Exploring understandings of partnership in higher education using methods from corpus linguistics

Non peer reviewedFinal Published versio

Translanguaging and Multilingual Picturebooks : Gloria Anzaldúa’s Friends from the Other Side / Amigos Del Otro Lado

nglish language teaching (ELT) is overcoming its monolingual character with students increasingly bringing additional languages to the classroom. Closely related to this, there is a growing awareness of the fact that students’ experiences with multilingualism are a valuable resource which should also be harnessed in language classrooms. Even if English is the language of instruction, the learners’ home languages, other languages and language varieties spoken in the school and personal environments, all influence their learning process and the formation of cultural identities. This paper looks critically at the traditional concept of the monolingual language classroom and explores the potential of multilingual literature which supports the learners’ second language development while, at the same time, raising their awareness of multilingualism and developing their plurilingual literacies. The English-Spanish children’s book Friends from the Other Side/Amigos del Otro Lado (1995) by American writer and Chicana cultural theorist Gloria Anzaldúa serves as an example of how working with multilingual literature can enrich the English learning experience of children from different age groups.Peer reviewedFinal Published versio

Reflections on that-has-been : Snapshots from the students-as-partners movement

EDITORIAL NOTE (Alison): The idea for this multipart reflective essay emerged from first author Christel Brost’s reflections on her experience of striving to develop a students-as-partners approach within the context of a summer institute and then back at her home institution. To aid reflection on these experiences, Christel used Roland Barthe’s construct of that-has-been, which she explains below, to examine several “mental snapshots” of her experiences and what those mean for her personally and for students-as-partners work. Inspired by the vivid, emotion filled representation of Christel’s “snapshots,” we (co-editors of reflective essays for the journal, Anita Ntem and Alison Cook-Sather) invited participants from two other venues to share their reflections within the same frame. Authors of each section of this essay use Barthes’ construct to “zoom in” on different moments and lived experiences of partnership, creating mental snapshots from three students-as-partners venues. The first venue is the Change Institute at the May 2017 International Summer Institute on Students as Partners held at McMaster University, in Hamilton, Ontario, Canada. The second is the May 2017 Pedagogic Partnership Conference held at Lafayette College in, Easton, Pennsylvania, in the United States. The third is the June 2017 RAISE International Partnership Colloquium held at Birmingham City University in Birmingham, England.Non peer reviewedFinal Published versio

Creating a Self-Image : Face-Work and Identity Construction Online

© 2020 Dr. Saskia Kersten, Dr. Netaya Lotze. This work is licensed under a Creative Commons Attribution-ShareAlike 4.0 International License (https://creativecommons.org/licenses/by-sa/4.0/).In this article, we build on research arguing that linguistic self-representation on social media can be viewed as a form of face-work and that the strategies employed by users are influenced by both a desire to connect with others and a need to preserve privacy. Drawing on our own analyses of usernames as well as that of others which were conducted as part of a large-scale project investigating usernames in 14 languages (Schlobinski/T. Siever 2018a), we argue that these conflicting goals of wanting to be recognised as an authen­tic member of an in-group while retaining a degree of anonymity are also observable in the choice of username. Online self-naming can thus be viewed as a key practice in the debate of face-work on social media platforms, because names and naming strategies can be stud­ied more readily than broader and more complex aspects, such as stylistic variation or text-image interdependence, while at the same time forming part of these.Peer reviewe

Anonymity and Authenticity on the Web: Towards a new framework in internet onomastics

© John Benjamins Publishing Company. This is the accepted manuscript version of an article which has been published in final form at https://doi.org/10.1075/ip.00074.ker.Building on our own research (Kersten and Lotze 2018; Kersten and Lotze 2020; Lotze and Kersten (in press); Lotze and Kersten (under review)) as well as other work in this area (Bechar-Israeli 1995; Stommel 2007; Lindholm 2013; Aleksiejuk 2016a, 2016b), this article will discuss the pragmatics of (self-)naming practices online and how they contribute to identity construction and face-work (Bedijs, Held and Maaß 2014; Seargeant and Tagg 2014). Drawing on the data collected, both existing and analysed as part of a wider study of usernames across 14 languages (Schlobinski and Siever 2018a), the use and function of anthroponyms and other names in online contexts are explored. Furthermore, we endeavour to situate both onomastic- and sociolinguistic research in the field of digitally-mediated interaction (DMI) and in the field of pragmatics in general.Peer reviewe

Das mentale Lexikon und Vokabellernen in der Grundschule

Das mentale Lexikon wird oft als Reservoir bezeichnet, in dem das Wissen über alle dem Individuum bekannten Worte der Muttersprache (L1) gespeichert ist. Es gibt verschiedene Modelle des mentalen Lexikons, die versuchen, dieses Wissen in unterschiedlicher Weise abzubilden. Die Modelle variieren insbesondere in Hinblick auf die Art des gespeicherten Wissens und die Verknüpfung der kognitiven Informationen untereinander. Darüber hinaus wird diskutiert, ob das mentale Lexikon für eine Fremdsprache (L2) ein eigenständiges System ist oder ob es ganz oder teilweise in das Lexikon der L1 integriert ist. In diesem Artikel werden Unterschiede und Gemeinsamkeiten ausgesuchter Modelle sowie deren Implikationen speziell für den Frühen Fremdsprachenunterricht aufgezeigt, auf dessen Grundlage eine Interventionsstudie an Grundschulen (in Klasse 3 und 4) durchgeführt wurde. In dieser Studie wurden die Versuchsgruppen in einer Weise unterrichtet, die auf Erkenntnissen der kognitiven Linguistik basiert und das Wissen über das mentale Lexikon im Anfangsunterricht nutzbar machen will

How UK HE STEM Students Were Motivated to Switch Their Cameras on: A Study of the Development of Compassionate Communications in Task-focused Online Group Meetings

© 2022 by the authors. Licensee MDPI, Basel, Switzerland. This article is an open access article distributed under the terms and conditions of the Creative Commons Attribution (CC BY) license (https://creativecommons.org/licenses/by/4.0/)HE’s pandemic-driven shift to online platforms has increased social and learning disconnection amongst students. In online group work/teamwork, many are reluctant to switch on their cameras to be more present to others. Compassion in group work/teamwork is defined as noticing, not normalizing, one’s own and/or others’ distress or disadvantaging and taking wise action to prevent or reduce this. This notion of compassion is being assessed in the HE sector using filmed task-focused in-class group work meetings to identify levels of both inclusivity and criticality around the team. This study investigates the use and outcomes of using the compassionate communications strategies (that were developed in and for the offline classroom) in online team meetings. In this mixed-methods study, two groups of four international STEM students, each from a sample of five UK universities, were video-recorded in task-focused group work meetings (TGMs) before and after an online interactive 90-min training session (‘the intervention’) on the Cognitive Skills of Compassionate Communications (CSCC) in teams. A comparison of the (pre and post CSCC intervention) quantitative and qualitative data results indicated, post-intervention, a significant increase in students’ screen gaze attentiveness to each other, and reasons why students’ motivation to switch on their cameras had changed.Peer reviewedFinal Published versio