Engineering a \u2018contact zone\u2019 through translanguaging

This paper presents a pilot project which uses a translanguaging approach in order to subvert the power dynamics whereby language learners, refugees and migrants are positioned as defective or ineffective communicators of a target language. The project seeks to create a space, an engineered \u2018contact zone\u2019 in which the negative, mainstream media discourses of migration can be countered through dialogue and encounter. Through translanguaging we foster creative, communicative practices in which interactants can bring into play their linguistic and cultural repertoires in order to support mutual understanding

\u201cImprovisation is not allowed in a second language\u201d: A survey of Italian lecturers\u2019 concerns about teaching their subjects through English

English Medium Instruction (EMI) is increasingly being introduced across European universities in countries where English is not a commonly-used language, such as Italy and other central and southern European countries. However the competences and concerns of the lecturers involved are not always considered when such developments are introduced and support or training may not be offered. This paper reports on a survey on English-Medium Instruction (EMI) to which 115 lecturers in a public university in northern Italy responded. The survey was carried out by the university\u2019s Language Centre as part of the LEAP (Learning English for Academic Purposes) Project which was developed to support lecturers in EMI. The survey sought to identify what the lecturers perceived as their strengths and weakness in English, their concerns and also their evaluations of the experience of teaching through English if they had had any. The findings discussed in this paper shed light on the needs of lecturers that are involved in EMI, which relate to methodology as well as language issues. The implications of this for European Language Centres intending to support EMI at their universities are discussed in the conclusions

Note from the editors

Introduction to the volume and the project behind it and short summary of chapters. This publication, resulting from a collaboration between Euromed Feminist Initiative and the University of Padova, builds on the knowledge of academics and advocates, shedding new insights on those challenges. It aims at supporting institutional efforts being made to guarantee women\u2019s participation in the Syrian reconstruction, as well as advocacy initiatives carried out to ensure women\u2019s participation in political and economic decision-making in the country\u2019s future

The practices and challenges of telecollaboration in higher education in Europe

Telecollaboration is an area of CALL research and practice which has developed considerably in the last twenty years. Many research studies have been carried out and important findings have been made, but there has not yet been a large scale survey to try and \u2018map\u2019 the state of the art in telecollaboration practice. Most studies focus on single telecollaboration projects and look at the project design, learning outcomes and difficulties teachers and researchers have encountered in that particular project. This paper reports on a survey which sought to explore current practices and attitudes towards telecollaboration across European universities and to identify barriers that practitioners encounter. The survey was completed in full by a total of 210 university language teachers in 23 different European countries and 131 students. The picture we found presents a broad spectrum of practices. Despite an overwhelmingly positive attitude towards telecollaboration, findings also provide large-scale confirmation of some of the problems identified in small-scale studies, such as organizational difficulties, lack of time, limited technical support and great uncertainty regarding issues students should address in their exchanges. The paper concludes with some recommendations as to how to meet these challenges and how telecollaboration practice could become mainstreamed in higher education

Emerging identities in virtual exchange

This book explores how identities emerge and are negotiated by young people in online facilitated dialogue, a form of virtual exchange. It offers a framework for this type of exploration based on the assumption that both the situated context and the technologies mediating online interactions influence, but do not necessarily determine, the interactions taking place and the participants\u2019 identity orientations. Identity is viewed not as fixed and static, but rather multiple and fluid as interactants position themselves in relation to one another. This framework is then applied to the analysis of one specific virtual exchange context, and the interactions over several weeks of a group of participants from a wide range of backgrounds

Challenges in transcribing multimodal data: A case study

Computer-mediated communication (CMC) once meant principally text-based communication mediated by computers, but rapid technological advances in recent years have heralded an era of multimodal communication with a growing emphasis on audio and video synchronous interaction. As CMC, in all its variants (text chats, video chats, forums, blogs, SMS, etc.), has become normalized practice in personal and professional lives, educational initiatives, particularly language teaching and learning, are following suit. For researchers interested in exploring learner interactions in complex technology-supported learning environments, new challenges inevitably emerge. This article looks at the challenges of transcribing and representing multimodal data (visual, oral, and textual) when engaging in computer-assisted language learning research. When transcribing and representing such data, the choices made depend very much on the specific research questions addressed, hence in this paper we explore these challenges through discussion of a specific case study where the researchers were seeking to explore the emergence of identity through interaction in an online, multimodal situated space. Given the limited amount of literature addressing the transcription of online multimodal communication, it is felt that this article is a timely contribution to researchers interested in exploring interaction in CMC language and intercultural learning environments

Promoting dialogue or hegemonic practice? Power issues in telecollaboration

none3siThis qualitative study explores the impact of potential linguistic, technical and educational hegemonies on the learning outcomes for English language students in Hebron, Palestine, and Padova, Italy, who were involved in the Soliya Connect Program, a telecollaboration project developed to explore critical issues that divide the ‘West’ and the ‘predominantly Arab and Muslim world’. The project is organised around weekly synchronous moderated video discussions between students from the U.S., Europe, and the Middle East and North Africa. The authors first discuss the hegemonies that might be at play in this telecollaboration project and examine the specific power imbalances on the macro-, meso- and micro-levels that students in Hebron and Padova might experience. Then, drawing on data from learner diaries and reflective papers, facilitator reports, and questionnaires, the authors provide evidence for the emergence of a third space conceptualised as a site of struggle and conflict, but also a dialogic, fluid and evolving space. The aspects of the project that seemed to contribute most to the creation of a third space were found to be: (a) the role of trained facilitators in addressing power imbalances, (b) the dialogic approach to conflict that the program is based on, and (c) the use of audio-video conferencing which humanises the experience and increases empathy among students.The impact factor according to ISI Journal Citation Reports® Ranking: for the journal in 2012 was 1.38, in 2014 it was 1.13, ranking 13 out of 171 Linguistics journals and 30 out of 224 education journals . 26 citations according to Web of ScienceopenF. Helm; S. Guth; M. FarrahHelm, Francesca; Guth, SARAH PATRICIA; M., Farra

Unraveling of free carrier absorption for terahertz radiation in heterostructures

The relation between free carrier absorption and intersubband transitions in semiconductor heterostructures is resolved by comparing a sequence of structures. Our numerical and analytical results show how free carrier absorption evolves from the intersubband transitions in the limit of an infinite number of wells with vanishing barrier width. It is explicitly shown that the integral of the absorption over frequency matches the value obtained by the f-sum rule. This shows that a proper treatment of intersubband transitions is fully sufficient to simulate the entire electronic absorption in heterostructure THz devices.Comment: 6 pages, accepted by Physical Review