Translanguaging in the Borderlands: Language Function in Theatre for Young Audiences Written in Spanish and English in the United States

abstract: In the United States, we tend to understand linguistic systems as separate and autonomous, and by this understanding, bilinguals are people who speak two different languages and switch between them.  This understanding of bilingualism, however, does not reflect the reality of the way many bilinguals use language.  Rather than “code-switch” between two languages, sociolinguists posit that many bilinguals understand their language as a single linguistic system, and choose different elements of that system in different situations, a process termed, “translanguaging.” Translanguaging provides an alternative framework for examining bilingual language as an ideological system in plays, particularly plays which use translanguaged dialogue to describe the experiences of young people who dwell on and cross borders, a category of plays I term, “Border Theatre for Young Audiences (TYA).” This descriptive study utilizes grounded theory and close reading theoretically grounded in border studies and sociolinguistic theory to determine what roles Spanish and English play in Border TYA as autonomous systems, and as pieces of a new, translanguaged system.   Playwrights of Border TYA u translanguaging as a structural metaphor for cultural negotiation to examine identity, belonging, and borders.  Translanguaging provides subaltern characters a process for communicating their experiences, examining their identities, and describing encounters with borders in their own unique linguistic system. Border TYA, however, does not exclusively translanguage.  Border TYA also incorporates monolingual dialogue and translation, and in these instances the languages, Spanish and English, function autonomously as tools for teaching audience members to recognize vocabulary and cultural experience.Dissertation/ThesisDoctoral Dissertation Theatre 201

The semantic transparency of English compound nouns

What is semantic transparency, why is it important, and which factors play a role in its assessment? This work approaches these questions by investigating English compound nouns. The first part of the book gives an overview of semantic transparency in the analysis of compound nouns, discussing its role in models of morphological processing and differentiating it from related notions. After a chapter on the semantic analysis of complex nominals, it closes with a chapter on previous attempts to model semantic transparency. The second part introduces new empirical work on semantic transparency, introducing two different sets of statistical models for compound transparency. In particular, two semantic factors were explored: the semantic relations holding between compound constituents and the role of different readings of the constituents and the whole compound, operationalized in terms of meaning shifts and in terms of the distribution of specifc readings across constituent families. All semantic annotations used in the book are freely available

The semantic transparency of English compound nouns

What is semantic transparency, why is it important, and which factors play a role in its assessment? This work approaches these questions by investigating English compound nouns. The first part of the book gives an overview of semantic transparency in the analysis of compound nouns, discussing its role in models of morphological processing and differentiating it from related notions. After a chapter on the semantic analysis of complex nominals, it closes with a chapter on previous attempts to model semantic transparency. The second part introduces new empirical work on semantic transparency, introducing two different sets of statistical models for compound transparency. In particular, two semantic factors were explored: the semantic relations holding between compound constituents and the role of different readings of the constituents and the whole compound, operationalized in terms of meaning shifts and in terms of the distribution of specifc readings across constituent families

