“Good Mothers” Breastfeed: Discursive Constructions of “Good Motherhood” in Infant Feeding Health Promotional Material in Ireland

This paper focuses on discursive constructions of “good motherhood” in discourses of infant feeding in contemporary health promotional material in Ireland. The study examines the multisemiotic composition of two pamphlets on breast and formula feeding, routinely given to mothers in Ireland after having a baby. These pamphlets are analysed using a model of multimodal critical discourse analysis (MCDA) in order to produce a comprehensive examination of the key discursive strategies and semiotic choices employed by the producers of these texts to influence parents’ decisions about infant feeding. The paper examines how mothers’ choices with regard to infant feeding are constrained by the positioning of breastfeeding as the optimal choice, and the discursive legitimisation of correlations between the practice of breastfeeding andthe ideal of good motherhood. It also highlights that these discursive strategies and semiotic choices are underpinned by discourses of attachment parenting, totalmotherhood and neoliberal risk culture.The paper argues that the health promotional texts which form the basis of this study, are part of a wider discourse of breastfeeding which is an ideologically infused moral discourse about what it means to be a good mother in an advanced capitalist society. It further concludes that the question of choice, which is central to so many women’s issues, is notably absent from the discourse of infant feeding, a factor that can have a strong negative impact on the wellbeing of new mothers

