Search results for "management"

The integration of content and language in students’ task answer production in the bilingual classroom

2016

The notion of content and language integration has recently become a key topic of inquiry in research on content and language integrated learning and other kinds of bilingual educational programmes. Understanding what integration is and how it happens is of fundamental importance not only for researchers interested in gauging the possibilities and limitations of bilingual programmes, but also for practitioners seeking optimal ways to support student development. This study investigates integration as it takes place in the context of collaborative writing in the classroom. Drawing on conversation analytic methodology, text production is investigated as a social and sequentially evolving phen…

‘Monitoring’ in translation

2019

Abstract We assume that visual feedback from the written trace during translation plays an important role in monitoring the emerging translation. In this study, 44 participants translated with and without visual feedback from the target text (TT). Numerous measures were used to explore the differences between the texts that were created in the two conditions and the characteristics of the task performance in the two conditions. The impact of ST-TT semantic and syntactic relationships showed that there were differences on two of three behavioural measures across conditions. In the comparison of features of the translation process, findings show that ST reading times were longer without visua…

2020

Abstract In classroom settings, laughter and smiles are resources for action that are available to both teachers and students. Recent interactional studies have documented how students use these resources to deal with trouble of various kind, but less is known about the sequential and activity contexts of teachers’ laughter-relevant practices, as well as their pedagogical functions. We use multimodal conversation analysis (CA) to investigate the interactional unfolding and pedagogical orientations of teacher smiles during instructional IRE (initiation-response-evaluation) sequences in a corpus of 37 bilingual lessons collected in schools in Finland and Spain. In analysing the focal smiles, …

Recognising mitigation: Three tests for its identification

2020

Abstract Linguistic mitigation is a pragmatic phenomenon that has been profusely treated in the literature, and yet there are few studies dedicated exclusively to offering methodological criteria for its recognition and analysis (but see Albelda, 2010 and Albelda et al., 2014). Consequently, the researcher must infer the methods for its recognition through problems arising during the analysis or through the examples and reflections offered by the authors who have addressed the issue. The purpose of this article is twofold. Firstly, to present some of the main keys for the recognition of mitigation presented by the bibliography, such as the catalogues of mitigation devices, the context, the …

Of ostriches, pyramids, and Swiss cheese

2018

Abstract Risk management for translations is a relatively new topic in translation science. Damages caused by translation errors can have grave consequences for all agents involved in the translation process, especially in safety-critical sectors. In these sectors, effective models and instruments for risk mitigation have long been established, with near-misses management being one of the most effective instruments. In this paper, we examine the structure of damages caused by translation errors and compare them to the structure of damages in safety-critical sectors in general. We find that damages caused by translation errors in safety-critical sectors are comparable to damages in safety-cr…

On the participatory agency of texts: Using institutional forms in performance appraisal interviews

2020

Abstract Drawing on studies of the performative effects and agency of texts in organizations, the paper investigates how the agency of texts figures through their participatory status in interaction. The empirical data for the study consist of video-recorded performance appraisal interviews in a Finnish public organization in which the interaction relies heavily on an appraisal form. The data are analyzed through a sequential analysis that draws on multimodal conversation analysis and ethnographic knowledge. The analysis shows that the human participants orient to three different acts that are inscribed in the textual document: 1) presenting demands for the participants; 2) offering topics …

The language game of lost meaning: Using literal meaning as a metalinguistic resource

2019

AbstractBy literal meaning (LM) we usually refer to a theoretical notion which is at the center of a big debate involving philosophers and linguists with various orientations. At the same time, LM is rooted in a linguistic intuition of the speaker, which we could formulate as follows: words taken in isolation have a meaning. Adopting this general take on LM, we are using a notion of LM that seems incompatible with any research program of a contextualist type; I will show, instead, that in a radically contextualist (and Wittgensteinian) perspective, this notion of LM can have legitimate circulation in particular types of language games. I will propose a recovery of the notion of LM saving th…

Language shifts in the language biographies of immigrants from Upper Silesia residing in Germany

2020

Abstract The main objective of the article is to illustrate how language ideologies and language management at the macro-level (state language policy), micro-level (in families) and meso-level (local communities) influence language change and the conceptualization of multilingualism of immigrants from Upper Silesia residing in Germany. Language biographies of persons from Silesia demonstrate the significant influence of historical and political events on sociolinguistic processes. Original fragments of biographical interviews of the people surveyed constitute an integral part of the text.

Drawing conclusions about what co-participants know: Knowledge-probing question–answer sequences in new employee orientation lectures

2019

This study aims to uncover the processes of interaction through which knowledge acquisition in new employee orientation is monitored and controlled. Using video-recordings of orientation lectures as data, the study focuses on question–answer sequences in which the lecturer’s question probes into the state of the employees’ knowledge; in particular, it looks at the third turn of the sequence, in which the lecturer comes to a conclusion concerning the participants’ knowledge. This is shown to be an unavoidably practical accomplishment, which is contingent on both the often ambivalent responses of the participants and the design of the knowledge-probing question. Also, the lecturer orients to…

Teacher agency within the Finnish CLIL context : tensions and resources

2017

Recent discussion indicates that the initial enthusiasm of Content and Language Integrated Learning (CLIL) teachers can be undermined by the demands of foreign-language mediated education. However, there is a lack of research on the resources and tensions that respectively support or limit the professional agency of CLIL teachers. By means of semi-structured interviews with fourteen participants, this study seeks to better understand how teacher agency is experienced by CLIL teachers working in Finnish primary schools. To examine tensions and resources in CLIL teachers’ work lives, a holistic and dynamic theoretical conceptualization of teacher agency is suggested, paying particular attenti…