한국 대학생들의 논증적 에세이에 나타난 절과 구 복잡성의 발달

학위논문(석사) -- 서울대학교대학원 : 사범대학 외국어교육과(영어전공), 2023. 2. 오선영.영어 글쓰기 발달에 관한 연구들은 문법적 복잡성(grammatical complexity)을 학습자의 능숙도를 구별하는 중요한 지표로 인식하고 있다. 초기 연구들은 주로 절 복잡성(clausal complexity)에 기반해 문법적 복잡성을 측정하였지만, 최근 연구들은 구 복잡성(phrasal complexity)에 초점을 두고 있다. 이러한 변화는 절 복잡성이 일상 대화가 가진 특징으로 글쓰기의 초기 발달 단계를 나타내는 반면, 구 복잡성, 특히 명사구의 복잡성은 학문적 글(academic writing)이 가진 복잡성의 전형으로써 높은 수준의 발달 단계를 나타낸다는 인식에 기반하고 있다. 하지만 일부 연구들은 명사구의 복잡성이 글쓰기 능숙도와 큰 관련이 없다는 상반된 결과를 보이고 있는데, 이는 대부분의 연구들이 학습자 모국어가 문법적 복잡성에 미치는 영향을 고려하지 않고 다양한 모국어를 가진 학습자들에 의해 만들어진 코퍼스를 사용했기 때문일 수 있다. 이에 본 연구는 한국인 대학생들이 작성한 글을 분석하여 절과 구의 복잡성이 글쓰기 능숙도와 연관성이 있는지 살펴보고, 그러한 연관성에 크게 기여한 복잡성 특징들을 바탕으로 문법적 복잡성의 발달 패턴을 추정하고자 하였다. 또한 학생들의 글을 질적으로 분석하여, 특정 복잡성 특징을 구현할 때 자주 쓰이는 어휘와 오류 빈도 및 유형을 파악함으로써 능숙도 집단 간의 차이를 더 자세히 묘사하고자 하였다. 본 연구에 사용된 코퍼스는 연세 영어 학습자 코퍼스(Yonsei English Learner Corpus, YELC 2011)에서 추출한 234개의 논증적 에세이로 구성되어 있으며, 이는 CEFR에 기반하여 초급, 중급, 고급의 글쓰기 능숙도를 나타내는 세 개의 하위 코퍼스로 구분되었다. 품사 태깅된 코퍼스를 바탕으로 정규표현식(regular expressions)을 사용하여, Biber et al. (2011)이 제안한 발달단계에 있는 9개의 절 복잡성 특징과 8개의 구 복잡성 특징을 추출하여 각각의 빈도를 계산하였다. 피어슨 카이제곱검정(a Pearson Chi-square test) 결과, 글쓰기 능숙도가 절과 구의 복잡성과 유의한 연관성이 있다는 결론이 도출되었다. 사후검정으로 잔차 분석(a residual analysis)을 수행한 결과, 특히 5개 복잡성 특징이 이러한 연관성에 크게 기여했음이 밝혀졌다. 주목할 만한 발견은 각 능숙도 집단의 주요 복잡성 특징이 Biber et al. (2011)이 제안한 발달단계와 일치하며 따라서 한국인 대학생의 발달 패턴이 두 개의 매개변수, 즉 (1) 구조적 형태와 (2) 통사적 기능에 의해 설명될 수 있다는 점이다. 즉, 한국 대학생들의 문법적 복잡성은 (i) 절의 구성 성분으로 기능하는 정형 종속절(finite dependent clauses functioning as clause constituents)인 부사절의 빈번한 사용에서 (ii) 명사구의 구성 성분으로 기능하는 정형 종속절(finite clause types function as NP constituents)인 WH 관계절에 대한 의존을 거쳐 (iii) 명사구의 구성 성분으로 기능하는 종속구(dependent phrasal structures functioning as noun phrase constituents)인 of 전치사구에 대한 선호로 발달하는 것으로 나타났다. 예상과 달리, 명사의 선수식어(premodifier)로 사용되는 형용사 및 명사의 빈도는 글쓰기 능숙도와 큰 연관성이 없는 것으로 나타났다. 이에 관해 학생들의 글을 질적 분석한 결과, 첫째, 초급 수준의 글은 쓰기 지시문(writing prompts)에 제시된 형용사+명사 조합을 반복적으로 사용하는 경향을 보였다. 둘째, 명사+명사 구조와 관련한 오류가 능숙도가 높아질수록 현저히 낮아지는 경향을 보였다. 마지막으로, 보어절(complement clauses)과 관련해서는 모든 능숙도 수준의 학생들이 매우 한정적인 종류의 통제 명사(controlling nouns)를 사용했으며, 학문적인 글 보다는 일상 대화에서 쓰이는 통제 동사(controlling verbs)를 사용하였다. 이러한 연구 결과는 크게 세가지 교육적 함의를 시사한다. 첫째, 경험적으로 도출된 문법적 복잡성의 발달 단계를 상세한 평가 척도 설명자(rating scale descriptors) 개발과 보다 맞춤화 된 수업 설계를 위해 활용해야 한다. 둘째, 학문적인 글에서 보어절과 함께 자주 사용되는 통제 명사 및 동사에 대한 교실 수업을 통해, 학습자들이 문법적 구조를 학문적인 어휘로 실현할 수 있도록 해야 한다. 마지막으로, 특히 명사를 선수식하는 명사 및 관계대명사절의 사용에 있어 학습자의 글에서 자주 발견되는 오류를 시정함으로써, 문법 구조 사용에 대한 정확성을 향상시켜야 한다.Studies that explore L2 writing development identify grammatical complexity as a primary discriminator for different proficiency levels of L2 writers. In the 1990s, grammatical complexity in L2 writing was often measured by clausal complexity, but the kind of complexity that has recently received particular attention is phrasal complexity. Such a move follows the recognition that clausal complexity represents the complexity of conversation and beginning levels of writing development, whereas phrasal complexity, specifically noun phrase complexity, represents the complexity of academic writing and advanced developmental levels. Some L2 writing studies, however, have yielded conflicting results, showing that phrasal features as noun modifiers have little predictive power for writing quality. One possible reason underlying these inconsistent results might be that most studies in this area have used corpus data from learners of heterogenous L1 backgrounds with no consideration for the significant effect of L1 on the use of complexity features in L2 writing. Thus, this study analyzed essay samples produced only by L1 Korean writers to investigate whether clausal and phrasal complexity is associated with L2 writing proficiency and, if so, what developmental patterns can be observed based on complexity features that contribute substantially to the association. A qualitative analysis of student writing was followed up to provide a detailed description of proficiency-level differences, especially with respect to lexical realizations and error types associated with specific complexity features. The corpus used in the present study contained 234 argumentative essays written by first-year college students, including 78 low-rated essays (A1 and A1+ levels of the CEFR), 78 mid-rated essays (B1 and B1+ levels of the CEFR), and 78 high-rated essays (B2+, C1, and C2 levels of the CEFR). Drawing on Biber et al.s (2011) developmental index, the nine clausal and eight phrasal complexity features were extracted from the tagged corpus using regular expressions to measure the frequency of each feature. The result of a Pearson Chi-square test demonstrated a statistically significant association between the three