Digital Video Creation in the LSP Classroom

[EN] The twenty-first century world of digital media and multimodalities demands a rethinking of approaches to languages for specific purposes (LSP). This article seeks to determine the effectiveness of digital video creation as a teaching and learning tool in the LSP context through an investigation of students’ perceptions of the usefulness of this activity. The study is based on a digital video creation project carried out with a group of second year undergraduate students on the BSc in Biotechnology programme in NUI Galway who also study French as part of their degree programme. The findings are indicative of an overwhelmingly positive response from learners to this activity, both in terms of the development of language skills and other key social and professional skills. However, findings also warn that students’ digital competencies must not be over-estimated, despite a general assumption in technology-enhanced language learning research, that the current generation of students have a high level of digital literacy. This study highlights the pedagogical potential of digital video creation in the language classroom and demonstrates that it embraces many of the core elements underpinning progressive LSP pedagogy, by giving students the opportunity to keep pace with the multimodality afforded by digital media and by ensuring their language learning is both contextualised and authentic. It advocates the use of digital video creation in language learning and particularly in LSP, by highlighting the strong impact that this activity had on the participants in this study.Rodgers, O.; Ni Dhonnchadha, L. (2018). Digital Video Creation in the LSP Classroom. The EuroCALL Review. 26(1):43-58. doi:10.4995/eurocall.2018.96664358261Allan, M. (1985). Teaching English with video. Essex: Longman.Arnó-Macià, E. (2012). The role of technology in teaching languages for specific purposes courses. The Modern Language Journal, Focus Issue: Languages for Specific Purposes, (96): 89-104.Arnó-Macià, E. (2014). Information technology and languages for specific purposes in the EHEA: options and challenges for the knowledge society. In Bárcena, E., Read, T. and Arus, J. (eds.) Languages for specific purposes in the digital era. Heidelberg; New York; Dordrecht; London: Springer.Arnó, E., Soler, A. and Rueda, C. (eds.) (2006). Information technology in languages for specific purposes. New York: Springer.Bárcena, E., Read, T. and Arus, J. (eds.) (2014). Languages for specific purposes in the digital era. Heidelberg; New York; Dordrecht; London: Springer.Burston, J. (2016). The future of foreign language instructional technology: BYOD MALL. The EUROCALL Review, 24(1): 3-9.Caws, C. and Heift, T. (2016). Evaluation in CALL. Tools, interactions, outcomes. In Farr, F. and Murray, M. (Eds.). The Routledge Handbook of Language Learning and Technology. London; New York: Routledge, 127-140.Chambers, A. (1996). LSP theory and second language acquisition. In Hickey, T. and Williams J. (eds.), Language, education and society. Bristol: Multilingual Matters, 232-238.Chapelle, C. (2001). Computer Applications in Second Language Acquisition: Foundations for Teaching, Testing and Research. Cambridge: Cambridge University Press.Cooper, R., Lavery, M. and Rinvolucri, M. (1991). Video. Oxford: Oxford University Press.Dal, M. (2010). Digital video production and task-based language learning. Ráostefnurit Netlu-Menntakvika. http://netla.khi.is/menntakvika2010/alm.021.pdf (accessed June 20, 2017)Dalton-Puffer, C., Nikula, T. and Smit, U. (2010). Language use and language learning in CLIL classrooms. Philadelphia; Amsterdam: John Benjamins.Dudley-Evans, T. and St. John, M.J. (1998). Developments in ESP. A multi-disciplinary approach. Cambridge: Cambridge University Press.Dugartsyrenova, V. and Sardegna, V. (2016). Developing oral proficiency with VoiceThread: Learners' strategic uses and view. ReCALL, 29(1): 59-79.Duman, G., Orhon, G. and Gedik, N. (2014). Research trends in mobile assisted language learning from 2000 to 2012. ReCALL, 27(2): 197-216.García Laborda, J. (2011). Revisiting materials for teaching languages for specific purposes. The Southeast Asian Journal of English Language Studies, 17(1): 102-112.Gardner, D. (1994). Student-produced video documentary: Hong-Kong as a self-access resource. Hong Kong Papers in Linguistics and Language Teaching, 17: 45-53.Gee, J.P. and Hayes, E.R. (2011). Language and learning in the digital age. New York: Routledge.Goldstein, B. and Driver, P. (2015). Language learning with digital video. Cambridge: Cambridge University Press.Gollin-Kies, S., Hall, D. and Moore, S.H. (2015). Language for specific purposes. New York: Palgrave Macmillan.González-Pueyo, I., Foz, C. Jaime, M. and Luzón, M.J. (eds.) (2009). Teaching academic and professional English online. Bern: Lang.Goulah, J. (2007). Village voices, global visions: digital video as a transformative foreign language tool. Foreign Language Annals, 40(1): 62-78.Gromik, N. (2012). Cell phone video recording feature as a language learning tool: A case study. Computers & Education, 58: 223-230.Guichon, N. and Cohen, C. (2016). Multimodality and CALL. In Farr, F. and Murray, M. (Eds.). The Routledge Handbook of Language Learning and Technology. London; New York: Routledge, 509-521.Hafner, C. and Miller, L. (2011). Fostering learner autonomy in English for science: a collaborative digital video project in a technological learning environment. Language Learning & Technology, 15(3): 68-86.Halliday, M.A.K., Strevens, P. and McIntosh, A. (1964). The linguistic sciences and language teaching. London: Longman.Harbon, L. and Shen, H. (2015). Researching language classrooms. In Paltridge, B. and Phakiti, A. (eds.). Research Methods in Applied Linguistics. A Practical Resource. London; New Delhi; New York; Sydney: Bloomsbury, 457-470.Hutchinson, T. and Waters, A. (1987). English for specific purposes. London: Longman.Kearney, M., Jones, G. and Roberts, L. (2012). An emerging learning design for student-generated 'iVideos'. Teaching English with Technology. Special Issue on LAMS and Learning Design. 12(2): 103-120.Naqvi, S. and Mahrooqi, R. (2016). ICT and language learning: A case study on student-created digital video projects. Journal of Cases on Information Technology, 18(1): 49-64.Nikitina, L. (2010). Video-making in the foreign language classroom: applying principles of constructivist pedagogy. Electronic Journal of Foreign Language Teaching, 7(1): 21-31.Nokelainen, P. (2006). An empirical assessment of pedagogical usability criteria for digital learning material with elementary school students. Educational Technology and Society, 9(2): 178-197.Prensky, M. (2012). From digital natives to digital wisdom: hopeful essays for 21st century learning. California, London, New Delhi: Sage.Prensky, M. and Heppell, S. (2008). Teaching digital natives: partnering for real learning. Thousand Oaks, California: Corwin Press.Prensky, M. (2001). Digital natives, digital immigrants. On the Horizon (MCB University Press). 9(5): 1-6.Reyes, A., Pich, E. and Garcia, M.D. (2012). Digital storytelling as a pedagogical tool within a didactic sequence in foreign language teaching. Digital Education Review, 22: 1-18.Rodgers, O., Chambers, A. and Le-Baron Earle, F. (2011). Corpora in the LSP classroom: a learner-centred corpus of French for biotechnologists. International Journal of Corpus Linguistics. Applying Corpus Linguistics, 16(3): 391-411.Sager, J.C., Dungworth, D. and McDonald, P.M. (1980). English special languages: principles and practice in science and technology. Wiesbaden: Brandstetter Verlag.Secules, T., Herron, C. and Tomasello, M. (1992). The effect of video context on foreign language learning. The Modern Language Journal, 76: 480-490.Shrosbee, M. (2008). Digital video in the language classroom. JALT CALL Journal, 4(1): 75-84.Swales, J.M. (2000). Languages for specific purposes. Annual Review of Applied Linguistics, 20: 59-76.Über-Grosse, C. and Voght, G.M. (2012). The continuing evolution of languages for specific purposes. The Modern Language Journal, Focus Issue: Languages for Specific Purposes 96: 190-202.Widdowson, H.G. (1998). Communication and community: the pragmatics of ESP. English for Specific Purposes. 17: 3-14.Willis, J. (1983). Implications for the exploitation of video in the EFL classroom. In McGovern, J. (ed.), Video applications in English language teaching, ELT documents 114. London: Pergamon Press, 29-42

