Moving performance to text : Can performance be transcribed?

In what follows I will restrict myself largely to discussion of the transcription of verbal and aural components of performance materials. This restriction is not to slight the special complexities of visual transcription but for simplicity, because encompassing the special issues of visual transcription would not add to the general points I wish to make.Issue title: Performance Literature I

Langue et lieu dans l’univers de l’enfance

Les voix de l’enfance, rappelées par les auteurs en exil ou de la diaspora, témoignent des liens forts et permanents qui unissent la langue, le lieu, les souvenirs et l’identité. La recherche en socialisation langagière nous offre une perspective complémentaire pour comprendre comment les enfants sont socialisés et intégrés dans des univers sociaux existants et comment ils en construisent de nouveaux à leur image. Des données ethnographiques et sociolinguistiques recueillies en Dominique (dans les Antilles orientales) et en territoire Kaluli (en Papouasie-Nouvelle-Guinée) illustrent l’importance du lieu et le rôle que jouent la ou les langues dans la négociation des relations sociales et les souvenirs qui s’y rattachent. La langue fournit aussi à l’enfant les ressources symboliques qui lui sont nécessaires pour déterminer quelle langue utiliser où, dans quelle circonstance et avec qui et pour construire ses narrations et son jeu. Puisque les activités langagières sont toujours localisées dans des lieux particuliers et portent souvent sur des lieux particuliers, les enfants qui commencent juste à parler sont déjà sensibles et initiés aux significations du lieu et aux façons de parler du lieu qui sont propres à leur culture.Voices remembered from childhood, and retrieved by diasporic and exiled writers attest to the profound connections between language, place, memory and identity. Research on children’s language socialization provides a complementary perspective for understanding the ways in which young children are socialized into existing social worlds, as well as seeing how they create their own. Ethnographic and sociolinguistic data from two societies, Dominica (West Indies) and Kaluli (Papua New Guinea) illustrates the importance of place and the role of language(s) in mediating social relationships and remembering them, as well as providing symbolic resources for narrative, language choice and play. As speech activities are always located in particular places, and are often about particular places, even in their earliest use of language, children are sensitive to and learn culturally specific meanings of and ways of talking about place.Las voces de la infancia, rememorada por los autores en exilio o de la diáspora, demuestran los lazos fuertes y permanentes que unen la lengua, el lugar, los recuerdos y la identidad. La investigación en socialización lingüística nos ofrece una perspectiva complementaria para comprender cómo los niños son socializados e integrados en universos sociales existentes y cómo construyen otros conforme a su imagen. Los datos etnográficos y sociolingüísticos recogidos en Dominica en las Antillas orientales y en territorio Kaluli en Papuasia, Nueva Guinea ilustran la importancia del lugar y del rol que juegan las lenguas en la negociación de las relaciones sociales y de los recuerdos que generan. La lengua ofrece a los niños los recursos simbólicos necesarios para determinar qué lengua utilizar donde, en qué circunstancia et con quien, y en la construcción de sus relatos y de sus juego. Puesto que las actividades lingüísticas están siempre localizadas en lugares particulares y tratan de situaciones particulares, incluso los niños que comienzan a hablar comprenden los significados del lugar y las maneras de hablar de los lugares apropiados para su cultura

Bilingual episodic memory: an introduction

Our current models of bilingual memory are essentially accounts of semantic memory whose goal is to explain bilingual lexical access to underlying imagistic and conceptual referents. While this research has included episodic memory, it has focused largely on recall for words, phrases, and sentences in the service of understanding the structure of semantic memory. Building on the four papers in this special issue, this article focuses on larger units of episodic memory(from quotidian events with simple narrative form to complex autobiographical memories) in service of developing a model of bilingual episodic memory. This requires integrating theory and research on how culture-specific narrative traditions inform encoding and retrieval with theory and research on the relation between(monolingual) semantic and episodic memory(Schank, 1982; Schank & Abelson, 1995; Tulving, 2002). Then, taking a cue from memory-based text processing studies in psycholinguistics(McKoon & Ratcliff, 1998), we suggest that as language forms surface in the progressive retrieval of features of an event, they trigger further forms within the same language serving to guide a within-language/ within-culture retrieval

