Functional linguistic perspectives in TESOL: Curriculum design and text-based instruction

This paper outlines the general influence of Halliday’s (1994, 2014) systemic functional linguistics on TESOL curriculum. Halliday’s explanation of language as a social semiotic and language learning as learning to mean has been applied internationally in genre and text- based teaching. The concept of register in systemic functional linguistics describes linguistic variation of texts for the expression of different meanings. SFL studies document teachers’ explicit instruction in the lexicogrammatical construction of text types linked to function and social context. The explicitness informs students’ decision-making for formulation of meanings in different text types. Reference is made to SFL applied in teacher education. There is mention of the relevance of SFL to Australia’s concern with literacy standards in education

Factors that influence the sustainability of structured allied health journal clubs: a qualitative study

Background: Structured journal clubs are a widely used tool to promote evidence-based practice in health professionals, however some journal clubs (JC) are more effectively sustained than others. To date, little research has provided insights into factors which may influence sustainability of JCs within health care settings. As part of a larger randomised controlled study, this research aimed to gain understanding of clinicians' experiences of sustaining a structured JC format (TREAT- Tailoring Research Evidence and Theory) within their clinical context. The study also aimed to identify which strategies may assist longer term sustainability and future implementation of the TREAT format. Methods: We employed a qualitative methodology, informed by behaviour change theory. Clinicians (n=19) from five different JCs participated in focus groups to explore their experience in sustaining the JC format six months after the formal trial period had completed. Clinicians were asked to describe factors which they perceived helped or hindered sustaining components of the JC format within their local context. Following a descriptive summary of the data, barriers and enablers were thematically analysed according to behaviour change theory domains: capability, motivation and opportunity and further mapped to targeted implementation strategies. Results: Participants reported perceived benefits of maintaining the TREAT format and described several components that promoted its sustainability. Sustaining factors linked to individuals' capability included building research knowledge and skills and having access to research experts. Sustaining factors that enhanced opportunities for behaviour change included management expectation to attend and a team culture which values evidence based practice, while factors found to enhance individuals' motivation included the JC having close application to practice and clinicians sensing ownership of the JC. Several implementation strategies to enhance these factors are described including graduated support to clinicians in facilitation of JCs and greater engagement with managers. Conclusions: Long-term sustainability of a structured JC is dependent on both individual and service level factors and a balance of implementation strategies that enhance capability, opportunity and motivation. Consideration of how clinicians can be engaged to take ownership and build their own capability from the commencement of the JC is important. Trial registration: ACTRN12616000811404

ELLIPSIS IN THE QURANIC STORY OF JOSEPH: A TEXTUAL VIEW

This paper describes the phenomenon of ellipsis in the story of Joseph, analysing the original Arabic text, at the structural level from a textual viewpoint. It is limited to an examination of the role of the ellipsis as a grammatical cohesive element. The textual approach to ellipsis is new to Arabic linguistic scholarship whose focus was exclusively on the formal relations, dictated by the syntactic rules, between the elements of the sentence. Ellipsis in Arabic is a multi-faceted topic elaborated under, and diffused through, different categories of grammar and rhetoric. As to the Qur’an it has been described by both grammarians & rhetoricians. Theoretical and applied considerations of the ellipsis topic are, therefore, highly interwoven. The results show that this story made use of ellipsis, as well as other devices, in particular the concealed subject pronouns and the narrative techniques, in building up cohesiveness. Further studies, both of this story and other stories, are required to shed more light on other elements involved in the text making

The embedded researcher model in Australian healthcare settings: comparison by degree of “embeddedness”

© 2019 Elsevier Inc. The embedded researcher model is a health-academic partnership where researchers are core members of a healthcare organization, with an aim to support evidence translation. The purpose of this study was to describe the characteristics and experiences of embedded researchers in Australian healthcare settings, and investigate how the model is experienced differently based on the level of “embeddedness.” This exploratory study utilized a purpose-designed online survey. Responses were described using Word and Excel and analyzed using SPSS. To investigate how the model was experienced based on the level of “embeddedness,” we tested for differences in responses between respondents with primary academic vs healthcare affiliations. A total of 104 embedded researchers from nursing and midwifery, allied health and medicine completed the survey, with equal numbers reporting a primary academic vs primary healthcare affiliation. Most indicated that research is a strategic objective of the healthcare organization (85.9%) yet almost a third (31%) reported that research outputs were not measured. While 60% agreed that clinical practice informed by research was valued, only 28% reported having adequate resources. Of those with a formal dual affiliation over a quarter reported conflict between expectations of the healthcare and academic organizations. Respondents with a primary academic affiliation were older, more qualified, had more research experience, had been in the role longer, and had more positive perceptions of the research culture of healthcare organizations. This study provides a starting point for healthcare organizations and academic institutions to partner in the further development and implementation of this model

Tracking syntactic conflict between languages over the course of L2 acquisition: A cross-sectional event-related potential study

