scholarly journals Teaching in multilingual classrooms: strategies from a case study in Portugal

2021 ◽  
Vol 26 ◽  
Author(s):  
Nikolett Szelei ◽  
Ana Sofia Pinho ◽  
Luís Alexandre da Fonseca Tinoca
Keyword(s):  
Social Justice ◽  
Teaching Practices ◽  
Linguistic Diversity ◽  
Common Language ◽  
Lingua Franca ◽  
Multilingual Classrooms ◽  
English As Lingua Franca ◽  
Transforming Practices

ABSTRACT This study examined teaching practices developed by teachers to respond to linguistic diversity in a Portuguese case study. We analysed the position that students’ languages received in the classroom, and what these practices revealed about teachers’ awareness of multilingual pedagogies, a step to social justice. Three main strategies emerged: promoting Portuguese without involving students’ languages, using a common language (English) as lingua franca, using students’ languages. These strategies appeared in a dynamic way as teachers tried to satisfy the aims of developing the language of schooling, communicating with students and valuing students’ linguistic identities. Prioritising Portuguese language dominated, and the strategies were enacted through monolingual views, indicating little awareness of multilingual pedagogies. Thus, the need to support teachers in transforming practices in multilingual classrooms is emphasised.

Address form shifts in interpreted Q&A sessions

Interpreting ◽  
2009 ◽  
Vol 11 (2) ◽  
pp. 164-189 ◽  
Author(s):  
Chia-chien Chang ◽  
Michelle Min-chia Wu
Keyword(s):  
Common Language ◽  
Lingua Franca ◽  
Simultaneous Interpretation ◽  
Cognitive Constraints ◽  
Simultaneous Interpreting ◽  
Address Forms ◽  
Multilingual Communication ◽  
Question And Answer ◽  
English As Lingua Franca ◽  
Target Culture

This paper examines the use of address forms in interpreter-mediated question and answer (Q&A) sessions in international conferences. The address forms analyzed include both the names and the pronouns the questioners used to address the presenters. The data were collected from two conferences held in Taiwan during which Chinese/English simultaneous interpretation were provided. The Q&A pairs were divided into three categories: (1) bilingual/multilingual communication between questioners and presenters who spoke different languages; (2) monolingual communication between questioners and presenters who spoke the same language, (3) English-as-lingua-franca communication between questioners and presenters who spoke different language but chose to use English as a common language. The results show that (1) shifts in address forms occurred most frequently in interpreter-mediated bilingual/multilingual communication, (2) simultaneous interpreters tended to conform to target-culture conventions in their renditions of address forms, even though their decisions were still influenced by the cognitive constraints ubiquitous in the process of simultaneous interpreting.

scholarly journals Evaluating 4D-BIM and VR for Effective Safety Communication and Training: A Case Study of Multilingual Construction Job-Site Crew

Buildings ◽  
2021 ◽  
Vol 11 (8) ◽  
pp. 319
Author(s):  
Muneeb Afzal ◽  
Muhammad Tariq Shafiq
Keyword(s):  
United Arab Emirates ◽  
Management Practices ◽  
Safety Management ◽  
Linguistic Diversity ◽  
Knowledge Exchange ◽  
Safety Training ◽  
Site Conditions ◽  
Common Language ◽  
Job Site

Effective safety management is a key aspect of managing construction projects. Current safety management practices are heavily document-oriented that rely on historical data to identify potential hazards at a construction job site. Such document-bound safety practices are prone to interpretative and communication errors in multilingual construction environments, such as in the United Arab Emirates (UAE). Applications of Building Information Models (BIM) and Virtual Reality (VR) are claimed to improve hazards identification and communication in comparison to 2-D static drawings by simulating job-site conditions and safety implications and thus can interactively educate the job-site crew to enhance their understanding of the on-site conditions and safety requirements. This paper presents findings of a case study conducted to evaluate the effectiveness of 4-Dimensional (4-D) BIM and VR in simulating job-site safety instructions for a multilingual construction crew at a project in the UAE. 4-D BIM-enabled VR simulations, in lieu of the Abu Dhabi Occupational Safety and Health Center (OSHAD) code of practice, were developed and tested through risk assessment and safety training exercises for the job-site crew. The results showed a significant improvement in the job-site crew’s ability to recognize a hazard, understand safety protocols, and incorporate proactive risk response in mitigating the hazards. This study concludes that 4-D BIM-enabled VR visualization can improve information flow and knowledge exchange in a multilingual environment where jobsite crew do not speak a common language and cannot understand written safety instructions, manuals, and documents in any common language due to linguistic diversity. The findings of this study are useful in communicating safety instructions, and safety training, in the UAE, as well as in international projects.

Implementing language mandates: English as lingua franca in a Hungarian multinational company

2021 ◽  
Vol 26 (3) ◽  
pp. 545-567
Author(s):  
Katul Yousef
Keyword(s):  
Cross Cultural ◽  
Multinational Company ◽  
Common Language ◽  
Lingua Franca ◽  
Cultural Management ◽  
Initial Support ◽  
Cross Cultural Management ◽  
English As Lingua Franca ◽  
A Company ◽  
Depth Interviews

This article analyzes implementation of English as a lingua franca, and the way it induces the power relations within a company, through the example of a Hungarian multinational. Specifically, the article contributes to the field of cross-cultural management. Semi-structured, in-depth interviews were conducted with 11 company members, and grounded theory was used for data analyses. Findings show how a common language can be seen as source of power and raises challenges, especially when the chosen lingua franca is not the headquarters’ language. The absence of initial support processes can cause the loss of shared values and common company goals.