proficiency levels and the use of clausal and phrasal complexity features. The post-hoc residual analysis revealed five complexity features with great contribution to the association: finite adverbial clause, noun complement clause, WH relative clause, prepositional phrase (of), and prepositional phrase (other). Especially noteworthy is the finding that the main source of complexity at each proficiency level agrees with its corresponding developmental stage reported by Biber et al. (2011), and thus, developmental patterns for Korean college students are successfully explained by two parameters: (1) structural form (finite dependent clauses vs. dependent phrases) and (2) syntactic function (clause constituents vs. noun phrase constituents). Specifically, the development proceeds from (i) clausal complexity mainly via finite adverbial clauses (i.e., finite dependent clauses functioning as clause constituents); through (ii) the intermediate stage of heavy reliance on WH relative clauses (i.e., finite clause types functioning as noun phrase constituents); to finally (iii) phrasal complexity primarily via prepositional phrases (of) (i.e., phrasal structures functioning as noun phrase constituents). Surprisingly, premodifying adjectives and nouns were found to have no significant association with L2 writing proficiency despite being noun-modifying phrasal features. The subsequent qualitative analysis of student writing, however, illustrated greater proficiency of the highly rated essays in using these features in two regards. First, the lower-rated essays drew much more heavily on adjective-noun sequences presented in writing prompts than the higher-rated essays. Second, the number of errors in the composition of noun-noun sequences noticeably decreased in the higher-rated essays. The qualitative observation concerning that-complement clauses, on the other hand, identified the reliance on a limited set of controlling nouns and conversational styles of controlling verbs in student writing across proficiency levels. Three main pedagogical implications are provided based on the findings: (i) the use of empirically derived developmental stages to create detailed rating scale descriptors and provide more customized writing courses on the use of complexity features; (ii) the need for classroom instruction on common academic controlling nouns and verbs used in that complement clauses given the importance of academically oriented lexical realizations of grammatical structures; and (iii) the need to address recurrent errors, particularly in terms of using premodifying nouns and relative clauses.CHAPTER 1. INTRODUCTION 1 1.1 Background of the Study 1 1.2 Purpose of the Study 4 1.3 Research Questions 5 1.4 Organization of the Thesis 6 CHAPTER 2. LITERATURE REVIEW 8 2.1 Grammatical Complexity in L2 Writing 8 2.1.1 Definition of Grammatical Complexity 9 2.1.2 Grammatical Complexity in L2 Writing Studies 13 2.2 Criticism of Traditional Measures of Grammatical Complexity 15 2.2.1 Reductiveness and Redundancy of Length- and Subordination-based Measures 16 2.2.2 Inappropriateness of the T-unit Approach to the Assessment of Writing Development 21 2.3 Measures of Grammatical Complexity in L2 Writing 24 2.3.1 Clausal and Phrasal Complexity in Relation to L2 Writing Development 25 2.3.2 Studies on Clausal and Phrasal Complexity in L2 Writing 31 2.4 Variation in the Use of Grammatical Complexity Features 36 2.4.1 The Effect of L1 Background 37 2.4.2 The Effect of Genre 43 2.4.3 The Effect of Timing Condition 46 CHAPTER 3. METHODOLOGY 50 3.1 Learner Corpus 50 3.1.1 Description of YELC 2011 50 3.1.2 Description of a Subset of YELC 2011 used in the Study 53 3.2 Grammatical Complexity Measures 55 3.3 Corpus Tagging and Automatic Extraction 59 3.4 Data Analysis 65 CHAPTER 4. RESULTS AND DISCUSSION 70 4.1 Descriptive Statistics 70 4.2 The Association between L2 Writing Proficiency and Grammatical Complexity 76 4.3 The Developmental Patterns of Grammatical Complexity 77 4.4 The Grammatical Complexity Features with Great Contribution to the Association 84 4.4.1 Finite Adverbial Clauses 84 4.4.2 Prepositional Phrases as Nominal Postmodifiers 92 4.4.3 WH Relative Clauses 100 4.4.4 Finite Complement Clauses Controlled by Nouns 106 4.5 The Grammatical Complexity Features with Little Contribution to the Association 112 4.5.1 Premodifying Adjectives 113 4.5.2 Nouns as Nominal Premodifiers 120 4.5.3 Finite Complement Clauses Controlled by Verbs or Adjectives 125 CHAPTER 5. CONCLUSION 136 5.1 Major Findings 136 5.2 Pedagogical Implications 139 5.3 Limitations and Prospect for Future Research 142 REFERENCES 145 APPENDICES 161 ABSTRACT IN KOREAN 165석

