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Learning How to Tell, Learning How to Ask: Reciprocity and Storytelling as a Community Process
2020
AbstractIn this article, we discuss the discursive processes that surround storytelling of traumatic experiences in the case of minor asylum seekers involved in the recent migration flow to Italian ports. We argue that in order to understand not only how traumatic experiences are told but also how they are overcome, it is necessary to focus on the reciprocal relationships and impact of the members of the communities in which migrants are received. Such approach shifts the focus from the content of stories toward the protagonists of their tellings and from asylum seekers as ‘subjects’ to asylum seekers as members of communities to which they and others contribute. The article is based on nar…
The interpreter as a citizen diplomat
2019
Abstract The article presents a case of interpretation as a political activity during the Cold War. In the 1980s and 1990s, a grassroots citizen diplomacy movement was initiated by the Californian Esalen Institute, the center of the American Human Potential Movement. In and around its Soviet-American exchange program, numerous individuals, NGOs and organizations established personal relationships and professional exchange with citizens of the two super powers and travelled in both directions. Interpreters had a complex and crucial role in this exchange which was different from both the professional experience of conference and of communal interpreting.
“We thought about it together and the solution came to our minds”: languaging linguistic problem-solving in multilingual Finnish classrooms
2021
Abstract This study examines a learning experiment in which linguistic problem-solving tasks designed to increase students’ (aged 9–13) language awareness through collaborative dialogue were introduced in multilingual primary school classrooms in Finland. The aim was to analyse how the students (N = 126) reported what was happening during the linguistic problem-solving tasks, drawing on the method of languaging. Additionally, the study investigates how meaningful, relevant and novel the students with diverse backgrounds found the tasks. The data were collected via a survey. Students’ problem-solving reports were analysed via content analysis, with the Taxonomy of Cognitive Process applied. …
Multimodal mediational means in assessment of processes: an argument for a hard-CLIL approach
2020
In Japan, CLIL instruction falls under a soft-CLIL approach, content serving as secondary to language instruction. Furthermore, assessment in classrooms in Japan is oftentimes limited to assessing ...
An Illustration to Ælfric’s De temporibus anni in Ælfwine’s Prayerbook
2020
L'articolo esamina un diagramma contenuto nel manoscritto London, British Library, Cotton Titus D.xxvii+xxvi, generalmente noto come 'Ælfwine’s Prayerbook'. Il diagramma, che si trova al fol. 21 v , è stato in genere interpretato come una rota incompleta, o delle maree o dei venti (dal momento che contiene solo 4 dei canonici 12 venti della tradizione scientifica medievale). Una analisi comparativa e dettagliata delle caratteristiche del diagramma, tuttavia, mostra come l'ipotesi della rota delle maree sia da rigettare in favore della teoria di una rota ventorum. Inoltre, l'analisi dei testi contenuti nel manoscritto rivela una stretta connessione tra il diagramma e il De temporibus anni di…
Forms and functions of non-renditions in community interpreting: a corpus-based study
2021
This paper explores flexible language strategies in interpreter-mediated interaction from a corpus-based, quantitative perspective, drawing on data from the Community Interpreting Database (ComInDa...
Transforming student contributions into subject-specific expression
2021
Drawing on a corpus of pre-service teacher training classroom interactions in an English-medium instruction university in Turkey, we examine teacher follow-up turns that introduce specialized terms, showing how a teacher transforms student’s responses into pedagogically relevant points using academic language. We argue that teacher third-turns following student contributions accomplish several interrelated actions, not only introducing new terminology to these teachers-in-training, but also familiarizing them with ways of thinking specific to their discipline, i.e., these turns model “doing being a teacher.” These teacher actions are used to bridge student contributions to more scientific t…
Mitigation and reinforcement in general knowledge expressions
2020
Abstract Speakers often mitigate by downgrading their own role in their utterances, depersonalizing the origin of their utterances and de-focalizing the deictic-personal point of reference (Briz, 1998; Caffi, 2007). Linguistically, this can be accomplished by means of impersonalization, generalization and referencing general knowledge. Interestingly, using expressions that suggest the objective, general or shared status of information can, in some cases, lead to argumentative reinforcement or boosting 1 (Cornillie, 2007a, b; Caffi, 1999; Briz, 2016). Our goal is to examine the relationship between the functions of mitigation and reinforcement in indirect evidential expressions of common kno…
Sensorial discourse and corpus in the digital humanities era: The example of the wine language
2019
International audience; This article intends to define sensorial discourses, to discuss the way they should be analyzed by stressing the importance of corpora. Putting these thoughts into the context of the digital revolution, it will show how corpora should evolve in the digital humanities. The association of digital and sensorial discourses needs to be clarified and this article proposes a way to find new approaches to better analyze them.
Mitigation and boosting as face-protection functions
2020
Abstract Mitigation is undeniably and necessarily linked with the social aspect of communication. No speaker mitigates an utterance without a goal in mind, which makes mitigation a means to an end and not an end in itself. Even though the various definitions of mitigation do not assign the same aims to this phenomenon, the social impact it has on the participants in the communication is generally agreed upon throughout the literature (Fraser, 1980; Meyer-Hermann, 1988; Bazzanella et al., 1991; Briz, 1998, 2003; Caffi, 1999; Thaler, 2012; Briz and Albelda, 2013; Schneider, 2013; Albelda et al., 2014; Albelda, 2016, 2018). In this paper, the mitigating and boosting strategies in relationship …