One challenge of learning a foreign language (L2) in adulthood is the mastery of syntactic structures that are implemented differently in L2 and one's native language (L1). Here, we asked how L2 speakers learn to process syntactic constructions that are in direct conflict between L1 and L2, in comparison to structures without such a conflict. To do so, we measured EEG during sentence reading in three groups of German learners of Dutch with different degrees of L2 experience (from 3 to more than 18 months of L2 immersion) as well as a control group of Dutch native speakers. They read grammatical and ungrammatical Dutch sentences that, in the conflict condition, contained a structure with opposing word orders in Dutch and German (sentence-final double infinitives) and, in the no-conflict condition, a structure for which word order is identical in Dutch and German (subordinate clause inversion). Results showed, first, that beginning learners showed N400-like signatures instead of the expected P600 for both types of violations, suggesting that, in the very early stages of learning, different neurocognitive processes are employed compared with native speakers, regardless of L1–L2 similarity. In contrast, both advanced and intermediate learners already showed native-like P600 signatures for the no-conflict sentences. However, their P600 signatures were significantly delayed in processing the conflicting structure, even though behavioral performance was on a native level for both these groups and structures. These findings suggest that L1–L2 word order conflicts clearly remain an obstacle to native-like processing, even for advanced L2 learners

Bridging the gap between second language acquisition research and memory science: The case of foreign language attrition

The field of second language acquisition (SLA) is by nature of its subject a highly interdisciplinary area of research. Learning a (foreign) language, for example, involves encoding new words, consolidating and committing them to long-term memory, and later retrieving them. All of these processes have direct parallels in the domain of human memory and have been thoroughly studied by researchers in that field. Yet, despite these clear links, the two fields have largely developed in parallel and in isolation from one another. The present paper aims to promote more cross-talk between SLA and memory science. We focus on foreign language (FL) attrition as an example of a research topic in SLA where the parallels with memory science are especially apparent. We discuss evidence that suggests that competition between languages is one of the mechanisms of FL attrition, paralleling the interference process thought to underlie forgetting in other domains of human memory. Backed up by concrete suggestions, we advocate the use of paradigms from the memory literature to study these interference effects in the language domain. In doing so, we hope to facilitate future cross-talk between the two fields, and to further our understanding of FL attrition as a memory phenomenon

Developing occupational therapists' capabilities for decision-making capacity assessments: how does a support role facilitate workplace learning?

Introduction: Healthcare practitioners are required to develop capabilities in an effective and efficient manner. Yet, developing capabilities in healthcare settings can be challenging due to the unpredictable nature of practice and increasing workloads. Unsurprisingly, healthcare practitioner development is often situated outside of practice, for example in formal teaching sessions. Supporting practitioners to develop capabilities through engagement with day-to-day practice, whilst advantageous in terms of authenticity and being highly valued, remains a\ua0key challenge for healthcare educators. This qualitative interview study aimed to explain, from the learner’s perspective, how a\ua0dedicated support role develops occupational therapists’ capability to contribute to decision-making capacity assessments. Methods: Individual semi-structured interviews were conducted with a\ua0purposive sample of 12\ua0occupational therapists. Informed by workplace learning theory, interview transcripts were analyzed using thematic analysis process. Results: Participants provided rich descriptions of how they developed in their capability to engage in decision-making capacity assessments. Participants reported that their learning was facilitated by the dedicated support role in three key ways: 1)\ua0structuring a\ua0journey of learning, 2)\ua0providing tailored guidance, and 3)\ua0fostering a\ua0supportive learning environment. Discussion: Participants valued the authentic workplace learning opportunities afforded by the dedicated support role. Findings suggest that capabilities, such as decision-making capacity assessment, can be developed through practice when enriched by a\ua0dedicated support role. However, further research examining the sustainability and transferability of this model and its application to other capabilities are warranted

Patterns of ‘leakage’ in the utilisation of clinical guidelines: a systematic review

Background Research evidence is insufficient to change physicians' behaviour. In 1996, Pathman developed a four step model: that physicians need to be aware of, agree with, adopt, and adhere to guidelines. Objective To review evidence in different settings on the patterns of 'leakage' in the utilisation of clinical guidelines using Pathman's awareness-to-adherence model. Methods A systematic review was conducted in June 2010. Primary studies were included if they reported on rates of awareness and agreement and adoption and/or adherence. Results 11 primary studies were identified, reporting on 29 recommendations. Descriptive analyses of patterns and causes of leakage were tabulated and graphed. Leakage was progressive across all four steps. Median adherence from all recommendations was 34%, suggesting that potential benefits for patients from health research may be lost. There was considerable variation across different types of guidelines. Recommendations for drug interventions, vaccination and health promotion activities showed high rates of awareness. Leakage was most pronounced between adoption and adherence for drug recommendations and between awareness and agreement for medical management recommendations. Barriers were reported differentially for all steps of the model. Conclusion Leakage from research publication to guideline utilisation occurs in a wide variety of clinical settings and at all steps of the awareness-to-adherence pathway. This review confirms that clinical guidelines are insufficient to implement research and suggests there may be different factors influencing clinicians at each step of this pathway. Recommendations to improve guideline adherence need to be tailored to each step