Character-Oriented Design for Visual Data Storytelling

When telling a data story, an author has an intention they seek to convey to an audience. This intention can be of many forms such as to persuade, to educate, to inform, or even to entertain. In addition to expressing their intention, the story plot must balance being consumable and enjoyable while preserving scientific integrity. In data stories, numerous methods have been identified for constructing and presenting a plot. However, there is an opportunity to expand how we think and create the visual elements that present the story. Stories are brought to life by characters; often they are what make a story captivating, enjoyable, memorable, and facilitate following the plot until the end. Through the analysis of 160 existing data stories, we systematically investigate and identify distinguishable features of characters in data stories, and we illustrate how they feed into the broader concept of "character-oriented design". We identify the roles and visual representations data characters assume as well as the types of relationships these roles have with one another. We identify characteristics of antagonists as well as define conflict in data stories. We find the need for an identifiable central character that the audience latches on to in order to follow the narrative and identify their visual representations. We then illustrate "character-oriented design" by showing how to develop data characters with common data story plots. With this work, we present a framework for data characters derived from our analysis; we then offer our extension to the data storytelling process using character-oriented design. To access our supplemental materials please visit https://chaorientdesignds.github.io/Comment: Accepted to TVCG & VIS 2023 Pre-Print. Storytelling, Data Stories, Explanatory, Narrative visualization, Visual metapho

