language and culture
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2022 ◽  
pp. 1-29
Author(s):  
Kensy Cooperrider ◽  
James Slotta ◽  
Rafael Núñez

Abstract Much prior research has investigated how humans understand time using body-based contrasts like front/back and left/right. It has recently come to light, however, that some communities instead understand time using environment-based contrasts. Here, we present the richest portrait yet of one such case: the topographic system used by the Yupno of Papua New Guinea, in which the past is construed as downhill and the future as uphill. We first survey topographic concepts in Yupno language and culture, showing how they constitute a privileged resource for communicating about space. Next, we survey time concepts in Yupno, focusing on how topographic concepts are used to construe past, present, and future. We then illustrate how this topographic understanding of time comes to life in the words, hands, and minds of Yupno speakers. Drawing on informal interviews, we offer a view of the topographic system that goes beyond a community-level summary, and offers a glimpse of its individual-level and moment-to-moment texture. Finally, we step back to account for how this topographic understanding of time is embedded within a rich cognitive ecology of linguistic, cultural, gestural, and architectural practices. We close by discussing an elusive question: Why is the future uphill?


2022 ◽  
Vol 23 (4) ◽  
pp. 1086-1095
Author(s):  
O. V. Felde

Linguaculture is a heterogeneous linguacognitive phenomenon that depends on the local area, values, and community, as well as on national and ethno-specifics cultural codes and subcodes of mythology, theology, anthropomorphism, biomorphism, household, commerce, etc. The article introduces the linguacultural corpus of the Northern Angara Region that unites oral and multimedia (polycode) texts of traditional regional linguaculture. The corpus is being developed at the Siberian Federal University and includes empirical material of complex folklore, dialectological, and ethnographic expeditions to Kezhemskiy, Boguchany and Motygino areas. The article describes the basic principles of the corpus, i.e. representativeness, synchronism, and regionality, as well as the thematic, genre, functional, and semantic diversity of oral and polycode texts. Culturally marked oral texts are included in the corpus based on their linguistic and cultural informativeness. The corpus is divided into dialect, folklore, and multimedia subcorpuses of valuable information, which can solve various issues of Russian studies, as well as practical issues of linguacultural ecology. The information search process depends on several parameters: speech and folklore genre, topic, basic concept, and word. The article also contains a comparative analysis with other specialized corpora of oral speech, which revealed prospects for further development and application. The linguacultural corpus of the Northern Angara Region contributes to regional lexicography and other branches of Russian studies, e.g. Siberian linguaculture, language and culture, language and mentality, etc.


2022 ◽  
Vol 16 (1) ◽  
pp. 7-40
Author(s):  
Rodrigo Schaefer

Belli et al. (2018) explain that the myth of the Tower of Babel, described in the Holy Bible, alludes to the intercultural relations in today’s world, because the Tower was located in a major economic and cultural center of the ancient world. Telecollaboration, defined as the use of online technologies in the area of language teaching and learning between students who are geographically distant (O’DOWD, 2013a), plays an important role in promoting intercultural interactions in the Internationalization at Home (O’DOWD, 2019) context. The latter stands for a more inclusive internationalization, achieved by domestic activities, and not only by international academic mobility (CROWTHER et al., 2000). For Luna (2018b), the process of Internationalization of the Curriculum occurs in the light of the intercultural approach (KRAMSCH, 2014), whereas Gil (2016) argues that such approach should be conceptualized based on the interaction between language and culture. This study aims at discussing how the interaction between language and culture related to the intercultural approach can lead students “to go down the Tower of Babel” through telecollaborative activities in the context of Internationalization at Home. With respect to the results, two telecollaborative domestic actions, under the author’s coordination, appear to indicate that there have been opportunities towards the process of “going down the tower”, since many concerns related to the current world, e.g. cultural differences, stereotypes and the environment, where students can to take both an insider and an outsider’s perspective (KRAMSCH, 2011), are at the heart of the discussions.


2022 ◽  
Vol 21 (1) ◽  
pp. 504-544
Author(s):  
Nisa Souto ◽  
Maria Alice dos Santos Curado ◽  
Maria Adriana Pereira Henriques ◽  
Ana Garcia ◽  
Mary Coughin ◽  
...  

