Multilingual Use of Twitter: Language Choice and Language Bridges in a Social Network

Social media is international: users from different cultures and language backgrounds are generating and sharing content. But language barriers emerge in the communication landscape online. In the quest for language diversity and universal access, the vision of a cosmopolitan Internet has stumbled over the language frontier. Expatriates, minorities, diasporic communities, and language learners play an important role in forming transnational networks, creating social ties across borders. Many users of social media are multicultural and multilingual; they are mediating between language communities. In the microblogging site Twitter, information spreads across languages and countries. How are multilingual users of Twitter connecting language groups? What are the factors influencing their language choices? This research advances a step towards understanding the network structures and communication strategies that enable intercultural dialog, cross-language sharing of information, and awareness of global problems. This dissertation research aims at: (1) exploring the ways in which multilingual users of Twitter are connecting different language groups in their social network; (2) modeling how the network influences their language choices; (3) and exploring what the textual features of their posts can elicit about language choices and mediation between groups. This dissertation goes beyond survey information about multilingualism and provides a deeper understanding about the structural relations between language communities in Twitter. This research work is one of the few that apply social network analysis to the study of sociolinguistic questions on the Internet. Focusing on the social networks of multilingual users, this dissertation contributes an original classification of network types based on the patterns of connections between language groups. Also, it applies the novel idea of modeling the influence of network factors in the language choices of the user. Finally, this dissertation tests the hypothesis that the type of exchange influences language choice, and explores with a theme analysis how other textual features might elicit cross-cultural awareness. These results can inform the design of social media platforms

Linguistic variation across Twitter and Twitter trolling

Trolling is used to label a variety of behaviours, from the spread of misinformation and hyperbole to targeted abuse and malicious attacks. Despite this, little is known about how trolling varies linguistically and what its major linguistic repertoires and communicative functions are in comparison to general social media posts. Consequently, this dissertation collects two corpora of tweets – a general English Twitter corpus and a Twitter trolling corpus using other Twitter users’ accusations – and introduces and applies a new short-text version of Multi-Dimensional Analysis to each corpus, which is designed to identify aggregated dimensions of linguistic variation across them. The analysis finds that trolling tweets and general tweets only differ on the final dimension of linguistic variation, but share the following linguistic repertoires: “Informational versus Interactive”, “Personal versus Other Description”, and “Promotional versus Oppositional”. Moreover, the analysis compares trolling tweets to general Twitter’s dimensions and finds that trolling tweets and general tweets are remarkably more similar than they are different in their distribution along all dimensions. These findings counter various theories on trolling and problematise the notion that trolling can be detected automatically using grammatical variation. Overall, this dissertation provides empirical evidence on how trolling and general tweets vary linguistically

Graphic organizers, activity, and the positioning of language and learners: An ethnographic case study

There were two main purposes for this research and one parallel purpose. One main purpose was to investigate how learners of English in an EFL/ESL context, who were also teachers of English and/or learning to be teachers of English, perceived and responded to different types of graphic organizers and associated activities. These graphic organizers and activities were presented at a university in Northern Thailand through an advanced reading comprehension course for preservice and inservice teachers taught by the primary researcher. The second main purpose was to explore, synthesize, and apply theories of mediated activity and research methods originating from or related to the work of the famous Russian troika of Vygotsky, Leont\u27ev, and Luria. The parallel purpose was to provide the participants with an insider\u27s perspective on qualitative case-study research that investigated their interactions and learning/teaching contexts. Participants in this study were nine MATEFL (Master of Arts (MA) in Teaching English as a Foreign Language) students from China, the Netherlands, Turkey, the U.S., and Thailand. The overall research design was an interpretive, ethnographic case study. Within this research design principles of Vygotsky\u27s developmental method were used (i.e., genetic method). Data collected included interviews, ethnographic fieldnotes of the participants\u27 use of graphic organizers in their teaching contexts, graphic organizers generated by the participants, and video and audio data of classroom interactions; The results were divided into three sections. Principles of Vygotsky\u27s developmental approach were primarily used for the first two sections. These microgenetic analyses revealed the intersubjective and interwoven nature of gesture and graphic representations as these were used to mediate content knowledge. The third section of the Results provided a broader view of the nine participants\u27 engagement with graphic organizers. Participants were found to have distinctive styles and preferences for different graphic organizers. Distinctive styles and preferences were related to the participants\u27 communities of teaching and learning practice. Findings have implications for learning English as a second or foreign language, literacy, teacher education, multicultural and cross-cultural education, and non-verbal speech. Moreover, the research design and theoretical lens were presented as appropriate for investigating language and literacy contexts