Directional adposition use in English, Swedish and Finnish

Directional adpositions such as to the left of describe where a Figure is in relation to a Ground. English and Swedish directional adpositions refer to the location of a Figure in relation to a Ground, whether both are static or in motion. In contrast, the Finnish directional adpositions edellä (in front of) and jäljessä (behind) solely describe the location of a moving Figure in relation to a moving Ground (Nikanne, 2003). When using directional adpositions, a frame of reference must be assumed for interpreting the meaning of directional adpositions. For example, the meaning of to the left of in English can be based on a relative (speaker or listener based) reference frame or an intrinsic (object based) reference frame (Levinson, 1996). When a Figure and a Ground are both in motion, it is possible for a Figure to be described as being behind or in front of the Ground, even if neither have intrinsic features. As shown by Walker (in preparation), there are good reasons to assume that in the latter case a motion based reference frame is involved. This means that if Finnish speakers would use edellä (in front of) and jäljessä (behind) more frequently in situations where both the Figure and Ground are in motion, a difference in reference frame use between Finnish on one hand and English and Swedish on the other could be expected. We asked native English, Swedish and Finnish speakers’ to select adpositions from a language specific list to describe the location of a Figure relative to a Ground when both were shown to be moving on a computer screen. We were interested in any differences between Finnish, English and Swedish speakers. All languages showed a predominant use of directional spatial adpositions referring to the lexical concepts TO THE LEFT OF, TO THE RIGHT OF, ABOVE and BELOW. There were no differences between the languages in directional adpositions use or reference frame use, including reference frame use based on motion. We conclude that despite differences in the grammars of the languages involved, and potential differences in reference frame system use, the three languages investigated encode Figure location in relation to Ground location in a similar way when both are in motion. Levinson, S. C. (1996). Frames of reference and Molyneux’s question: Crosslingiuistic evidence. In P. Bloom, M.A. Peterson, L. Nadel & M.F. Garrett (Eds.) Language and Space (pp.109-170). Massachusetts: MIT Press. Nikanne, U. (2003). How Finnish postpositions see the axis system. In E. van der Zee & J. Slack (Eds.), Representing direction in language and space. Oxford, UK: Oxford University Press. Walker, C. (in preparation). Motion encoding in language, the use of spatial locatives in a motion context. Unpublished doctoral dissertation, University of Lincoln, Lincoln. United Kingdo

Theravada treatment and psychotherapy: an ecological integration of Buddhist tripartite practice and Western rational analysis

An assertion that psychotherapy is an independent science and a self-authority on human mind and behaviour has uprooted its connection with philosophy and religion. In practice, the scientist-practitioner model of psychotherapy, a seemingly dualistic model, prefers determinism of science to free will of choice in humans. In particular, the model does not see reason and emotion as co-conditioning causes of human behaviour and suffering within the interdependent aggregates of self, other, and environment. Instead, it argues for wrong reasoning as the cause of emotional suffering. In Western thought, such narrative began at the arrival of scripted language and abstract thought in Greek antiquity that has led psychotherapy to think ignorantly that emotions are un-reasonable therefore they are irrational. Only rational thinking can effectively remove un-reasonable emotions. This belief creates confusion between rational theory and rational method of studying change in emotion because of the belief that science cannot objectively measure emotions. As a result, rational epistemologies that are ignorant of moral and metaphysical issues in human experience have multiplied. These epistemologies not only construct an unchanging rational identity, but also uphold the status of permanent self-authority. Fortunately, recent developmental psychology and cognitive neuroscience research have quashed such ideas of permanent self-identity and authority. Buddhist theory of Interdependent Arising and Conditional Relations sees such identity and authority as arisen together with deluded emotional desires of greed and hatred. These desires co-condition interdependent states of personal feeling and perception (metaphysics), conceptual thinking and consciousness (epistemology) and formation of (moral) emotion and action within the context of self-other-environment matrix. Moral choices particularly highlight the intentional or the Aristotelian final cause of action derived from healthy desires by valued meaning makings and interpretations. Theravada formulation aims to end unhealthy desires and develop the healthy ones within the matrix including the client-clinician-therapeutic environment contexts. Theravada treatment guides a tripartite approach of practicing empathic ethics, penetrating focus and reflective understanding, which integrates ecologically with Western rational analysis. It also allows scientific method of studying change in emotion by applying the theory of defective desires. In addition, interdependent dimensions of thinking and feeling understood from Theravada perspective present a framework for developing theory and treatment of self disorders. Thus, Theravada treatment not only allows scientific method of studying change in emotion and provides an interdependent theory and treatment but also ecologically integrates with Western rational analysis. Moreover, Theravada approach offers an open framework for further development of theoretical and treatment models of psychopathology classified under Western nomenclature

Strata, Soma, Psyche: Narrative and the Imagination in the Nineteenth-Century Science of Lyell, Darwin, and Freud

