The language teacher as a supporter of the linguistic ecosystem among young immigrant learners: Beliefs and practices

The objective of the article is to analyze the attitudes of foreign language teachers towards students’ mother tongues or heritage languages, as migrant students to the city of Gdańsk, Poland, use them as a compensation strategy in formal language learning. On the basis of a survey methodology, the author will try to explore language teacher beliefs regarding the perception of the coexistence and the use of other languages (including Polish) in mainstream FL education and attempt to compile good practices in this regard, reported by the teachers surveyed. Referring to his earlier research (Lankiewicz 2013, 2015, 2019, 2020, 2021), the author hypothesizes that language teachers manifesting higher levels of critical language awareness will be more prone to draw upon students’ linguistic repertoires in the education processes, while others will suppress any form of intercomprehension, code-switching or language meshing

Translanguaging: Implications for the language classroom derived from the revised version of the CEFR

One of the basic documents defining, among others, language learning, teaching, and assessment within the EU is the CEFR (2001). Since the moment of its first publication, many political and social changes have occurred which necessitated the reshaping of general language teaching policy to meet the new conditions. There also appeared new theoretical reflections on the process of language learning and language use. Through enhanced mobility a remarkable number of European citizens have become plurilingual, living in multilingual environments. On the other hand, new insights into the process of language learning and teaching accentuated the need for the departure from monolingual approaches in favour of translingual practices (Canagarajah 2013; García & Li 2014). The objective of this article is to present the implications derived from a translingual instinct (Li 2011) for teaching an additional foreign language to plurilingual students. The author of the article derives his reflections from the theoretical underpinnings of multilingualism, his own research on translanguaging and the revised version of the CEFR (2018)

Nuevas perspectivas sobre la concienciación del profesorado de lenguas en relación a los conceptos de automarginalización y empoderamiento en el uso de una lengua extranjera

The concept of self-marginalization and empowerment in applied linguistics can be derived from the so-called critical school, whose sociolinguistic findings pertain to power (Fairclough 1989, 1992) and hegemony (Gramsci, 1971/1991). It offers new perspectives for the perception of a second/foreign language acquisition process. Thereby, with reference to the notions of multicompetence (Cook, 1991), plurilingualism and multilingualism (Kramsch, 2008), metrolingualism (Otsuji & Pennycook, 2010; Pennycook, 2010), the concept of English as a Lingua Franca (Jenkins, 2007), translingual practice (Canagajarah, 2013), and particularly the ecological metaphor in language acquisition (Kramsch, 2002a) and learning (van Lier, 2004), which demystify linguistic normativity, we offer a survey study into the teacher language awareness pertaining to their self-perception as language users. The article concludes with implications for foreign language teacher education in the era of globalization and autonomization of the language learning process.Los conceptos de automarginalización y empoderamiento en la lingüística aplicada pueden extraerse de las corrientes críticas así denominadas y cuyos resultados sociolingüísticos se refieren al poder (Fairclough, 1989, 1992) y la hegemonía (Gramsci, 1971/1991). Ofrecen nuevas perspectivas para la percepción del proceso de adquisición de una lengua extranjera. Así, asumiendo las ideas de multicompetencia (Cook, 1991), pluringüismo y multilingüismo (Kramsch, 2008), metrolingüismo (Otsuji y Pennycook, 2010; Pennycook, 2010), el concepto de lingua franca (Jenkins, 2007), la práctica translingüística (Canagajarah, 2013), y en particular, la metáfora ecológica en adquisición (Kramsch, 2002a) y aprendizaje de una lengua (van Lier, 2004), que desmitifica la normatividad lingüística, este trabajo ofrece un estudio evaluativo sobre la sensiblilización/concienciación lingüística del profesorado en cuanto a su autopercepción como usuarios de una lengua. El artículo concluye con las implicaciones en la educación del profesorado de lengua extranjera en la era de la globalización y de la autonomización del proceso de aprendizaje de lenguas

Insights into Teacher Language Awareness with Reference to the Concept of Self-Marginalization and Empowerment in the Use of a Foreign Language

