The Multicompetences of the Biligual Mind

The study aims to move beyond description to an action research methodology which is clearly grounded in practice and informed by theory. By presenting examples cross linguistically from several different contexts about how language is created in our imperfect, but highly functional bilingual brains, the discussion will challenge listeners to think not only about their message, but how that message is encoded and decodedUniversidad de Málaga. Campus de Excelencia Internacional Andalucía Tec

Tapping into the intellectual capital at the University

Abstract Content and Language Integrated Learning (CLIL) is as full of challenges as it is of possibilities. We will explore the challenges while seeking realistic solutions as eight Computer Science professors teach their subjects through English for the first time. We hope to gain insights into the bilingual classroom at the university level where teacher training can aid in professional development. Kevin Haines (2017) has posed the question about policies, principles and practice in bilingual settings, suggesting that we still need to address the challenging question: “who will support the teachers?”. In this paper we will observe problems and solutions to bilingual teaching from the ethnographic point of view of action research. This is a collaborative project that brings CLIL methodology into the content classroom and assesses teacher performance in order for university professors to see CLIL in practice. This article is an overview of CLIL practicum where teachers move from theory to practice in a purposeful intent to improve instruction in a second language. In this project the interaction is based on the multiple perspectives of computer science professors, a CLIL specialist as well as opinions from students. It is with these multiple perspectives that we have put our in-service training into action. Many university professors outside foreign language areas need more in-service training to face the challenges underlying teaching through a second language. Our motivation leads us to these three proposals action research, teacher training and qualitative assessment of the CLIL experience. We hold that research in education must make the move toward a more qualitative assessment. As researchers, perhaps we need to describe less and do more by putting our research into action.Universidad de Málaga. Campus de Excelencia Internacional Andalucía Tech

Using miscommunication to discuss communication

The main objective of this study is to delve into a cross-cultural communicative context. There is something uniquely human about the evolution of knowledge though communication. While this is seemingly a universal concept, our focus will move from what is universal about communication to what is distinctly unique about the way English and Spanish differ in similar contexts. What happens when there is a discursive clash between the languages?The main objective of this study is to delve into a cross-cultural communicative context. There is something uniquely human about the evolution of knowledge though communication. While this is seemingly a universal concept, our focus will move from what is universal about communication to what is distinctly unique about the way English and Spanish differ in similar contexts. What happens when there is a discursive clash between the languages? The underlying theories will uncover some of the main ingredients to proper discourse. Grice’s cooperative principle will play a role as will the more cognitive roles regarding the relation between discourse and memory (Braddeley, 2007). Discourse analysts study larger chunks of language as they flow together (Tannen, 2012). So ultimately, this model will frame the relation between discourse and interaction in bilingual settings, such as diplomatic circles, international business, and bilingual university classrooms, to name a few. The study aims to move beyond description to an action research methodology which is clearly grounded in practice and informed by theory. By presenting examples cross linguistically from several different contexts about how language is created in our imperfect, but highly functional bilingual brains, the discussion will challenge listeners to think not only about their message, but how that message is encoded and decoded. In the case of this demonstration, we hope to illustrate how many things we take for granted when communicating in a second language, in order to shed some light on how language shapes the way we communicate. This approach has been used in several communicative strategy workshops given to non-linguists who wanted to anticipate their miscommunication in order to improve. Effective communication is putting an idea into someone else’s head, or conversely, it is each individual’s ability to capture an idea. In the globalized world today, this interactivity is key.Plan Propio de Investigación de la UMA, Grupo Consolidado Lingüística y Lenguas Aplicadas, (HUM 842), Junta de Andalucía.// Universidad de Málaga. Campus de Excelencia Internacional Andalucía Tec

My idea in your head vs Your idea in my head

PonenciaMy idea in your head vs Your idea in my head The objective of this discussion is to delve into a cross-cultural communicative context. There is something uniquely human about the evolution of knowledge though communication. While this is seemingly a universal concept, our focus will move from what is universal about communication to what is distinctly unique about the way two languages differ in similar contexts. What happens when there is a discursive clash between the languages? The underlying theories will uncover some of the main ingredients to proper discourse.Universidad de Málaga. Campus de Excelencia Internacional Andalucía Tech. Grupo de Investigación Consolidado: Lingüística y Lenguas Aplicadas (LLA)Hum-842 Junta de Andalucí

