Language Diversity, Cross-Cultural Awareness, and Digital Media in the Writing Classroom

2021 ◽  
pp. 92-101
Author(s):  
Florence Elizabeth Bacabac
Keyword(s):  
Digital Media ◽  
Cultural Awareness ◽  
Cross Cultural ◽  
Language Diversity ◽  
Writing Classroom

scholarly journals Endangered languages, social subjects and mediatization:

2019 ◽  
Vol 7 (8) ◽  
pp. 243-251
Author(s):  
Eliane Fernandes Azzari
Keyword(s):  
Digital Media ◽  
Cultural Awareness ◽  
Endangered Languages ◽  
Language Diversity ◽  
Linguistic Landscape ◽  
Contemporary Society ◽  
Digital Platforms ◽  
Non Profit ◽  
Endangered Language ◽  
The Face

This paper discusses possible roles of midia/midiatization in the face of processes of linguistic changes and/in endagered languages in contemporary society. It is grounded on a social and historical approach to language and it finds support in Bakhtinian propositions about discourse, subjects and chronotopes. It assumes a sociolinguistic perspective to the interface between linguistic landscape, digital media and discursive agency. The study adopts the digital ethnography as a methodological procedure that grants the investigation of human actions and interactions in digital contexts. In order to explore the target theme, it presents a brief analysis of the case of Wikitongues – a non-profit organization that offers several digital platforms/media for individuals to share, divulge and comment on endangered language and cultural diversity. The analysis suggests that, by resorting to free online digital spaces and their affordances, spontaneous and activist video communities were created, showing that mediatization processes supported by the internet might help promote language diversity, discursive agency and cultural awareness.  

The (Un)translatability of Well-Being

2020 ◽  
pp. 377-394
Author(s):  
Tim Lomas
Keyword(s):  
Positive Psychology ◽  
Subject Matter ◽  
Cultural Awareness ◽  
Well Being ◽  
Cross Cultural ◽  
Scientific Study ◽  
Ways Of Thinking ◽  
Mainstream Psychology

Positive psychology—the scientific study of well-being—has made considerable strides in understanding its subject matter since emerging in the late 1990s. However, like mainstream psychology more broadly, it can be deemed relatively Western-centric, with its concepts and priorities influenced by ways of thinking and understanding that are prominent in Western cultures. Consequently, the field would benefit from greater cross-cultural awareness, engagement, and understanding. One such means of doing so is through the study of “untranslatable” words (i.e., those lacking an exact equivalent in another language, in this case English). This chapter reflects on the nature of untranslatable words, considers their significance to positive psychology (and psychology more broadly), and offers suggestions for why and how the field should engage with them.

Multicultural Classrooms: Culturally Responsive Teaching Self-Efficacy among A Sample of Canadian Preservice Teachers

2021 ◽  
pp. 001312452110625
Author(s):  
Saghar Chahar Mahali ◽  
Phillip R. Sevigny
Keyword(s):  
Preservice Teachers ◽  
Culturally Responsive Teaching ◽  
Self Efficacy ◽  
Cultural Awareness ◽  
Culturally Responsive ◽  
Political Orientation ◽  
Cross Cultural ◽  
Burnout Syndrome ◽  
Responsive Teaching ◽  
Cultural Experiences

Many teachers enter classrooms with limited cross-cultural awareness and low levels of confidence to accommodate cultural diversity. Therefore, teaching a heterogeneous body of students requires teachers to have culturally responsive teaching self-efficacy (CRTSE). The investigation of factors impacting teachers’ self-efficacy in teaching diverse students has produced mixed results. The purpose of the current study was to explore the determinants of CRTSE in a sample of Canadian preservice teachers. One hundred and ten preservice teachers from a medium-sized public Canadian University completed measures of political orientation, CRTSE, cross-cultural experiences, and teacher burnout. Higher levels of preservice teachers’ CRTSE were predicted by lower levels of Emotional Exhaustion (i.e., a key aspect of burnout syndrome) and more frequent cross-cultural experiences in their childhood and adolescence. Implications for training preservice teachers are discussed.

scholarly journals On the Acceptability of English Translation of Public Signs

2019 ◽  
Vol 9 (10) ◽  
pp. 1315
Author(s):  
Zhengjun Yang
Keyword(s):  
English Translation ◽  
Cultural Context ◽  
Cultural Awareness ◽  
Cross Cultural ◽  
The Public ◽  
Cross Cultural Communication ◽  
Scenic Spot ◽  
Informative Role ◽  
Communication Activity ◽  
The Common

The public sign, a “window” of a city or scenic spot, carries more information and plays the informative role in people’s daily life. The translation of public signs not merely transfers the linguistic information of the signs, but also acts as a cross-cultural communication activity. The study analyzes the types of public signs, investigates the common mistakes of English translation of public signs, and puts forward some suggestions for the public signs translation. The improvement of translators’ competence and cross-cultural awareness, the uniformity of the text, readers’ response, and the cultural context should be taken into consideration. They can contribute to the greater acceptability of public signs translation.

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