The DNA of Digital Storytelling: A Case Study from a Higher Education LSP Classroom

[EN] This case study is based on a digital storytelling project conducted with first year Biotechnology with French students at National University of Ireland, Galway. Working in small groups, the students created digital stories in French based on forensic cases in which DNA profiling was used. The study was conducted while they were learning about DNA forensics in their mainstream programme. This study provides a practical example of how Digital Storytelling (DST) can be integrated as a teaching and learning tool into the Language for Specific Purposes (LSP) classroom within a higher education context. It highlights the potential of DST to develop students language skills within this specialised context and facilitate the acquisition of the transferable skills needed to communicate effectively in an increasingly globalised society.Rodgers, O.; Ní Dhonnchadha, L. (2023). The DNA of Digital Storytelling: A Case Study from a Higher Education LSP Classroom. The EuroCALL Review. 30(1):63-77. https://doi.org/10.4995/eurocall.2023.172326377301Abderrahim, L. & Gutiérrez-Colón Plana, M. (2021). A theoretical journey from social constructivism to digital storytelling. The EuroCALL Review, 29(1), 38-49. https://doi.org/10.4995/eurocall.2021.12853Ainsworth, J.A. (2019). LSP in Canadian higher education: what we can learn from program review. Global Advances in Business and Communications Conference & Journal, 8(1), 4. Retrieved June 4, 2022 from https://commons.emich.edu/gabc/vol8/iss1/4Anderson, J., Chung, Y, & MacIeroy, V. (2018). Creative and critical approaches to language learning and digital technology: Findings from a multilingual digital storytelling project. Language and Education, 32(3), 195-211. https://doi.org/10.1080/09500782.2018.1430151Arnó-Macià, E. (2014). Information technology and languages for specific purposes in the EHEA: options and challenges for the knowledge society. In E. Bárcena, T. Read, & J. Arus (Eds.), Languages for specific purposes in the digital era (3-25). Springer.Barnett, R. & Coate, K. (2005). Engaging the curriculum in higher education. McGraw-Hill Education.Bonetto, E., Ennis, M.J., Unterkofler, D. (Eds.). (2020) Teaching languages for specific purposes in higher education. English, Deutsch, Italiano. International Symposium (Bozen-Bolzano, Italy, 29 June 2018).Breslow, L. (2015). The pedagogy and pleasures of teaching a 21st century skill. European Journal of Education, 50(4), 420-439. https://doi.org/10.1111/ejed.12159Burgess, J. (2006). Hearing ordinary voices: Cultural studies, vernacular creativity and digital storytelling. Continuum: Journal of Media & Cultural Studies, 20, 201-214. https://doi.org/10.1080/10304310600641737Carson, L. (2017). Second language use as a threshold concept: reconceptualising language learning journeys. International Journal of Education, 9(2), 34-43. https://doi.org/10.5296/ije.v9i2.11315Castañeda, M. (2013). ‘I am proud that I did it and it’s a piece of me’: Digital storytelling in the foreign language classroom. CALICO Journal, 30(1), 44-62. https://doi.org/10.11139/cj.30.1.44-62Chambers, A. (1996). LSP theory and second language acquisition. In T. Hickey, & J. Williams (Eds.), Language, education and society. (pp. 232-238). Multilingual Matters.Chan, B.S., Churchill, D. & Chiu, T.K. (2017). Digital literacy learning in higher education through digital storytelling approach. Journal of International Education Research (JIER), 13(1), 1-16. https://doi.org/10.19030/jier.v13i1.9907Chung, S.K. (2006). Digital storytelling in integrated arts education. International Journal of Arts Education, 4, 33-50. Retrieved June 4, 2022 from https://ed.arte.gov.tw/uploadfile/periodical/1320_arts_education41_033050.pdfDudley-Evans, T. & St. John, M.J. (1998). Developments in ESP. A multi-disciplinary approach. Cambridge University Press.Erstad, O. & Silseth, K. (2008). Agency in digital storytelling. In K. Lundby (Ed.), Digital storytelling, mediatized stories: self-representations in new media (pp. 213-232). Peter Lang.Federici, T. (2017). Enhancing students’ potential: EBL projects in language teaching. In C. Álvarez-Mayo, A. Gallagher-Brett & F. Michel (Eds.), Innovative language teaching and learning at university: enhancing employability (pp. 89-95).Haffner, C.A. & Miller, L. (2011). Fostering learning autonomy in English for science: A collaborative digital video project in a technological learning environment. Language Learning & Technology, 15(3), 68-86. Retrieved June 4, 2022 from https://www.learntechlib.org/p/52231/Gollin-Kies, S., Hall, D. & Moore, S.H. (2015). Language for specific purposes. Palgrave Macmillan.Herget, K. (2020). Project-based learning in the languages for specific purposes classroom. Journal of Higher Education Theory and Practice, 20(15), 163-168. Retrieved June 4, 2022 from https://www.proquest.com/docview/2492325280?pq-origsite=gscholar&fromopenview=trueHuang, Y.Y., Liu, C.C., Want, Y., Tsai, C.C. & Lin, H.M. (2017). Student engagement in long-term collaborative EFL storytelling activities: An analysis of learners with English proficiency differences. Educational Technology & Society, 20(3), 95-109. Retrieved June 4, 2022 from https://www.thefreelibrary.com/Student+engagement+in+long-term+collaborative+EFL+storytelling...