Objective: Translate and adapt the Quantum Care for Parents- Neonatal Intensive Care Unit mobile application to Portuguese language and culture.Method: Methodological study that covered the stages of translation, synthesis of translations, retroversion, synthesis of retroversions, evaluation by 20 neonatology experts to validate content, and pilot test applied to 20 Portuguese parents with children hospitalized in the neonatology unit. The content validity was supported by the Lawshe Model and for the lexicographic analysis of the content of the experts' suggestions, the IRaMuTeQ software was used.Results: The evaluation criteria were semantic, cultural and conceptual equivalence between the original app and the translation. Content validity was good for the number of experts. The following classes emerged from the lexicographic analysis of the suggestions: Adequacy of information, Availability of Information to parents, Simplification of Information and Facilitation of Usability. In the pilot test, all items were classified as clear.Conclusion: The mobile application showed validity of content indicative of good adaptation to the Portuguese language and culture and, after the introduction of the experts' suggestions and pilot test, it is considered a good resource to support health education and parental health literacy in the unit neonatology. Objetivo: Traducir y adaptar a la lengua y cultura portuguesa la aplicación móvil Quantum Care for Parents - Neonatal Intensive Care Unit. Metodología: Estudio metodológico que contempló las etapas de traducción, síntesis de las traducciones, retroversión, síntesis de las retroversiones, evaluación por 20 expertos en neonatología para hacer la validación de contenidos y prueba piloto aplicada a 20 padres portugueses con hijos internados en la unidad de neonatología. La validez del contenido se apoyó en el Modelo de Lawshe y para el análisis lexicográfico del contenido de las sugerencias de los expertos se utilizó el software IRaMuTeQ. Resultados: Los criterios de evaluación fueron la equivalencia semántica, cultural y conceptual entre la app original y la traducción. La validez del contenido fue buena para el número de expertos. Del análisis lexicográfico de las sugerencias emergen las clases: Adecuación de la información, Disponibilidad de la información para los padres, Simplificación de la información y Facilitación del uso. En la prueba piloto, todos los elementos se clasificaron como claros. Conclusión: La aplicación móvil mostró validez de contenido indicativo de buena adaptación a la lengua y cultura portuguesa y, tras la introducción de las sugerencias de los expertos y de la prueba piloto, se considera un buen recurso de apoyo a la educación para la salud y para la alfabetización parental en salud en la unidad de neonatología. Objetivo: Traduzir e adaptar para a língua e cultura portuguesa a aplicação móvel Quantum Care for Parents- Neonatal Intensive Care Unit. Método: Estudo metodológico que contemplou as etapas de tradução, síntese das traduções, retroversão, síntese das retroversões, avaliação por 20 peritos em neonatologia para fazer a validação de conteúdo, e teste piloto aplicado a 20 pais portugueses com filhos internados na unidade de neonatologia. A validade de conteúdo foi suportada pelo Modelo de Lawshe e para a análise lexicográfica do conteúdo das sugestões dos peritos, recorreu-se ao software IRaMuTeQ. Resultados: Os critérios de avaliação foram a equivalência semântica, cultural e concetual entre a app original e a tradução. A Validade de Conteúdo foi boa para o número de peritos. Da análise lexicográfica das sugestões emergiram as classes: Adequação da informação, Disponibilização da Informação aos pais, Simplificação da Informação e Facilitação da Usabilidade. No teste piloto todos os itens foram classificados como claros. Conclusão: A aplicação móvel apresentou validade de conteúdo indicativa de boa adaptação à língua e cultura portuguesa e, após a introdução das sugestões dos peritos e teste piloto, considera-se um bom recurso de apoio à educação para a saúde e literacia parental em saúde, na unidade de neonatologia.      


2022 ◽  
pp. 481-499
Author(s):  
Éva Csillik

Language and culture are inseparable entities forming an interdependent relationship within the multilingual classroom, which is both a melting pot of languages as well as a myriad of cultural backgrounds. In learning a common language, known as “lingua franca,” in the multilingual classroom, culture plays a critical role since the lingua franca makes communication possible between language teachers and multilingual students. Cultural connections and effective communication enables these students to engage in social and interactive activities and allows them to become active participants of the multilingual classroom. This chapter addresses some of the major intercultural challenges that both teachers and students of multilingual classrooms currently face within the “cultural jungle” of New York City. These multilingual students are simultaneously learning English as the lingua franca and participating in an intercultural educational experience in order to become linguistically and interculturally competent global citizens.


2022 ◽  
pp. 179-199
Author(s):  
Julia C. Baumgardt ◽  
Yuriko Ikeda

This chapter explores the ways in which the language educator can be successful teaching culture together with language specifically in an asynchronous online environment. It provides examples of content, activities, and assessments that are meaningful, collaborative, and learner-centered, and that employ mobile technology familiar to the average instructor. In addition, it discusses the new role of the language professor in facilitating an integrated language and culture curriculum in a fully online setting. Through shifting the responsibilities and roles of the instructor, emphasizing social and teacher presence, and employing flexible learner-centered content and activities, previously face-to-face language classes can be successfully transformed to foster cultural competency asynchronously.


2022 ◽  
pp. 239-255
Author(s):  
Nermin Vehabovic ◽  
Casey Medlock Paul

The development of biliteracy among English language learners (ELLs) has been established as a critical issue in education policy and practice. We live in an era of increasing globalization, which results in increased numbers of immigrants in the United States. As a result, significant proportions of students in U.S. schools come from homes where English is not used as the primary language; however, these students, as emergent bilinguals, are required to navigate language and culture in mainstream, English as a Second Language, and bilingual classrooms contexts. This chapter considers the challenges that emergent bilingual students face in elementary school contexts. In addition, specific research-based strategies are outlined for teachers working with ELLs in mainstream, English as a Second Language, or bilingual classrooms. Lastly, the authors explore how multiliteracy approaches and pedagogy might shape ELLs' identity formation.


2022 ◽  
pp. 61-74
Author(s):  
Martin Musengi

The chapter intends to provide a conceptual basis for bilingual educators who filter their understanding of deafness through the socio-cultural lens of deafness. To do this, various types of simultaneous and sequential bilingualism en route to bilingual education for young deaf children are explored in relation to the language choices of their parents and educators. In light of these varied routes, the chapter discusses a typology of bilingual education ranging from weak forms aimed at assimilating signing deaf children into majority language and culture to strong forms focussing on development and maintenance of sign language and cultural pluralism.


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