The genre regime of research evaluation:Contradictory systems of value around academics' writing

This paper addresses how academics navigate different kinds of prestige and different systems of value around what 'counts' in academic writing, focusing particularly on the impact of the genre regime associated with research evaluation in the UK Research Excellence Framework (REF). It draws on data from an ESRC-funded project working with academics across different disciplines and different institutions in England. We interviewed people about their writing practices several times, exploring their practices, life histories, institutional contexts, and the tools and resources they draw on as they write. Academics' research writing is framed within explicit institutional and departmental strategies around the numbers and publication venues of research outputs, driven by institutions’ need to succeed in the national competitive research evaluation system. Such institutional strategies do not always map well onto other values systems in which academics have been trained and within which they locate themselves. The paper analyses the interviews we carried out, exploring how academics negotiate tensions between these systems of value and considering the implications of this for what is considered to be important in academic work and, therefore, what it means to be an academic

Immersion education outcomes and the Gaelic community:Identities and language ideologies among Gaelic-medium educated adults in Scotland

Scholars have consistently theorised that language ideologies can influence the ways in which bilingual speakers in minority language settings identify and engage with the linguistic varieties available to them. Research conducted by the author examined the interplay of language use and ideologies among a purposive sample of adults who started in Gaelic medium education during the first years of its availability. Crucially, the majority of participants’ Gaelic use today is limited, although notable exceptions were found among individuals who were substantially socialised in the language at home during childhood, and a small number of new speakers. In this paper, I draw attention to some of the language ideologies that interviewees conveyed when describing their cultural identifications with Gaelic. I argue that the ideologies that informants express seem to militate against their more frequent use of the language and their association with the wider Gaelic community. In particular, I discuss interviewees’ negative perceptions of the traditionally defined, ethnolinguistic identity category ‘Gael(s)’ in their expression of language ideologies and identities, and the implications of this finding for other contexts of minority language revitalisation

Connected parents: combining online and off-line parenthood in vlogs and blogs

This article explores evaluative discourse in a corpus sample of parents' vlogs (video blogs) and blogs (henceforth v/ blogs) dealing with family tasks and responsibilities, as a reflection of underlying values concerning parenthood. It pays special attention to the important role played by the expression of attitude, understood as "ways of feeling" and including the meanings of affect, judgement and appreciation, together with positive politeness in the social practices of the discursive construction of online and off-line parenthood. Analysis and description of the data show two main patterns in parents' practices, either aiming at perfection through juggling and multi-tasking or building resistance to the demands of families and society. Results show that parents frequently exploit the system of affect for building positive face and rapport, while indirectly expressing judgement of social esteem and social sanction, which construct their identities as mothers and fathers and those of the members of their communities of practice. The corpus for the study consists of a random sample of 400 evaluative units in posts and comments on v/ blogs dealing with family tasks and responsibilities (200 in English and 200 in Spanish, with half the sample being drawn from fathers' and the other half from mothers' v/ blogs). I will approach the analysis of the data from appraisal (Martin and White 2005, Bednarek 2008) and politeness theory (Brown and Levinson 1987) in order to explore the features of evaluative discourse and the management of face. The methodology for processing the data borrows quantitative techniques from Corpus Linguistics, including the coding and statistical treatment of the sample with UAM Corpus Tools (O'Donnell 2011), together with Pragmatics and Discourse Analysis (DA), as done in some previous research (Santamaría-García 2011, 2014).Project "EMO-FUNDETT: EMOtion and language at work", I+D FFI2013-47792-C2-1-P, sponsored by the Spanish Ministry of Science and Innovatio

Medium of instruction ideologies: accommodation of multilingualism in the bilingual regime of Navarre

The management of bilingualism in the Spanish autonomous community of Navarre is a source of tension. The implementation of English medium of instruction in the public educational system has clashed with attempts to break with the linguistic territoriality regime by promoting Basque schooling. This paper brings together ideologies on English and minority languages and explores how political practice is intertwined with language policy and planning and language ideology. More specifically, it examines the institutionalization of language ideologies through language policy-making in education and, particularly, through medium of instruction. The paper begins with a description of the bilingual regime in Navarre and an examination of how ideologies have shaped and legitimized language policy in education. It then moves on to an analysis of both Basque and English medium of instruction ideologies that inform policy-making. This paper shows that the dynamics introduced by multilingualism in education have had a reinforcing effect on previous language ideologies on bilingualism and, ultimately, have aggravated the language dispute. Finally, it discusses how medium of instruction serves as a terrain for language competition and as part of a broader struggle for language policy and institutional power