Reaching out to the other side: Formal-linguistics-based SLA and Socio-SLA

Generative linguistics has long been concerned with the linguistic competence of the “ideal speaker-listener, in a completely homogeneous speech-community, who knows its language perfectly” (Chomsky 1965: 3). Research in formal-linguistics-based second language acquisition takes as its starting point the second language (L2) speaker's underlying mental representation. Here the factors of interest are influence of the learner's native language and, in generative SLA, the operation of innate linguistic mechanisms (Universal Grammar). Similar to methodology in formal syntax, lxSLA adopts techniques such as grammaticality judgment, comprehension and perception tasks supplementing spontaneously produced oral data. While there may be individual differences in oral production, tasks that tap learners' mental representations reveal commonalities across learners from a given native language background with the same amount/ type of exposure and age of initial L2 exposure. When it comes to phonology, age has long been a central factor with numerous comparative studies showing younger learners far outperforming older learners (see Piske et al. 2001). This paper discusses a case of possible non-acquisition by L2 children who had had considerable exposure to the L2. Children's non-acquisition is only apparent, and this allows us to consider the value of lxSLA methodology on the one hand, and and raises issues about what might be lacking in the current socio-SLA paradigm, on the other. We argue that only when we return to the cooperation that marked its birth in the 1960s will we have a comprehensive picture of SLA

LATENT PROFILES OF PHYSICAL AGGRESSION AND PROSOCIAL BEHAVIORS IN INFANCY AND TODDLERHOOD

Physical aggression is known to be common and prevelant in infancy and toddlerhood. Individual differences in physical aggression can be relatively stable already in infancy and toddlerhood, and predict a range of negative outcomes later in life. Several studies have identified children who exhibit high levels of aggression throughout their childhood beginning in infancy and toddlerhood. Most research has focused on identifying risk factors associated with such chronic aggression. Surprisingly, there is very little attention paid to the role prosocial behavior plays in the early development of aggression. Yet, some evidence suggests that aggression and prosocial behavior can go hand in hand earlier in the development. Recent studies have even identified different groups of children who demonstrate distinct trajectories of aggression and prosocial behavior beginning in toddlerhood. Despite that both aggression and prosocial behavior emerge during the first two years of life, there is a dearth of studies examining the co-development of aggression and prosocial behaviors during that developmental period. Thus, the goal of this cross-sectional study was to examine whether I could identify distinct profiles of 4- to 15-month-old children based on their physical aggression and prosocial behavior, and whether profile membership would be differentially associated with children’s age, motor skills, temper loss, and harsh-parenting. Participants included a sample of 376 mothers in the US of infants of 4 to 15 months, (6.4% boys; Mage = 9.41 months), who completed scales measuring infant exploratory and directed aggression, prosocial behaviors, early motor development, temper loss, and harsh parenting. I conducted latent profile analyses. Relying on several fit indices, the present study identified 5 different profiles of children, aged 4-to 15 months, who displayed varied levels of prosocial behavior and/or physical aggression. The study covariates were also differentially related to behavioral profiles. These results highlight the importance of studying the early development of physical aggression together with prosocial behavior to better understand the deficits and skills of different aggressive children. Taking a person-centered approach allows researchers to identify different subgroups of infants who may benefit from different intervention efforts, depending on their unique set of skills and deficits

Learning dispositif and emotional attachment:a preliminary international investigation

This research investigated the significance of learning dispositif (LD) and emotional attachment (EA) on perceived learning success (LS) across a diaspora of Western, Russian, Asian, Middle Eastern and Chinese student cohorts. Foucault’s LD captures the disparate socio-cultural contexts, institutional milieus and more or less didactic teaching styles that moderate learning. EA is a multi-dimensional notion involving affective bonds that emerged in child psychology and spread to marketing and other fields. The sequential explanatory research reviewed the learning and EA literatures and generated an LD–EA framework to structure the quantitative phase of its mixed investigations. In 2017 and 2018, the research collected 150 responses and used a range of statistical techniques for quantitative analysis. It found that LS varied significantly across cohorts, intimating that dispositifs influence learning. Nonparametric analysis suggested that EA also influenced learning, but regressions were inconclusive. Exploratory techniques hint at a dynamic mix of emotional or cognitive motivations during the student learning journey, involving structural breaks in student/instructor relationships. Cluster analysis identified distinct student groupings, linked to years of learning. Separately, qualitative analysis of open-ended survey questions and expert interviews intimates that frequent teacher interactions can increase EA. The synthesis of quantitative with qualitative results and pedagogical reflection suggests that LD and EA both influence learning in a complex, dynamic system. The key constituents for EA are Affection, Connection, Social Presence (SP), Teaching Presence (TP) and Flow but student emotional engagement is conditioned by the socio-cultural milieu (LD) and associated factors like relationships and trust. Unlike in the Community of Learning framework, in the EA framework Cognitive Presence (CP) is an outcome of the interaction between these EA constituents, associated factors and the socio-cultural milieu. Finally, whilst awareness of culture and emotions is a useful pedagogical consideration, learning mainstays remain inclusive educational systems that identify student needs and support well-designed programmes. Within these, scaffolded modules should include a variety of engaging learning activities with non-threatening formative and trustworthy summative feedback. We acknowledge some statistical study limitations, but its tentative findings make a useful preliminary contribution