The concept of self-marginalization and empowerment in applied linguistics can be derived from the so-called critical school, whose sociolinguistic findings pertain to power (Fairclough 1989, 1992) and hegemony (Gramsci, 1971/1991). It offers new perspectives for the perception of a second/foreign language acquisition process. Thereby, with reference to the notions of multicompetence (Cook, 1991), plurilingualism and multilingualism (Kramsch, 2008), metrolingualism (Otsuji & Pennycook, 2010; Pennycook, 2010), the concept of English as a Lingua Franca (Jenkins, 2007), translingual practice (Canagajarah, 2013), and particularly the ecological metaphor in language acquisition (Kramsch, 2002a) and learning (van Lier, 2004), which demystify linguistic normativity, we offer a survey study into the teacher language awareness pertaining to their self-perception as language users. The article concludes with implications for foreign language teacher education in the era of globalization and autonomization of the language learning process.Los conceptos de automarginalización y empoderamiento en la lingüística aplicada pueden extraerse de las corrientes críticas así denominadas y cuyos resultados sociolingüísticos se refieren al poder (Fairclough, 1989, 1992) y la hegemonía (Gramsci, 1971/1991). Ofrecen nuevas perspectivas para la percepción del proceso de adquisición de una lengua extranjera. Así, asumiendo las ideas de multicompetencia (Cook, 1991), pluringüismo y multilingüismo (Kramsch, 2008), metrolingüismo (Otsuji y Pennycook, 2010; Pennycook, 2010), el concepto de lingua franca (Jenkins, 2007), la práctica translingüística (Canagajarah, 2013), y en particular, la metáfora ecológica en adquisición (Kramsch, 2002a) y aprendizaje de una lengua (van Lier, 2004), que desmitifica la normatividad lingüística, este trabajo ofrece un estudio evaluativo sobre la sensiblilización/concienciación lingüística del profesorado en cuanto a su autopercepción como usuarios de una lengua. El artículo concluye con las implicaciones en la educación del profesorado de lengua extranjera en la era de la globalización y de la autonomización del proceso de aprendizaje de lenguas

Insights into Teacher Language Awareness with Reference to the Concept of Self-Marginalization and Empowerment in the Use of a Foreign Language

The concept of self-marginalization and empowerment in applied linguistics can be derived from the so-called critical school, whose sociolinguistic findings pertain to power (Fairclough 1989, 1992) and hegemony (Gramsci, 1971/1991). It offers new perspectives for the perception of a second/foreign language acquisition process. Thereby, with reference to the notions of multicompetence (Cook, 1991), plurilingualism and multilingualism (Kramsch, 2008), metrolingualism (Otsuji & Pennycook, 2010; Pennycook, 2010), the concept of English as a Lingua Franca (Jenkins, 2007), translingual practice (Canagajarah, 2013), and particularly the ecological metaphor in language acquisition (Kramsch, 2002a) and learning (van Lier, 2004), which demystify linguistic normativity, we offer a survey study into the teacher language awareness pertaining to their self-perception as language users. The article concludes with implications for foreign language teacher education in the era of globalization and autonomization of the language learning process.Los conceptos de automarginalización y empoderamiento en la lingüística aplicada pueden extraerse de las corrientes críticas así denominadas y cuyos resultados sociolingüísticos se refieren al poder (Fairclough, 1989, 1992) y la hegemonía (Gramsci, 1971/1991). Ofrecen nuevas perspectivas para la percepción del proceso de adquisición de una lengua extranjera. Así, asumiendo las ideas de multicompetencia (Cook, 1991), pluringüismo y multilingüismo (Kramsch, 2008), metrolingüismo (Otsuji y Pennycook, 2010; Pennycook, 2010), el concepto de lingua franca (Jenkins, 2007), la práctica translingüística (Canagajarah, 2013), y en particular, la metáfora ecológica en adquisición (Kramsch, 2002a) y aprendizaje de una lengua (van Lier, 2004), que desmitifica la normatividad lingüística, este trabajo ofrece un estudio evaluativo sobre la sensiblilización/concienciación lingüística del profesorado en cuanto a su autopercepción como usuarios de una lengua. El artículo concluye con las implicaciones en la educación del profesorado de lengua extranjera en la era de la globalización y de la autonomización del proceso de aprendizaje de lenguas

