166,306 research outputs found
Identity and integration of Russian speakers in the Baltic states: a framework for analysis
Following a review of current scholarship on identity and integration patterns of Russian speakers in the Baltic states, this article proposes an analytical framework to help understand current trends. Rogers Brubaker's widely employed triadic nexus is expanded to demonstrate why a form of Russian-speaking identity has been emerging, but has failed to become fully consolidated, and why significant integration has occurred structurally but not identificationally. By enumerating the subfields of political, economic, and cultural ‘stances’ and ‘representations’ the model helps to understand the complicated integration processes of minority groups that possess complex relationships with ‘external homelands’, ‘nationalizing states’ and ‘international organizations’. Ultimately, it is argued that socio-economic factors largely reduce the capacity for a consolidated identity; political factors have a moderate tendency to reduce this capacity, whereas cultural factors generally increase the potential for a consolidated group identity
Language motivation in a reconfigured Europe: access, identity, autonomy
In this paper, I propose that we need to develop an appropriate set of conceptual tools for examining motivational issues pertaining to linguistic diversity, mobility and social integration in a rapidly changing and expanding Europe. I begin by drawing on research that has begun to reframe the concept of integrative motivation in the context of theories of self and identity. Expanding the notion of identity, I discuss the contribution of the Council of Europe's European Language Portfolio in promoting a view of motivation as the development of a plurilingual European identity and the enabling of access and mobility across a multilingual Europe. Next, I critically examine the assumption that the individual pursuit of a plurilingual identity is unproblematic, by highlighting the social context in which motivation and identity are constructed and embedded. To illuminate the role of this social context, I explore three inter-related theoretical frameworks: poststructuralist perspectives on language motivation as 'investment'; sociocultural theory; and theories of autonomy in language education. I conclude with the key message that, as with autonomy, language motivation today has an inescapably political dimension of which we need to take greater account in our research and pedagogical practice
The Language of Bias: A Linguistic Approach to Understanding Intergroup Relations
[Excerpt] This chapter explores the role of language in the relationship between diversity and team performance. Specifically, we consider how a linguistic approach to social categorization may be used to study the social psychological mechanisms that underlie diversity effects. Using the results of a study examining the effects of gender, ethnicity and tenure on language abstraction, we consider the potential implications for team processes and effectiveness. In addition, we propose a revised team input-process-output model that highlights the potential effects of language on team processes. We conclude by suggesting directions for future research linking diversity, linguistic categorization and team effectiveness
A framework for the selection of the right nuclear power plant
Civil nuclear reactors are used for the production of electrical energy. In the nuclear industry vendors propose several nuclear reactor designs with a size from 35–45 MWe up to 1600–1700 MWe. The choice of the right design is a multidimensional problem since a utility has to include not only financial factors as levelised cost of electricity (LCOE) and internal rate of return (IRR), but also the so called “external factors” like the required spinning reserve, the impact on local industry and the social acceptability. Therefore it is necessary to balance advantages and disadvantages of each design during the entire life cycle of the plant, usually 40–60 years. In the scientific literature there are several techniques for solving this multidimensional problem. Unfortunately it does not seem possible to apply these methodologies as they are, since the problem is too complex and it is difficult to provide consistent and trustworthy expert judgments. This paper fills the gap, proposing a two-step framework to choosing the best nuclear reactor at the pre-feasibility study phase. The paper shows in detail how to use the methodology, comparing the choice of a small-medium reactor (SMR) with a large reactor (LR), characterised, according to the International Atomic Energy Agency (2006), by an electrical output respectively lower and higher than 700 MWe
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Learning about Chinese-speaking cultures at a distance
This chapter focuses on the challenges posed by curriculum choices and pedagogical frameworks to the study of Languages of the Wider World in the UK. These languages reflect complex linguistic and cultural realities that do not fit into the traditional constraints of language education, which raises questions about the extent to which we can address the global and local dimensions of the target languages and cultures. I examine in particular the case of Chinese – a language family with multiple varieties and spoken by many communities in Asia and other parts of the globe – in the context of distance education. Issues surrounding language learning at a distance are discussed, as well as the role that teachers and technology play in supporting the development of language learners’ cultural awareness. While teachers can, in a face-to-face situation, exploit, expand and discuss cultural information, this possibility is very limited in distance learning. We will see how, at present, technology has taken on a major role in both formal and informal education, facilitating contact between learners and between learners and teachers (however distant they might be). For example, the Open University’s beginners’ Chinese course discussed here makes use of online forums to enable cultural interaction; initial examinations of these forums reveal the students to be diverse and mobile, and they also give us a sense of their cultural stances, and of the shapes of the beliefs, values and attitudes supported by their individual cultural backgrounds
The ITALK project : A developmental robotics approach to the study of individual, social, and linguistic learning