My dissertation, “Strata, Soma, Psyche: Narrative and the Imagination in the Nineteenth-Century Science of Lyell, Darwin, and Freud,” contributes new research to the diverse field mapping the intersections of science and literature in the nineteenth century. Although scholars such as Gillian Beer and George Levine have established ties between developments in the natural sciences and the scope of the nineteenth-century novel, there has not been a sustained effort to attend to the narrative structures of the primary texts that most influenced coterminous literary movements of the period. My work thus attends closely to the narrative and imaginative form of scientific writing that attempts to transcend the limits of what can be seen. All three of Charles Lyell’s, Charles Darwin’s, and Sigmund Freud’s discipline-making texts (The Principles of Geology, The Origin of Species, and The Interpretation of Dreams) deal with historical forces whose operations cannot be observed in action, but only through the traces that are left behind. Three long single-author chapters detail how each text reconciles the ambition to establish a new branch of empirical science with the necessity of relying on the imagination to ford the gaps in physical evidence. I provide close readings of these foundational texts, identifying in each the rhetorical systems by which it represents and details what has never been present, and I demonstrate how each author strategically employs methods more conventionally associated with fictional narratives in the pursuit of establishing scientific facts. As a result, my project reframes the dominant concerns of Nineteenth-Century Literature and Science Studies by focusing in on how literary point of view, diversely defined, enables scientific thought to find a language in which to speak

Ordinary language arguments and the philosophy of mind

[Extract] To engage your interest in this dissertation I offer to you a curious question to ponder. How often does a psychiatrist or a psychologist get the chance to ask themselves whether the words that they use to describe the mental life of their patient mean the same thing to the patient as they do to the doctor or analyst using them? Does the patient understand what the doctor or analyst is telling them? Equally importantly there is a question whether the patient’s verbal reports mean the same thing to the doctor or analyst as the patient thinks they mean. At first this may seem trivial given the doctor or analyst’s extensive training and education. Surely this is a one sided question one might say. Surely the doctor or analyst can understand the patient but the patient may not have the educational background and training to understand the doctor’s or analyst’s terms, which the doctor or analyst is using to describe the patient’s own mental life. One might persist in reasoning in this way, claiming that knowledge is all on the medical practitioner’s side, until the point is raised that the patient may have experiences the analyst or doctor does not have. For instance, one might ask whether a psychological analyst can ever truly understand what it is like to have bipolar and experience a manic high? What about schizophrenia or Attention Deficit (Hyperactive) Disorder or Post-Traumatic Stress Syndrome? On what foudnations are the communications between a patient and a doctor built? What underlies their ability to talk about deeply personal experiences given that one person has them while another has not? This is the central philosophical issue wrestled with by this paper. On what rests our ability to talk about personal and private experiences which do not have publicly observable parts, components or properties? Communication seems to take place, but what allows such communication to take place? How does one cross the gulf of private unobservable experience with words? Ordinary Language Arguments are one attempt at solving this otherwise seemingly unsolvable mystery. This introduction is aimed at acquainting the theorist of mind, common practitioner, researcher, cognitive therapist or curious layman with the problems that surround Ordinary Language Arguments. This paper will begin with the problems arising from referential indeterminacy in theories of mind. The ‘Problem of the Indeterminacy of Reference’ is a significant issue for research theorists and arises from the language they use to describe the mind. How do the terms they use relate to the mind? Do they propositionally ‘picture’ entities ‘in’ the mind in true ways? Are terms like ego, anger, jealousy and inner-child merely conveinant fictions and metaphors to talk about the mind? Do these terms refer to and label ‘parts’ of the mind? What is the relationship between these terms and the mind? One possible solution emerges from an Analytic Philosopher who wrote in the immediate post-war era called Gilbert Ryle. Gilbert Ryle developed Ordinary Language Arguments as one possible solution to a number of intersecting philosophical and psychological problems. However, I argue that the Ordinary Language Argument Solution, though on first glance seems promising, is fundamentally flawed. Instead, I argue that sources for the study of the mind are better understood by a Heterophenomenological and Autophenomenological distinction. This raises the question as to which of the two is stronger and/or prior to the other when these sources produce claims that clash or contradict each other