOM).This was an administration elected on “hope for change.” Indeed, Obama's election raised expectations across the U.S. and throughout Africa that a man of African heritage, indeed a global person, could be and had been elected. This quintessentially optimistic, intelligent, and gifted American is the product of a Kenyan father and an internationally engaged mother, a multicultural childhood, and a global education as graduate of a private secondary school and elite American universities, and he has been pinned simultaneously with American, biracial, African American, African, and even global identities (see Zeleza 2009).

CULTURE AND GENDER DIFFERENCES IN THE SELF-ESTEEM OF COLLEGE STUDENTS: A FOUR-COUNTRY COMPARISON

1996 ◽  
Vol 24 (4) ◽  
pp. 321-327 ◽  
Author(s):  
David Watkins ◽  
Adebowale Akande ◽  
Christopher Cheng ◽  
Murari Regmi
Keyword(s):  
Gender Differences ◽  
Secondary School ◽  
Secondary School Students ◽  
Self Esteem ◽  
Self Concept ◽  
School Students ◽  
Country Comparison ◽  
Undergraduate University Students ◽  
Second Year ◽  
And Gender

The responses of 268 Hong Kong and 399 Nigerian first- or second-year social science undergraduate university students to the Personal and Academic Self-Concept Inventory (PASCI; Fleming & Whalen, 1990) were compared to previously reported findings with similar groups of American and Nepalese students. Country × Gender analyses indicated clear, statistically significant mnain and interaction effects which varied according to the area of self-esteem under investigation. Support was found for the tendency found in research with secondary school students for subjects from non-Western cultures to report higher academic but lower nonacademic self-esteem than their Western peers. However, the gender differences did not generalize across cultures.

scholarly journals A Linguistic Ethnography of Teacher Talk in an English for Medical Purposes Classroom

2020 ◽  
Vol 20 (1) ◽  
Keyword(s):  
Learning Process ◽  
Qualitative Methodology ◽  
Classroom Interaction ◽  
Classroom Interactions ◽  
Teacher Talk ◽  
Data Generation ◽  
Kingdom Of Saudi Arabia ◽  
Dynamic Interactions ◽  
Linguistic Ethnography ◽  
Positive And Negative Feedback

This study is a linguistic ethnographic investigation of the characteristics of teacher talk in an English for Medical Purposes (EMP) class at one of the medical colleges in the Kingdom of Saudi Arabia. Teacher talk is an important element in classroom interaction and it has direct and indirect implications on the students’ learning. In classroom interaction, students and teachers are in a state of dynamic interactions. If not carried out tactfully, classroom interactions can affect learning process in several ways such as failure to engage in learning process and inappropriate teacher’s instructions. This study employed an eclectic qualitative methodology which incorporates principles of Linguistic Ethnography. Data generation took place in the entire Semester One of the academic years 2017/2018. The data in this study were obtained from10 classroom observations. Informal chat with the teacher was carried out towards the end of each observation session to get further clarification of what had happened during the observation. The teacher talk was found to be dominant in classroom interactions. The teacher talk had high frequency of self-repetition and paraphrasing. The teacher accepted students’ ideas and avoided criticism. The teacher praised the students and offered both positive and negative feedback. This study concludes that teacher talk still serves as a useful source for classroom input despite the buzz of learner-centered approach which demands reduced teacher talk in the classroom.

Standard language ideology in an English-medium Irish secondary school

2021 ◽  
Vol 5 (2) ◽  
Author(s):  
Stephen Lucek
Keyword(s):  
Secondary School ◽  
Student Teacher ◽  
Language Ideology ◽  
Classroom Interaction ◽  
Qualitative Approach ◽  
Economic Disadvantage ◽  
Standard Language ◽  
Power Differential ◽  
Standard Language Ideology ◽  
Teacher Classroom

The current paper aims to address how one English-medium school functions from the different perspectives within the school: the principal, student/teacher classroom interaction and the students. This approach allows us to see the power differential of the different stakeholders in a school and how iconisation, fractal recursivity, and erasure affect teenagers in Dublin. This paper presents interview data with a principal and the students in a secondary school. Taking a qualitative approach to these data, I show that standard language ideology is linked with economic disadvantage. The school principal’s approach to identifying, problematising and seeking to eliminate certain types of nonstandard language in the school reflects a standard language ideology and is consistent with a raciolinguistic approach to linguistic discrimination. The data suggest that the students themselves take a more nuanced approach.

scholarly journals Yield evaluation of varieties from the world collection of birdsfoot trefoil (Lotus corniculatus L.)