This is the peer reviewed version of the following article: Frank Broz et al, “The ITALK Project: A Developmental Robotics Approach to the Study of Individual, Social, and Linguistic Learning”, Topics in Cognitive Science, Vol 6(3): 534-544, June 2014, which has been published in final form at doi: http://dx.doi.org/10.1111/tops.12099 This article may be used for non-commercial purposes in accordance with Wiley Terms and Conditions for Self-Archiving." Copyright © 2014 Cognitive Science Society, Inc.This article presents results from a multidisciplinary research project on the integration and transfer of language knowledge into robots as an empirical paradigm for the study of language development in both humans and humanoid robots. Within the framework of human linguistic and cognitive development, we focus on how three central types of learning interact and co-develop: individual learning about one's own embodiment and the environment, social learning (learning from others), and learning of linguistic capability. Our primary concern is how these capabilities can scaffold each other's development in a continuous feedback cycle as their interactions yield increasingly sophisticated competencies in the agent's capacity to interact with others and manipulate its world. Experimental results are summarized in relation to milestones in human linguistic and cognitive development and show that the mutual scaffolding of social learning, individual learning, and linguistic capabilities creates the context, conditions, and requisites for learning in each domain. Challenges and insights identified as a result of this research program are discussed with regard to possible and actual contributions to cognitive science and language ontogeny. In conclusion, directions for future work are suggested that continue to develop this approach toward an integrated framework for understanding these mutually scaffolding processes as a basis for language development in humans and robots.Peer reviewe
Translation as a mediating activity: the influence of translation metaphors in research, practise and training of community interpreting
Entre las metáforas que muchos autores han utilizado para describir la
traducción está la de la mediación. Una ojeada a la bibliografía publicada en las
últimas décadas sobre interpretación en los servicios públicos nos permite
comprobar hasta qué punto esa visión del intérprete como mediador está
presente en muchas de las obras escritas al respecto. La idea de que el papel del
intérprete no se reduce únicamente a la de reproductor de enunciados
lingüísticos se halla latente en muchos de ellos. En este artículo, pretendemos
analizar la influencia de esta metáfora de la mediación en las propuestas
realizadas por los investigadores de este ámbito y comprobar cuál ha sido su
repercusión en la investigación, la práctica y la docencia.G.I. HUM 767 (ayudas a Grupos de Investigación de la Junta de Andalucía) / Editorial Comares (colección interlingua
Формирование лидерских качеств будущих учителей в рамках изучения иностранного языка
У статті розкрито особливості розвитку лідерських якостей
майбутніх учителів у контексті вивчення іноземних мов.
Стаття представляє результати практичного дослідження
лідерських якостей у студентів – майбутніх учителів. Для
цього представлено загальний огляд розвитку лідерський
якостей у людини Особлива увага зосереджена на кількох
ключових аспектах, які мають новаторський вплив на
формування лідерських якостей та особистісний розвиток. Це
– розвиток критичного мислення, формування іншомовних
навичок, мотивація до навчання.The central purpose of the article is to highlight the nature, the place and the main features of future teachers’ leadership development through foreign language learning. So, this practical research is conducted to investigate the leadership qualities with their characteristics and classification. In order to do so, a general overview of leadership development is presented. As a part of the study, our attention is focused on several key aspects which have a groundbreaking influence on forming leadership qualities and personal development according to our observation. These are critical thinking, foreign language speaking skills and learning motivation, which are fully examined and discussed. In modern society leadership qualities predominate in a career climbing and successful advancement. Critical thinking helps a person to set specific goals, act immediately and decide without any debate, make a choice and judgment. Foreign language speaking skills are required by rapid globalization and human mobility. At the same time they offer the challenge for improvement and development with no geographical borders. And with no doubt, a high learning motivation provides the development of each above mentioned key aspects. So, our research aims to show these three aspects’ relevance in leadership qualities development.В статье раскрыты особенности развития лидерских качеств будущих учителей в контексте изучения иностранных языков. Статья представляет результаты практического исследования лидерских качеств у студентов - будущих учителей. Для этого представлено всеобщее обозрение развития лидерских качеств у человека. Особое внимание сосредоточено на нескольких ключевых аспектах, которые имеют новаторское влияние на формирование лидерских качеств и личностное развитие. Это - развитие критического мышления, формирования иноязычных навыков, мотивация к обучению
"The Impact of EU's Cultural Activities on Establishing a European Identity"
European integration has historically been concerned with economic and commercial benefits, but now the aim is to take it further, starting with a broader base capable of involving citizens to a greater degree and strengthening the feeling of belonging to the European Union, while respecting the diversity of national and regional traditions and cultures. This development is reflected in the Treaty on European Union (Maastricht Treaty signed on 7 February 1992), which designates new areas of Community responsibility (education, youth, culture, etc.). The main aim of this paper is to attempt to explore the features, capabilities and prospects of EU’s Cultural Activities in order to present a different approach to the institutional development of the European identity. It is also an attempt to spell out some of the practical political implications of the cultural diversity of states within the European Union framework. Therefore, the main task of this attempt is to explore and access the cultural activities of the European Union. The paper first examines the institutional framework for cultural activities then, the analysis shall focus upon the specific policies , programmes and measures that promote the establishment of the so-called "European Identity", which will boost the European citizenship
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