-a0501832064Hull, G.A. & Miller, L. (2005). Locating the semiotic power of multimodality. Written Communication, 22(2), 224-261. https://doi.org/10.1177/0741088304274170Kuh, G.D. & O’Donnell, K. (2013). Ensuring quality and taking high-impact practices to scale. American Association of Colleges and Universities.Lambert, J. (2012). Digital storytelling: Capturing lives, creating community (4th ed.). Digital Diner Press.Lee, L. (2014a). Digital news stories: Building language learners’ content knowledge and speaking skills. Foreign Language Annals, 47(2), 338-356. https://doi.org/10.1111/flan.12084Lee, L. (2014b). Empowering learners with digital news stories: An exploratory study of a college Spanish course. In C. Gregori-Signes & A. Brigido-Corachán (Eds.), Appraising digital storytelling across educational contexts (pp. 135-152). Universitat de València.Liu, K.P., Tai, S.J. & Liu, C.C. (2018). Enhancing language learning through creation: the effect of digital storytelling on student learning motivation and performance in a school English course. Education Technology Research and Development, 66(3), 913-935. https://doi.org/10.1007/S11423-018-9592-ZMoradi, H. & Chen, H. (2019). Digital storytelling in language education. Behavioral Sciences, 9, 1-9. https://doi.org/10.3390/bs912014Morley, D. & Jamil, M.G. (Eds.). (2021) Applied pedagogies for higher education. Real world learning and innovation across the curriculum. Springer International Publishing.Nelson, M.E. (2006). Mode, meaning, and synaesthesia in multimedia L2 writing. Language Learning and Technology, 10(2), 56-76. https://doi.org/10125/44061Nilsson, M. (2010). Developing voice in digital storytelling through creativity, narrative and multimodality. International Journal of Media, Technology and Lifelong Learning, 6(2), 148-160. https://doi.org/10.7577/seminar.2428Oskoz, A. & Elola, I. (2016). Digital stories: Overview. CALICO Journal, 33(2), 157-173. https://doi.org/10.1558/cj.v33i2.29295Oskoz, A. & Elola, I. (2014). Integrating digital stories in the writing class: Towards a 21st century literacy. In J.G. Guikema & L. Williams (Eds.), Digital literacies in foreign language education: Research, perspectives, and best practices (pp. 179-200). CALICO Journal.Pascual Lence, B. (2013). Digital storytelling in foreign language teaching. In M. Alcantud-Díaz & C. Gregori-Signes (Eds.), Experiencing digital storytelling. JPM Ediciones.Porto, M.D., & Alonso Belmonte, I. (2014). From local to global: Visual strategies of glocalisation in digital storytelling. Language and Communication, 39, 14-23. https://doi.org/10.1016/j.langcom.2014.05.001.Reyes Torres, A., Pich Ponce, E. & García Pastor, M.D. (2012). Digital storytelling as a pedagogical tool within a didactic sequence in foreign language teaching. Digital Education Review, 22, 1-18. Retrieved June 4, 2022 from https://roderic.uv.es/bitstream/handle/10550/34827/083222.pdf?sequence=1Ribeiro, S. (2015). Digital storytelling: An integrated approach to language learning for the 21st century student. Teaching English with Technology, 15(2), 39-53. Retrieved June 4, 2022 from https://scholar.google.com/citations?view_op=view_citation&hl=nl&user=OFt69jUAAAAJ&citation_for_view=OFt69jUAAAAJ:eflP2zaiRacCRobin, B. (2006). The educational uses of digital storytelling. In D.A. Willis, J. Price, N.E. Davis & R. Weber (Eds.), Proceedings of the Society for Information Technology & Teacher Education international conference 2006 (pp. 709-716). Association for the Advancement of Computing in Education.Rutta, C.B., Schiavo, G., Zancanaro, M. & Rubegni, E. (2021).Comic-based digital storytelling for content and language integrated learning. Education Media International, 58(1), 21-36. https://doi.org/10.1080/09523987.2021.1908499Sager, J.C., Dungworth, D. & McDonald, P.M. (1980). English special languages: principles and practice in science and technology. Athenaion.Tsou, W., Wang, W. & Tzeng, Y. (2006). Applying a multimedia storytelling website in foreign language learning. Computers and Education, 47,14-28. https://doi.org/10.1016/j.compedu.2004.08.013Tual, D., Geslin, T. & Rinder, J. (2018). ‘A case for LSP’ in A. Lopes & C. Raúl Ruiz (Eds.), New trends in foreign language teaching. Methods, evaluation and innovation (pp. 56-62). Cambridge Scholars Publishing.Uden, L. & Beaumont, C. (2006). Technology and problem-based learning. Information Science Publishing.Verdugo, D. & Alonso Belmonte, I. (2007). Using digital stories to improve listening comprehension with Spanish young learners of English. Language Learning and Technology, 11(1), 87-101. https://doi.org./10125/44090Vinogradova, P., Linville, H. & Bickel, L. (2011). ‘Listen to my story and you will know me’: Digital stories as student-centered collaborative projects. TESOL Journal, 2(2), 173-202. https://doi.org/10.5054/tj.2011.250380Yang, Y. & Wu, W. (2012). Digital storytelling for enhancing student academic achievement, critical thinking, and learning motivation: A year-long experimental study. Computers & Education, 59, 339-352. https://doi.org/10.1016/j.compedu.2011.12.01