2011 ◽  
Vol 48 (No. 6) ◽  
pp. 265-270
Author(s):  
J. Pelikán
Keyword(s):  
Seed Yield ◽  
Lotus Corniculatus ◽  
Field Trials ◽  
Birdsfoot Trefoil ◽  
Local Varieties ◽  
World Collection ◽  
The World ◽  
Herbage Yield ◽  
Second Year ◽  
Good Productivity

In field trials in 1998–2000, ten varieties of the world collection of birdsfoot trefoil (Lotus corniculatus) were evaluated for herbage and hay yields. In all the years of testing yields from three cuttings and total annual production were evaluated. In 1999, seed yield was also recorded. As a control, alfalfa (Medicago sativa) variety was included in the experiment. The test varieties showed good productivity in the first and especially in the second year of testing, most of them exceeded alfalfa in herbage yield in individual cuttings and in total productions. As for hay yield, the differences were not so great. Local varieties showed very good productivity, predominantly in herbage yields. Of foreign varieties, the best herbage, hay and seed yielder was the Hungarian variety Puszta. There were no statistical differences in seed yield between the varieties. The yields were, however, relatively low.

Contested Stance Practices in Secular Yiddish Metalinguistic Communities: Negotiating Closeness and Distance

2017 ◽  
Vol 5 (2) ◽  
pp. 174-199 ◽  
Author(s):  
Netta Avineri
Keyword(s):  
Language Ideologies ◽  
Language Socialization ◽  
Classroom Interactions ◽  
Imagined Communities ◽  
Ethnographic Research ◽  
Community Members ◽  
Social Actors ◽  
Personal Histories ◽  
Public Demonstrations

Abstract This ethnographic research examines language socialization practices and language ideologies in secular Yiddish “metalinguistic communities,” communities of positioned social actors shaped by practices that view language as an object. “Metalinguistic community” is a framework for diverse participants who can experience both distance from and closeness to the language and its speakers, due to historical, personal, and/or communal circumstances. Through an examination of classroom interactions in California, this article shows how simultaneous distancing and closeness experienced by metalinguistic community members can manifest in “contested stance practices,” public demonstrations of language ideologies that reveal both internal and external tensions. Contested stance practices reveal how members’ perceptions of language are shaped by their personal histories and those of their imagined communities; these practices become a fertile means through which individuals negotiate their relationships with language as a symbol of identity, ideology, and community.

scholarly journals Desvendando Alturas Inacessíveis Por Meio do Teodolito e da Trigonometria

2019 ◽  
Vol 12 (2) ◽  
pp. 234
Author(s):  
Emily De Vasconcelos Santos ◽  
Jaqueline Lixandrão Santos
Keyword(s):  
High School ◽  
Secondary School ◽  
Undergraduate Students ◽  
Daily Life ◽  
Educational Process ◽  
State School ◽  
High School Mathematics ◽  
Second Year ◽  
The City ◽  
Class Teacher

O presente trabalho apresenta o relato de uma atividade prática desenvolvida com alunos do Ensino Médio, visando a compreensão e a representação de conceitos geométricos e trigonométricos presentes em situações da vida cotidiana dos estudantes. A intervenção didática foi desenvolvida por bolsistas do Programa Institucional de Bolsas de Iniciação à Docência (Pibid), discentes de Licenciatura em Matemática, e pelo professor supervisor de área, que também era o docente titular da turma. Sua realização aconteceu em uma Escola Estadual, localizada na cidade de Cuité/PB, em uma turma do segundo ano do Ensino Médio, nos meses de julho e agosto de 2015. Com auxílio do instrumento teodolito e dos conceitos trigonométricos, os alunos conseguiram medir alturas inacessíveis de algumas estruturas que faziam parte da cidade em que residiam e da escola em que estudavam, percebendo, com isso, a importância das relações trigonométricas para a determinação das alturas encontradas. Observou-se que a demonstração da fórmula utilizada para mensurar as alturas contribuiu para que os alunos compreendessem conceitos geométricos e trigonométricos. Além disso, entende-se que a experiência relatada reforça a importância do uso de diversos instrumentos de medidas, como o teodolito, nas aulas de Matemática do Ensino Médio. Eles favorecem o processo educativo dos referidos conceitos, visto que possibilitam a contextualização de seu ensino em situações presentes na rotina dos alunos e dinamizam a ação docente.Palavras-chave: Altura. Trigonometria. Geometria. Teodolito.AbstractThis work reports a practical activity developed with students of High School, aiming at comprehending and representing geometric and trigonometric concepts experienced in situations of students’ daily life. The didactic intervention was developed by grant holders from the Institutional Program of Scholarship for teaching initiation (Pibid), undergraduate students in Mathematics, and the area supervisor, who was also the class teacher. It took place in a Public State School, located in the city of Cuité / PB, in a second year class of the Secondary School,  in the months of July and August of 2015. With the aid of the instrument theodolite and trigonometric concepts, the students were able to measure inaccessible heights of some structures that were part of the city where they lived and the school where they studied, thereby realizing the importance of trigonometric relations for determining the heights found. It was noted that the demonstration of the formula used to measure the heights contributed for the students to understand geometric and trigonometric concepts. In addition, it is understood that the reported experience reinforces the importance of the use of different instruments of measures, such as the theodolite, in High School Mathematics classes. They are helpful in the educational process of acquiring these concepts, since they allow the contextualization of their teaching in situations that are part of the students’ routine and dynamize the teaching activity.Keywords: Height. Trigonometry. Geometry. Theodolite.

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