Sociomedical Perspectives on Patient Care

Social change has placed new demands on the practice of medicine, altering almost every aspect of patient care relationships. Just as medicine was encouraged to embrace the biological sciences some 100 years ago, recent directives indicate the importance of the social sciences in understanding biomedical practice. Humanistic challenges call for changes in curative and technological imperatives. In this book, social scientists contribute to such challenges by using social evidence to indicate appropriate new goals for health care in a changing environment. This book was designed to stimulate and challenge all those concerned with the human interactions that constitute medical practice. To encompass a wide range of topics, the authors include researchers; practicing physicians from the specialties of family, general, geriatric, pediatric, and oncological medicine; social and behavioral scientists; and public health representatives. Cutting across disciplinary boundaries, they explore the ethical, economic, and social aspects of patient care. These essays draw on past studies of the patient-doctor relationship and generate new and important questions. They address social behavior in patient care as a way to approach theoretical issues pertinent to the social and medical sciences. The authors also use social variables to study patient care and suggest new areas of sociomedical inquiry and new approaches to medical practice, education, and research. Its cross-disciplinary approach and jargon-free writing make this book an important and accessible tool for physician, scholar, and student. Jeffrey Michael Clair is assistant professor of sociology and medicine and director of the Medical Sociology Program at the University of Alabama at Birmingham. Richard M. Allman is associate professor of medicine and director of the University Center for Aging at the University of Alabama at Birmingham. Provides many unique and revealing perspectives on the doctor-patient relationship. —Journal of the American Medical Associationhttps://uknowledge.uky.edu/upk_medicine_and_health_sciences/1011/thumbnail.jp

Teaching as Analogous Personalization: A pragmatic inquiry into expert teachers' process for fostering synchrony in educational dialogs, in post-secondary writing

Descriptive understandings of what human learning is, and so normative expectations of what teachers can and should do as educational leaders, has shifted greatly in society over the past century. The learning metaphors have moved from mechanical transfer to organic transformation; the educational approaches have moved from behavioral response-training to social-emotional facilitating: encouraging students not merely to repeat experts but to think like members in those knowledge-based communities, not merely to mimic disciplines' methods but to participate personally in the ongoing discourse of those fields. In an immediate sense, this shift is progress. Yet, in a larger sense, it is merely cycling back to acknowledge an old and persistent thread of practical wisdom among educators: that people learn complexly as emotional-social-intellectual creatures, and so that a teacher's work is to entice interest and effort, to foster a sense of belonging and trust, and to persuade students toward personally connecting with and valuing those same integral parts of a subject-matter that the teacher has already beneficially personalized for themselves. This longstanding rhetorical and pragmatic view of a teacher's educational role is now being supported directly by empirical research that shows the sense-bound, neurologically integrated, socially attuned, identity-and-meaning motivated character of human feelings, thoughts, and dispositions. I introduce the term “analogous personalization” to capture this synthetic (experience-based, scientifically supported) understanding of teaching as complexly social-emotional, intellectual, persuasive work. I then focus on educational dialogs—specifically within post-secondary writing-based courses—as a means of exploring how expert teachers foster synchrony between their own and their students' personal connections to (i.e., emotional inclination toward, social affiliation with, intellectual/practical understanding of) subject-matter. First, this dissertation offers a synthetic overview of some emergent mind-brain-body findings, and points out the fundamental educational realities that those findings substantiate. On that foundation, it next overviews insights from the field of rhetoric-and-writing about how teachers can usefully conceptualize the learner-knowledge-environment relationship from a dialogic perspective, to achieve effective (intentional, situated, synchronous) educational exchanges. Building from those scientific and practical literatures, it offers a flexible research method for studying the pragmatic arc of an educational exchange (from teacher intention to student take-away): by using the teacher's own personal, practical, principled framework of educational ideals and approaches; comparing their stated intentions with students' stated learning experiences, and tracing the arc of that educational dialog through actual classroom recordings. Finally, it enlists this radically situated research method to analyze three expert university writing teachers' practices: their idiosyncratic understandings of a teacher's role (from their own perspective); their experience-based manner of forming learning-centered relationships with students (from my observing perspective); and their apparent, persuasive self-investment in the course's subject-matter and the students' learning (from students' perspectives). It concludes with observations about the role of a teacher's sincerity (both practiced and perceived) in developing professional expertise and achieving synchrony with students in educational exchanges