Language, gender and power in discourses of maternity. The discursive construction of gender identity in pregnancy advice literature in English and French

This research investigates the construction of gender identity in the discourse of pregnancy advice literature. It focuses in particular on uncovering the societal power asymmetries and hierarchies which repress and control women, and on identifying how the discourse of pregnancy advice literature operates to sustain these hierarchies. The thesis is based on a diachronic critical discourse analysis of a selected number of pregnancy advice texts in English and French, using Fairclough’s three-dimensional model of description, interpretation and explanation. The social conditions and discourse processes framing these texts are thus considered in the analysis of the lexical and grammatical patterns used to represent women and position them in relation to other social actors. The study considers firstly how discourse is used as an instrument of power and control in the positioning of pregnant women in relation to the medical institution, and subsequently investigates how women’s emotions during pregnancy, and their attitudes both to their pregnancies and to their changing bodies are constructed in the discourse of pregnancy advice literature. This research also focuses on constructions of masculinity and femininity in this discourse in order to identify how gender roles are discursively constituted. The thesis ultimately demonstrates that historical discourse patterns are being reformulated yet reproduced in contemporary pregnancy advice literature, and that control over women is maintained through the discursive subjugation of pregnant women to the authority of the medical profession and the reinforcement of traditional gender roles in this discourse. The domination of women is thus perpetuated in the discourse of pregnancy advice literature

Corpus Linguistics Research Trends from 1997 to 2016: A Co-Citation Analysis

Corpus linguistics is one of the fastest growing areas of linguistics because of its interface with neighboring academic disciplines and the data-processing capability of a large amount of empirical linguistic data. This study reviews research trends from the last two decades within the corpus linguistics fields. Specifically, the study applied systematic citation analysis procedures to summarize and identify the salient research themes and publications from citation-reference data of peer-reviewed research articles published and indexed in the Web of Science (WoS) between 1997 and 2016. The co-citation analysis of 5,600 research articles and their 172,352 references indicated that, over the four time spans of five years, the corpus linguistics research articles have cited works ranging from general linguistics journal titles to specialized journal titles and individual books. In terms of the research themes of corpus linguistics, the topics of the linguistics research have rapidly changed over the time span. More recently, the development of web-based large monitor corpora and corpus analysis software has contributed significantly to the dynamic and productive interaction of research in the discipline. This may indicate the evolving and juvenile nature of corpus linguistics and its possibility of growing into a multi-disciplinary field. Although there are exceptions to all of the research patterns found in the co-citation analysis, the current study also discusses the most up-to-date research trends and the future directions of corpus linguistics