Communicative competence and institutional affiliation: interactional processes of identity construction by immigrant students in Catalonia

The growing presence of children of immigrant families in the public school system in the bilingual region of Catalonia provides us with an opportunity to study how young multilingual and multicultural speakers construct their social competencies and their identity within the specific context of a gate-keeping social institution such as the school. The study reported in this paper approaches language learning as a process of socialisation that involves not only learning how to make sense of linguistic signs but also learning how to enact different social roles in particular institutions. The analysis focuses on the interactional profiles of two immigrant students in two types of communicative activities that are representative of the school context: responding to questions from an adult and cooperating with a peer in the resolution of a learning task. By shifting the focus of analysis from a decontextualised notion of communicative competence to the notion of 'institutionally affiliated communicative competence' and concentrating on issues such as the (1) the relationship between knowledge and participation, (2) language choice inside and outside school and (3) definitions of correctness in language use, the study reveals how the two students construct a highly 'affiliated' identit

CANELC: constructing an e-language corpus

This paper reports on the construction of CANELC: the Cambridge and Nottingham e-language Corpus.3 CANELC is a one million word corpus of digital communication in English, taken from online discussion boards, blogs, tweets, emails and SMS messages. The paper outlines the approaches used when planning the corpus: obtaining consent; collecting the data and compiling the corpus database. This is followed by a detailed analysis of some of the patterns of language used in the corpus. The analysis includes a discussion of the key words and phrases used as well as the common themes and semantic associations connected with the data. These discussions form the basis of an investigation of how e-language operates in both similar and different ways to spoken and written records of communication (as evidenced by the BNC - British National Corpus). 3 CANELC stands for Cambridge and Nottingham e-language Corpus. This corpus has been built as part of a collaborative project between The University of Nottingham and Cambridge University Press with whom sole copyright of the annotated corpus resides. CANELC comprises one-million words of digital English taken from SMS messages, blogs, tweets, discussion board content and private/business emails. Plans to extend the corpus are under discussion. The legal dimension to corpus ‘ownership’ of some forms of unannotated data is a complex one and is under constant review. At the present time the annotated corpus is only available to authors and researchers working for CUP and is not more generally available

Towards a sociocultural understanding of children’s voice

While ‘voice’ is frequently invoked in discussions of pupils’ agency and empowerment, less attention has been paid to the dialogic dynamics of children’s voices and the sociocultural features shaping their emergence. Drawing on linguistic ethnographic research involving recent recordings of ten and eleven year-old children’s spoken language experience across the school day, this article examines how pupils’ voices are configured within institutional interactional contexts which render particular kinds of voice more or less hearable, and convey different kinds of value. Analysis shows how children appropriate and reproduce the authoritative voices of education, popular culture and parents in the course of their induction into social practices. At the same time they also express varying degrees of commitment to these voices and orchestrate their own and other people’s voices within accounts and anecdotes, making voice appropriation an uneven, accumulative process shot through with the dynamics of personal and peer-group experience. The examination of children’s dialogue from different contexts across the school day highlights the situated semiotics of voice and the heteroglossic development of children’s speaking consciousness

The Role of Histone H4 Biotinylation in the Structure of Nucleosomes

Background: Post-translational modifications of histones play important roles in regulating nucleosome structure and gene transcription. It has been shown that biotinylation of histone H4 at lysine-12 in histone H4 (K12Bio-H4) is associated with repression of a number of genes. We hypothesized that biotinylation modifies the physical structure of nucleosomes, and that biotin-induced conformational changes contribute to gene silencing associated with histone biotinylation. Methodology/Principal Findings: To test this hypothesis we used atomic force microscopy to directly analyze structures of nucleosomes formed with biotin-modified and non-modified H4. The analysis of the AFM images revealed a 13% increase in the length of DNA wrapped around the histone core in nucleosomes with biotinylated H4. This statistically significant (p,0.001) difference between native and biotinylated nucleosomes corresponds to adding approximately 20 bp to the classical 147 bp length of nucleosomal DNA. Conclusions/Significance: The increase in nucleosomal DNA length is predicted to stabilize the association of DNA with histones and therefore to prevent nucleosomes from unwrapping. This provides a mechanistic explanation for the gene silencing associated with K12Bio-H4. The proposed single-molecule AFM approach will be instrumental for studying the effects of various epigenetic modifications of nucleosomes, in addition to biotinylation