Sickle Cell Disease and Variation in the PAR4 Receptor

Sickle cell disease disproportionately affects African Americans in the U.S. Much can still be learned regarding determinants of frequency and severity of painful vaso-occlusive episodes in these patients. It has been reported that a variant in PAR4 (protease-activated receptor 4) has a unique distribution among African Americans. One variant (Thr120) is hyperactive, while the other (Ala120) is hypoactive. This receptor is present on platelets, vascular cells, and nociceptors. We wish ultimately to test the hypothesis that sickle cell patients with the hyperactive PAR4 receptor have greater pain severity. A genotype-phenotype correlation would have prognostic value. An adequately powered study to test this hypothesis would need to be multicenter. Therefore this is an ongoing pilot feasibility study to 1) Determine whether a sufficient number of sickle cell patients will consent to a focused genotype study; 2) Test if the current electronic health record (EHR) can be queried for an accurate depiction of sickle cell-related pain treatment; and 3) Collect single-center data on the genotype-phenotype correlation that can later be expanded to a multi-center study. 7/18 patients asked have consented to be in the study, the EHR in 5/7 enrolled has matched self-reported healthcare visits for vaso-occlusive episodes, and genetic studies are not being conducted until there are adequate numbers of samples. These in-progress results indicate patients will consent at an acceptable frequency and that the EHR is useful in objectively categorizing pain-severity phenotypes. Regardless of the date from the genetic component, preliminary results suggest a multi-center study could be productive

The Cost Effectiveness of Single-Patient-Use Electrocardiograph Cable and Lead Systems in Monitoring for Coronary Artery Bypass Graft Surgery

Background: During admission for coronary artery bypass graft (CABG) surgery patients receive electrocardiograph (ECG) monitoring; for which reusable ECG cable and leads (rECG) are standard.Objective: Evaluate the cost effectiveness of a single-patient-use ECG cable and lead system (spECG).Methods: Review of the Medicare 2011–2014 database followed by a cost-effectiveness model considering a Medicare facility transitioning from rECG ($9 per patient) to spECG ($15). In-hospital ECG monitoring was for ≤8 days. In the model, patients underwent CABG and recovered in the intensive care unit, before transfer to the general ward and discharge. Surgical site infection (SSI) resulted in increased length of stay, readmission, or outpatient care. Health outcomes impacted EQ-5D-measured quality adjusted life years (QALYs). Health and cost outcomes were discounted at 3.5% annually. All costs in 2016 USD. Significance (95% level) was assessed via 2,000 simulations.Results: In 2014, 5.49% of patients had an SSI by 90-days post-surgery, with spECG reducing the odds of an SSI (odds ratio: 0.74, 0.62–0.89). Mean 40-year, per-patient costs to Medicare were $65,497 with rECG and$65,048 with spECG. The $450 saving was significant, with a median (95$466 ($174 to$989). Cost drivers were days required to treat inpatient SSIs. QALYs increases with spECG were significant but minor (median increase 0.008). Medicare savings may total $40 million per year with use of spECG.Conclusions: Post-operative SSI is a concern for Medicare patients undergoing CABG, and use of spECG is likely to provide cost and patient benefits

Confounding by indication affects antimicrobial risk factors for methicillin-resistant Staphylococcus aureus but not vancomycin-resistant enterococci acquisition

Background: Observational studies rarely account for confounding by indication, whereby empiric antibiotics initiated for signs and symptoms of infection prior to the diagnosis of infection are then viewed as risk factors for infection. We evaluated whether confounding by indication impacts antimicrobial risk factors for methicillin-resistant Staphylococcus aureus (MRSA) and vancomycin-resistant enterococci (VRE) acquisition. Findings: We previously reported several predictors of MRSA and VRE acquisition in 967 intensive care unit (ICU) patients with no prior history of MRSA or VRE who had an initial negative screening culture followed by either a subsequent negative screening culture (controls) or positive screening or clinical culture (cases). Within and prior to this acquisition interval, we collected demographic, comorbidity, daily device and antibiotic utilization data. We now re-evaluate all antibiotics by medical record review for evidence of treatment for signs and symptoms ultimately attributable to MRSA or VRE. Generalized linear mixed models are used to assess variables associated with MRSA or VRE acquisition, accounting for clustering by ward. We find that exclusion of empiric antibiotics given for suspected infection affects 17% (113/661) of antibiotic prescriptions in 25% (60/244) of MRSA-positive patients but only 1% (5/491) of antibiotic prescriptions in 1% (3/227) of VRE-positive patients. In multivariate testing, fluoroquinolones are no longer associated with MRSA acquisition, and aminoglycosides are significantly protective (OR = 0.3, CI:0.1-0.7). Conclusions: Neglecting treatment indication may cause common empiric antibiotics to appear spuriously associated with MRSA acquisition. This effect is absent for VRE, likely because empiric therapy is infrequent given the low prevalence of VRE