scholarly journals The Departure Point in Raising Teacher’s Awareness toward the Atmosphere of Lingua Franca Case

2020 ◽  
Vol 5 (1) ◽  
pp. 129
Author(s):  
Ambar Jati ◽  
Endang Fauziati ◽  
Sri Samiati Tarjana
Keyword(s):  
Classroom Interaction ◽  
Lingua Franca ◽  
Departure Point ◽  
Teaching Literature ◽  
The World ◽  
Expanding Circle ◽  
Communication Traffic ◽  
Teaching Learning ◽  
English As Lingua Franca

There has been growing attentiveness in the English teaching literature of the prominence of English as Lingua Franca (ELF). The foremost position of English as language of global citizen should be raised up in the communication traffic in the world. Research under the case study design had been done to reveal teacher’s belief and their responses in the wave of English as Lingua Franca features in expanding circle, Indonesia. The researchers conducted the study at an Indonesian International School in Surakarta which involved two teachers as the participants by employing interview and unstructured questionnaire to collect the data. The result evidently showed that teachers in expanding circle were aware about the evolvement of English as Lingua Franca in the world. They believed that the features of English as Lingua Franca (ELF) are unproblematic as long as it does not change the fundament of their utterances. Henceforth, the teachers support the lexico-grammar features of ELF. In their speaking class, teachers give tolerance to the students who appearing these features in their classroom interaction. Furthermore, the result of this research could inspire other teachers to be more aware toward the evolvement of ELF, so that they could integrate and apply the relevancy of ELF in teaching learning process.

Challenging Venerable Assumptions: Literacy Instruction for Linguistically Different Students

1992 ◽  
Vol 62 (4) ◽  
pp. 427-447 ◽  
Author(s):  
Maria De La Luz Reyes
Keyword(s):  
Literacy Instruction ◽  
Teaching Practices ◽  
Linguistic Diversity ◽  
Cultural And Linguistic Diversity ◽  
Language And Culture ◽  
Instructional Context ◽  
English Speaking ◽  
The One ◽  
Mainstream Students

In this article, María de la Luz Reyes identifies, discusses, and challenges widely accepted assumptions that undergird and guide literacy instruction for linguistically different students.1 Citing examples from current research, Reyes shows how the "one size fits all" belief, and its corollary assumptions about the practice of process instruction with limited- and non-English-speaking students, mitigate against the success of these students. The author draws from the findings of a case study that provides an example of process instruction that proved to be successful not only for mainstream students, but also for those who are linguistically different. In concluding, she makes a strong appeal for efforts to tailor literacy instruction to account for the cultural and linguistic diversity of all students. For the author, such adaptations cannot be an afterthought; rather, if teaching practices are to be inclusive of all learners, they must "begin with the explicit premise that each learner brings a valid language and culture to the instructional context."

Wissensasymmetrien, Interaktionsrollen und die Frage der „gemeinsamen“ Sprache in der interdisziplinären Projektkommunikation

Fachsprache ◽  
2017 ◽  
Vol 33 (3-4) ◽  
pp. 187-204
Author(s):  
Nina Janich ◽  
Ekaterina Zakharova
Keyword(s):  
Process Models ◽  
Project Work ◽  
Common Language ◽  
Project Proposal ◽  
Communication Problems ◽  
Project Participants ◽  
Interdisciplinary Projects ◽  
Social Scientific ◽  
Initial Results

goal of the present discourse analysis is to report on the initial results of a DFG project on communication in interdisciplinary projects. Based on a case study, the following questions were investigated: 1) at what times or phases of a project communication problems occur, 2) what kinds of problems occur as a result of knowledge asymmetries, and 3) which interactive and discourse roles do participants take on when facing such problems? Three main conclusions can be drawn from the findings; first, that linguistic-communicative problems occurring in interdisciplinary projects are not simply a result of attempts to find a “common language”, but are grounded in issues of contextual, methodological, organisitory, and socio-pragmatic agreements. Second, these communication problems arise during the initial, preparatory phases of a project, earlier than social scientific process models suggest, i. e. as early as the writing and submission of the project proposal, as opposed to when the project work actually begins. Third, that these problems, induced by the inevitable presence of knowledge asymmetries among participants, must be resolved not only through active and consistent meta-communication, but also through meta-meta-communication. Evidence for these findings was gathered by means of interviews with project participants in which they reflected on the phase of jointly writing their project proposal from the perspective of their respective disciplines.

Empowering professionalism in mission-oriented innovation

2021 ◽  
Author(s):  
Markus M Bugge ◽  
Fazilat Siddiq
Keyword(s):  
Digital Literacy ◽  
Primary Schools ◽  
Teaching Practices ◽  
Digital Technologies ◽  
Successful Implementation ◽  
Supply Side ◽  
Innovative Teaching ◽  
Teaching Tools

Abstract In the literature on mission-oriented innovation supply side and tech-oriented approaches have been complemented by broader and more inclusive societal approaches. Here, it is highlighted that both directionality and broad anchoring of diverse stakeholders across private, public, and civic domains are key to successful implementation. Still, it is unclear how these dimensions relate and unfold in practice. Using digital literacy in education as an example of mission-oriented innovation, this paper investigates what prerequisites and capabilities are needed to envision and govern such processes. Based upon a case study of innovative teaching practices in twenty-five classes at ten primary schools in Norway, the paper finds that the motivation, dedication, and engagement of the teachers is not primarily related to the digital technologies themselves, but to the professional and pedagogical anchoring of the digital teaching tools. The mobilization of the professionalism of the teachers is enabled by a process of balanced empowerment.

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