Academic women in neoliberal times: Gender, time, space and emotion in the contemporary Australian university

The neoliberal transformation of higher education has a significant impact upon the careers of academic women. Despite women's inclusion across the organisational hierarchy, neoliberal new managerialism in Australian universities exacerbates gender inequity and inequitable practices in the way it redistributes power and reproduces and reinforces traditional gendered patterns of inequality. A focus on increased gender representation obscures the fact that women's participation continues to be measured and evaluated in relation to male norms of participation, and achievements and women remain largely invisible as academic leaders and respected knowledge producers. This thesis is a feminist examination of key discourses, which constitute academic performativity and identity in the contemporary Australian university. In particular, how the discourses of neoliberalism and feminism are entangled in the structures, systems, operations, and cultures of the university, and how they constitute academic identity and performance. Drawing on in-depth qualitative interviews with academic women in Australia and critical autoethnography, this thesis uses a mix of experimental methods to emphasise the performative and discursive decisions women make in regard to their academic careers. This thesis takes inspiration from Helene Cixous' (1987) ecriture feminine and Sara Ahmed's (2014) concept of 'willfulness' as a methodological approach that playfully displaces gender and sex in scholarly research and writing and allows for a re-imagining of the academic self

Reconfiguring academic knowledge : transforming learning through regenring the student essay

This thesis, which is located in the current socio-political context of British university study, investigates how genres act on the production and communication of academic knowledge. It explores the work of a group of first year undergraduates from a range of disciplines including social anthropology, economics, religious studies, linguistics and politics. The data consists of pairs of written assignments; a conventional essay and a version of that essay reproduced with a different genre. Emerging from the analysis a new theorisation of genre which views it as a semiotic resource used in the process of communicating meaning is proposed, drawing on the work of Kress (e.g. 2003) and Kress and Van Leeuwen (e.g. 2001). In contrast to other genre discussion?, which consider what genres look like, as in structuralist approaches or the purposes they serve, as in functional approaches, this study is concerned with the affordances of genresi that is what genres allow in the production of texts. It identifies four orientations of genres; contextual orientation and . discursive orientation which are associated with social aspects of production; thematic orientation and semiotic orientation which are associated with material aspects of production. Through this theoretical lens, the study demonstrates how different genres orient texts and their producers towards different ways of understanding and expressing meaning. The findings present a challenge to the convention of the essay as the dominant genre in university education and suggest that through working also with other genres students can experience and develop their learning in a variety of way