Submerged in the mainstream? A case study of an immigrant learner in a New Zealand primary classroom

Immigrant children from diverse language backgrounds face not only linguistic challenges when enrolled in mainstream English-medium classrooms, but also difficulties adjusting to an unfamiliar learning community. The culture of primary school classrooms in New Zealand typically reflects conventions across three dimensions: interactional, instructional task performance and cognitive-academic development. All three dimensions are underpinned by the culturally specific discourse conventions involved in language socialisation. New learners may be helped by classmates or their teacher to understand and successfully use these conventions, but left on their own they may sink rather than swim. This is a case study of one Taiwanese 11-year old boy, 'John', who entered a New Zealand primary classroom midway through the school year. John's basic conversational ability was sound, but he did not possess the interactive classroom skills needed to operate in the new culture of learning. Selected from a wider study of the classroom, transcript data from audio-recorded excerpts of John's interactions over several months with his teacher and classmates are interpreted from perspectives derived from sociocultural and language socialisation theories. The article concludes with a brief consideration of the extent to which John constructed, or was constrained from constructing meaningful learning experiences, and suggestions for further research and reflection

A Unified Framework for the Infection Dynamics of Zoonotic Spillover and Spread.

A considerable amount of disease is transmitted from animals to humans and many of these zoonoses are neglected tropical diseases. As outbreaks of SARS, avian influenza and Ebola have demonstrated, however, zoonotic diseases are serious threats to global public health and are not just problems confined to remote regions. There are two fundamental, and poorly studied, stages of zoonotic disease emergence: 'spillover', i.e. transmission of pathogens from animals to humans, and 'stuttering transmission', i.e. when limited human-to-human infections occur, leading to self-limiting chains of transmission. We developed a transparent, theoretical framework, based on a generalization of Poisson processes with memory of past human infections, that unifies these stages. Once we have quantified pathogen dynamics in the reservoir, with some knowledge of the mechanism of contact, the approach provides a tool to estimate the likelihood of spillover events. Comparisons with independent agent-based models demonstrates the ability of the framework to correctly estimate the relative contributions of human-to-human vs animal transmission. As an illustrative example, we applied our model to Lassa fever, a rodent-borne, viral haemorrhagic disease common in West Africa, for which data on human outbreaks were available. The approach developed here is general and applicable to a range of zoonoses. This kind of methodology is of crucial importance for the scientific, medical and public health communities working at the interface between animal and human diseases to assess the risk associated with the disease and to plan intervention and appropriate control measures. The Lassa case study revealed important knowledge gaps, and opportunities, arising from limited knowledge of the temporal patterns in reporting, abundance of and infection prevalence in, the host reservoir.Natural Environment Research Council (project no.: NEJ001570-1), Department for International Development, Economic and Social Research Council, National Institute for Health Research, Science and Technology Directorate, Department of Homeland Security, Fogarty International Center USA, European Union FP7 (project ANTIGONE (contract number 278976)), Royal Society (Wolfson Research Merit Award), Alborada Trust, US National Institute of Health (P20GM103501, BAANIAID-DAIT-NIHQI2008031, HHSN272201000022C, HHSN272200900049C, 1U19AI109762, 1R01AI104621, 2R44AI088843), USAID/NIH PEER Health grant.This is the final version of the article. It first appeared from the Public Library of Science via http://dx.doi.org/10.1371/journal.pntd.000495

Language clustering and knowledge sharing in multilingual organizations: A social perspective on language

Knowledge sharing is a product of the collaborative and supportive environment shaped by socialization and informal communication between employees. Under the pressure of globalization and business internationalization, workforces have become increasingly diverse, particularly in terms of language. This has implications for knowledge sharing. It has been observed that employees tend to gravitate towards their own language communities, leading to language clustering (language-based grouping), which affects informal communication and knowledge mobility in organizations negatively. Although the existence of such clusters has been reported in many previous studies, we do not clearly understand how and why language brings these clusters into being and what kind of implications this has for knowledge sharing. This paper draws upon the theory of the semiotic processes of linguistic differentiation taken from linguistic anthropology to provide a theoretical framework capable of explaining the dynamics of language creating language clusters. Unlike previous knowledge management studies, which largely focus on the instrumental aspect of language, this paper adopts a social perspective on language. It is argued that, to deal with language clustering, we have to explore the dynamics operating behind it in detail. This will not only allow us to understand its implications for knowledge sharing but will also be helpful in devising potent knowledge management initiatives in multilingual workplaces.<br/