School of Languages and Linguistics - Research Publications
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ItemIntroduction: Postcolonial realms of memory in the francophone world(Liverpool University Press, 2016-01-06)In September 2020, the mayor of Paris, Anne Hidalgo, announced plans to unveil a statute of Solitude, a former slave who fought against the French reinstatement of slavery in Guadeloupe in 1802. Solitude was arrested during the revolt, sentenced to death, and hanged. The inauguration of a statue in her memory would constitute the first statue of a black woman to be put up in the French capital.
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Item«Дом для Кузьки». Анимация в обучении русскому языку детей-билингвов 6–7 лет (развивающий урок)(Pushkin State Russian Language Institute, 2014)The following article deals with the method of employing animated cartoon at preschool and primary school level for teaching Russian language and culture to bilingual children. An example of a developmental lesson for children of 6–7 years of age based on the animated cartoon “A house for Kuzka” is presented here.
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ItemThree readings of M.Bulgakov's play 'Ivan Vasilievich'(Sokolova M.V., 2016)This article considers three readings of Bulgakov’s play ‘Ivan Vasilievich’. The first occurred in 1930s when the play was banned by Soviet censors. At that time, it would have contained much symbolism and meaning for the readers, who, like those in the play, were trapped in an oppressive dictatorship. A second reading – an interpretation of ‘Ivan Vasilievich’ occurred when the comedy ‘Ivan Vasilievich changes profession’ – based on Bulgakov’s play was filmed by the Soviet director Leonid Gaidai in 1973. Through this reading symbols and allusions drawn by Bulgakov became known to millions of Soviet citizens. A third reading considers the contemporary Russian language speaker, who today quotes Bulgakov’s and Gaidai’s lines from ‘Ivan Vasilievich’ and its’ adaptation in day-to-day life. This article will hereafter refer to these phrases as ‘winged phrases’ – they have taken flight from their original source and embedded themselves in vernacular speech.
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ItemThe attitudes of recently-arrived Polish migrants to Irish English(Wiley, 2017-06-01)ABSTRACT This article presents a case study of six Polish migrants residing in Dublin, Ireland and examines their language ideologies through an analysis of the metalinguistic discourse surrounding Irish English, world Englishes, and notions of ‘standardness’ that arose in the course of six extended interviews in 2012. Adapting Bucholtz and Hall's concept of markedness or ‘hierarchical structuring of difference’, this study structures the migrants’ views towards world Englishes as operating along two axes of markedness and desirability. Overall, the migrants exhibit three broadly differing views of Irish English: positive, negative and ambivalent, and at times explicitly articulate their views in comparison with those of traditional Inner Circle varieties, such as British and American English.
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ItemDiscourse-Pragmatic Variation and Change in English: New Methods and Insights(Wiley, 2017-04-01)
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ItemEvaluation of the 113Online Suicide Prevention Crisis Chat Service: Outcomes, Helper Behaviors and Comparison to Telephone Hotlines.(Wiley, 2017-06)Recognizing the importance of digital communication, major suicide prevention helplines have started offering crisis intervention by chat. To date there is little evidence supporting the effectiveness of crisis chat services. To evaluate the reach and outcomes of the 113Online volunteer-operated crisis chat service, 526 crisis chat logs were studied, replicating the use of measures that were developed to study telephone crisis calls. Reaching a relatively young population of predominantly females with severe suicidality and (mental) health problems, chat outcomes for this group were found to be comparable to those found for crisis calls to U.S. Lifeline Centers in 2003-2004, with similar but not identical associations with specific helpers' styles and attitudes. Our findings support a positive effect of the 113Online chat service, to be enhanced by practice standards addressing an apparent lack of focus on the central issue of suicidality during chats, as well as by the development of best practices specific for online crisis intervention.
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ItemA usability framework for speech recognition technologies in clinical handover: A pre-implementation study(SPRINGER, 2014-06)A multi-disciplinary research team is undertaking a trial of speech-to-text (STT) technology for clinical handover management. Speech-to-text technologies allow for the capture of handover data from voice recordings using speech recognition software and systems. The text documents created from this system can be used together with traditional handover notes and checklists to enhance the depth and breadth of data available for clinical decision-making at the point of care and so improve patient care and reduce medical errors. This paper reports on a preliminary study of perceived usability by nurses of speech-to-text technology based on interviews at a "test day" and using a user-task-technology usability framework to explore expectations of nurses of the use of speech-to-text (STT) technology for clinical handover. The results of this study will be used to design field studies to test the use of speech-to-text (STT) technologies at the point of care in several hospital settings.
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ItemState-Society Trust in Sino-Brazilian Agriculture(Springer, 2015)As Chinese cities edge toward projections of one billion residents by 2025, they are generating unprecedented demand for food. Ambitions to meet this demand with domestic production are still far from reality, prompting Chinese agriculture enterprises to buy and invest overseas. This article examines the consequences for Brazil, which in 2013 provided 45 % of China’s soybean imports. It finds that diverging traditions of state-society trust have provoked Brazilian uncertainties about the objectives and management practices of investing Chinese actors. It concludes that successful “South-South” relations between China and Brazil will require fresh approaches to trust between state and society that break with previous development theory and practice.
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Item'Adjacent worlds': An analysis of a genre at the intersection of academic and professional communities(ELSEVIER, 2016-06)Two concepts - genre and discourse community - have been at the core of discussions about language and learning within the disciplines since John Swales integrated the two into ESP pedagogy. While in his earlier work, Swales (1990) proposed a relationship of genres 'belonging' to discourse communities, he later (e.g. 1998) understood discourse communities as sometimes cohering around genres, suggesting a more open-ended relationship between the concepts. This paper takes up the issue of this relationship, and reports on a recurrent event in architecture education. The data is drawn from a project on postgraduate design studio pedagogy at a major Australian university. The focus was the weekly activities in a studio taught by a senior academic. Working primarily within a rhetorical genre framework, this paper explores the desk-crit genre from two angles - its evolution over time and its performance in a contemporary studio session. The paper shows how a 'situated genre analysis' contributes to an understanding of the interconnections, tensions, different discourses of the academic and professional architecture communities, characterized in this paper as 'adjacent worlds'. The paper concludes that this type of analysis helps us understand genre as a space in which multiple discourse communities interact.
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ItemCommunities of practice in higher education: A challenge from the discipline of architecture(Elsevier, 2012-03-01)Uncritically applying a community of practice model has become rather prevalent in higher education settings (Lea, 2005). This paper attempts to return to the spirit of Lave and Wenger's earlier (1991) work and to use a community of practice perspective as a heuristic to analyse participation patterns in a final year design studio in the discipline of architecture. The data consisted of videotapes, transcriptions, and interviews with participants, and showed that students' opportunities to rehearse expert roles relevant to the profession were somewhat limited. Instead of an extended community of participants engaged collaboratively in joint activities, patterns of interaction between the instructor and the students were typically hierarchical. Despite this, the students felt that their participation in this class was a legitimate part of their trajectories towards membership in the professional community of practice, underlining the complexity of higher education contexts. The paper suggests that the usefulness of the concept of community of practice to higher education lies primarily in treating classes as one of many overlapping more or less formal communities students may be involved in.