Handbook of Well-Being

It is a pleasure to bring to you the eHandbook of Subjective Well-Being, the science of when and why people experience and evaluate their lives in positive ways, including aspects such as positive feelings, life satisfaction, and optimism. There are chapters in this eHandbook on the philosophy and history of well-being, as well as reviews of empirical research on the ways to assess well-being, the circumstances that predict it, the outcomes that it produces, the societal policies that enhance it, and many other social, biological, and cultural processes that help us understand why some people are happy and satisfied with their lives, while others are not. There are also chapters on theories of well-being, such as the baseline or set-point models. We believe that Open publication is the wave of the future (Jhangiani & Biswas-Diener, 2017). Therefore, we are presenting the handbook in an electronic format so that it is widely available to everyone around the world. The handbook is entirely open and free – anyone can read and use it without cost. This is important to us as we desire to lower knowledge barriers for individuals and communities, especially because it provides access to students, educators, and scholars who do not have substantial financial resources. We are not certain if this is the first free and open handbook in the behavioral sciences, but hopefully it will not be the last. In the past the prohibitive price of many handbooks have made them available only to scholars or institutions in wealthy nations, and this is unfortunate. We believe scientific scholarship should be available to all. The field of subjective well-being has grown at rapid pace over the last several decades, and many discoveries have been made. When Ed Diener began his research within the field in 1981 there were about 130 studies published that year on the topic, as shown using a Google Scholar search on “subjective well-being.” Eighteen years later when Shigehiro Oishi earned his Ph.D. in 2000 there were 1,640 publications that year on the topic, and when Louis Tay was awarded a Ph.D. in 2011 there were 10,400 publications about subjective well-being. Finally, in 2016 there were 18,300 publications – in that single year alone! In other words, during the time that Diener has been studying the topic, scholarship on subjective well-being has grown over 100-fold! It is not merely the number of published studies that has grown, but there have been enormous leaps forward in our understanding. In the 1980s, there were questions about the reliability and validity of subjective well-being assessments, and the components that underlie it. One notable advance is our understanding and measurement of well-being. We now know a great deal about the validity of self-report measures, as well as the core evaluative and affective components that make up subjective well-being. Further, scholars have a much greater understanding of the processes by which people report their subjective well-being, and various biases or artifacts that may influence these reports. In 1982 many studies were focused on demographic factors such as income, sex, and age that were correlated with subjective well-being. By 2016 we understood much more about temperament and other internal factors that influence happiness, as well as some of the outcomes in behavior that subjective well-being helps produce (e.g., income, performance, physical health, longevity). In the 1980s, researchers assumed that people adapt to almost any life event, and that different life events only have a short-term effect on subjective well-being. A number of large-scale longitudinal studies later showed that that is not the case. By now we know what kinds of life events affect our subjective well-being, how much, and for roughly how long. In the 1980s researchers believed that economic growth would not increase the happiness of a given nation. Now we know when economic growth tends to increase the happiness of a given nation. Additionally, we know much more about the biology of subjective well-being, and an enormous amount more about culture and well-being, a field that was almost nonexistent in 1982. With the advent of positive psychology, we are also beginning to examine practices and interventions that can raise subjective well-being. Given the broad interest in subjective well-being in multiple fields like psychology, economics, political science, and sociology, there have been important developments made toward understanding how societies differ in well-being. This understanding led to the development of national accounts of well-being – societies using well-being measures to help inform policy deliberations. This advance changes the focus of governments away from a narrow emphasis on economic development to a broader view which sees government policies as designed to raise human well-being. We were fortunate to have so many leading scholars of subjective well-being and related topics contribute to this volume. We might be slightly biased but most of the chapters in this eHandbook are truly superb. Not only do they provide a broad coverage of a large number of areas, but many of the chapters present new ways of thinking about these areas. Below is a brief overview of each of the sections in this volume: In Section 1 we begin the volume with chapters on philosophical, historical, and religious thinking on well-being through the ages. Next, we cover the methods and measures used in the scientific study of well-being. Section 2 is devoted to theories of well-being such as the top-down theory, activity theory, goal theory, self-determination theory, and evolutionary theory. Section 3 covers the personality, genetics, hormones, and neuroscience of well-being. Then, demographic factors such as age, gender, race, religion, and marital status are discussed. Section 4 is devoted to how domains of life – such as work, finance, close relationships, and leisure – are related to overall subjective well-being. Section 5 covers the various outcomes of subjective well-being, ranging from work outcomes, to cognitive outcomes, to health, and finally relationship outcomes. Section 6 covers interventions to increase subjective well-being. Finally, Section 7 is devoted to cultural, geographical, and historical variations in subjective well-being. This eHandbook presents the most up-to-date and comprehensive understanding of subjective well-being – and it is freely available to all! The editors would like to extend their thanks to several individuals who have been critical to the success of the handbook. First, our gratitude is immense toward Chris Wiese, Keya Biswas-Diener, and Danielle Geerling, who organized and kept the entire venture on track. Their hard work and organizational skills were wonderful, and the book would not have been possible without them. Second, we extend our thanks to the Diener Education Fund, a charitable organization devoted to education that in part made this project possible. In particular we express deep gratitude to Mary Alice and Frank Diener. Not only did their help make this eHandbook possible, but their lives stood as shining examples of the way to pursue well-being!https://digitalcommons.unomaha.edu/psychfacbooks/1008/thumbnail.jp