Meaning between, in, and around words, gestures and postures: multimodal meaning making in children's classroom communication

The view of language from a social semiotic perspective is clear. Language is one of many semiotic resources we employ in our communicative practices. That is to say that while language is at times dominant, it always operates within a multimodal frame and furthermore, at times modes other than language are dominant. The proposed 2014 National Curriculum for the UK, on the other hand, values pupils' face-to-face classroom interaction in terms of standard spoken English (i.e. in terms of the mode of language alone). This paper offers examples demonstrating how embodied modes such as gesture, posture, facial expression, gaze and haptics work in conjunction with speech in children's collaborative construction of knowledge. In other words, what may have been previously conceived as gaps and silences - often interpreted as an absence of language - are in fact instantiations of the work of semiotic modes other than language. In order to consider this closely, this paper offers evidence from a multimodal micro-analysis of pupil-to-pupil, face-to-face interaction in one science lesson in a Year Five UK Primary classroom. It demonstrates how children's meaning-making is achieved through apt use of all available semiotic resources

Analysis of Different Views and Conceptualizations of the Literacy Practices of Pupils, Families, and Teachers in Costa Rican Primary Education

This article is based on a socio-cultural discourse model of literacy, whereby literacy events are regarded as being situated within social practices, creating various formal, informal, and non-formal literacy events that are part of 10multiliteracies. The aim of the research was to analyze primary pupils ’ literacy practices (8–12 years) from the perspectives of 1,354 primary pupils, 1,020 family members, and 96 teachers in Costa Rica, using an ex-post facto design and a survey method. The findings indicate that the three groups of participants (pupils, family members, and teachers) have different views on 15and conceptualizations of literacy practices in school and in the community. The results show that young learners develop their literacy practices according to their different communicative needs inside and outside school. A multimodal literacy is promoted outside school to meet students’ daily communicative needs. However, the school promotes a monomodal lit20eracy, which allows pupils to respond essentially to school needs

"Arabic is the language of the Muslims–that's how it was supposed to be": exploring language and religious identity through reflective accounts from young British-born South Asians

This study explores how a group of young British-born South Asians understood and defined their religious and linguistic identities, focusing upon the role played by heritage languages and liturgical languages and by religious socialisation. Twelve British-born South Asians were interviewed using a semi-structured interview schedule. Interview transcripts were subjected to interpretative phenomenological analysis. Four superordinate themes are reported. These addressed participants' meaning-making regarding "the sanctification of language" and the consequential suitability of "the liturgical language as a symbol of religious community"; the themes of "ethnic pride versus religious identity" and "linguistic Otherness and religious alienation" concerned potential ethno-linguistic barriers to a positive religious identity. Findings are interpreted in terms of concepts drawn from relevant identity theories and tentative recommendations are offered concerning the facilitation of positive religious and ethnic identities

Ancillary Therapy and Supportive Care of Chronic Graft-versus-Host Disease: National Institutes of Health Consensus Development Project on Criteria for Clinical Trials in Chronic Graft-versus-Host Disease: V. Ancillary Therapy and Supportive Care Working Group Report

AbstractThe Ancillary Therapy and Supportive Care Working Group had 3 goals: (1) to establish guidelines for ancillary therapy and supportive care in chronic graft-versus-host disease (GVHD), including treatment for symptoms and recommendations for patient education, preventive measures, and appropriate follow-up; (2) to provide guidelines for the prevention and management of infections and other common complications of treatment for chronic GVHD; and (3) to highlight the areas with the greatest need for clinical research. The definition of “ancillary therapy and supportive care” embraces the most frequent immunosuppressive or anti-inflammatory interventions used with topical intent and any other interventions directed at organ-specific control of symptoms or complications resulting from GVHD and its therapy. Also included in the definition are educational, preventive, and psychosocial interventions with this same objective. Recommendations are organized according to the strength and quality of evidence supporting them and cover the most commonly involved organs, including the skin, mouth, female genital tract, eyes, gastrointestinal tract, and lungs. Recommendations are provided for prevention of infections, osteoporosis, and steroid myopathy and management of neurocognitive and psychosocial adverse effects related to chronic GVHD. Optimal care of patients with chronic GVHD often requires a multidisciplinary approach