Teaching engineers to be persuasive

This study highlights an innovative educational project entitled ‘Dynamic Teaching through Communication Skills’ as well as forming part of joint initiative for Erasmus + Communities and Students Together (CaST) 2019-1-UK01-KA203-061463. The case study shows that there are many ways to approach teaching through a second language within the framework of subjects not usually taught through a second language. The proposal includes discussions on the practical methodology of integrated content and language in higher education (ICLHE). While bringing real world problem solving into the Health Engineering degree, the presentation underscores aspects of persuasion and pitch development in within the paradigm of English as a Lingua Franca. The goal is to incorporate communication strategies into an engaged learning initiative so as to better prepare students for the work place as they search for answers to real-world problems. This highly interdisciplinary project focused on students from the Health Engineering Degree and more specifically those from outside language areas because we feel they are blatantly missing in many of the discussions about the practical bilingual implementation at the university (ICLHE). Students were asked to create a data management project as related to healthcare and present it using a pitch. Several support workshops were offered to aid them in their pitch development. Research has shown, the entrepreneurial pitch has well-marked structural features, specific themes and figures of speech, and it is manifestly persuasive in intention . The focus of this case study is how we incorporated a pitch into a project based learning initiative.PIE 19-006 UMA: Dynamic Teaching through Communication Skills’ as well as forming part of joint initiative for Erasmus + Communities and Students Together (CaST) 2019-1-UK01-KA203-061463. Universidad de Málaga. Campus de Excelencia Internacional Andalucía Tech

Engaged learning across the disciplines: persuasive language in health engineering

This chapter will focus on students’ app development together with their pitch presentations. The research purpose opens the discussion to key contrasts for engaged learning (EL) across the disciplines. The methodological approach is a case study as to how to best address engaged learning through a project based initiative. Findings show that EL is ubiquitous, hard to measure, more useful to students than to the community, more sustainable in the social sciences, more project based in the hard sciences.Erasmus + Communities and Students Together (CaST) 2019-1-UK01-KA203-061463. Universidad de Málaga Universidad de Málaga. Campus de Excelencia Internacional Andalucía Tech

Identifying Speech-Language Pathologists\u27 Current Perceptions and Practice Patterns

A web-based survey was collected and analyzed from 39 speech-language pathologists (SLP) contacted through the American Speech-Language-Hearing Association\u27s (ASHA) Special Interest Groups #2 and #4 as well as members of the American Board of Fluency and Fluency Disorders (ABFFD) via email regarding their current perceptions and clinical practice patterns with individuals with neurogenic and psychogenic stuttering. Participants reported using a battery of assessments and a variety of treatment approaches to diagnose neurogenic and psychogenic stuttering in addition to traditional fluency assessments and fluency enhancing techniques. Participants rated themselves as having more knowledge and experience with neurogenic stuttering than psychogenic stuttering. Results of the study revealed that some, but not all SLPs are collaborating with other health professionals in regards to providing clinical services to individuals with neurogenic or psychogenic stuttering

A Grounded Theory Inquiry into Crying in Women Dealing with the Emotional Stress of Personal Crisis

The belief that crying leads to healing is so widely held and of such longstanding that many healthcare professionals—including nurses, physicians, psychiatrists, and psychologists—accept it as fact even though there is little substantiating scientific evidence. Crying is commonly believed to be an essential factor in restoring mind-body equilibrium after physical and/or emotional trauma has been experienced. If, as has been hypothesized by many scientists and healthcare practitioners, emotional crying is a biopsychosocial healing modality, then specifics of its therapeutic praxis, including limitations and ambiguities, should be incorporated into nursing education and practice. In this grounded theory study, the meaning and functions imparted to crying by women who cried after experiencing stress in a variety of crisis situations and settings was revealed in semi-structured interviews. Analysis of this data permitted realization of the Tipping Point Theory of Crying, a new grounded theory explanatory of the stress-related crying process. This theory shares similarities with other theories of crying, but its empirical perspective offers a fresh, more subtly nuanced appraisal of how crying is indispensable to a processual sequence that involves stress relief concomitant with the attenuation of crying; restoration of cognitive clarity that leads to accepting and adapting to a reenvisioned reality inclusive of the crisis event; and a new state of psychophysiological equilibrium necessary for self-preservation and “getting back to life.” Included in study results were findings that further illuminated how women deal with crying in different social settings, why crying during sad movies is qualitatively different than the emotional crying associated with stressors personally endured, why women in our culture try hard to control crying, why women cry alone, how women define different types of crying, how emotional crying at non-crisis levels may be amenable to self-regulation, and how crying in response to overwhelming emotional upset can be empowering. Analysis of the data provided by study participants revealed numerous potential investigative opportunities that are likely to lead to the advancement of holistic nursing teaching and practice. In addition to the theoretical, clinical and educational implications of study findings, opportunities for additional research, both quantitative and qualitative, are elaborated