bluuebunny/crossref_metadata_2025_split huggingface dataset:
Multiculturalism and mother tongue maintenance – the case of the Hungarian diaspora in Queensland
Authors: Hatoss Anikó 
Published: October 2016

AbstractMulticultural policies and language policies claim to provide a favourable environment for the maintenance of immigrant languages. However, the relationship between multiculturalism and multilingualism is complex and contested. Rates of language loss and shift in Australia show that the multilingual heritage is very vulnerable even within the context of a highly multicultural society. This paper examines the effect of multicultural policies on the linguistic and cultural adjustment of the Hungarian diaspora in Queensland. The research contrasts two vintages of Hungarian migrants in terms of their acculturation strategies, attitudes to the host and source cultures, ethnic identity and language maintenance and shift patterns. The conclusions drawn have implications for the theoretical framework of language maintenance and shift, as well as additive vs subtractive bilingualism. Period of arrival is singled out as a main factor in influencing patterns of social adjustment, as well as language maintenance and shift. The paper argues that the wider social and policy context plays a significant role in the language development of ethnolinguistic minority communities. It provides some evidence that the Anglo-Celtic host society in Australia is seen as favourable for minority language maintenance, and this potentially leads to increased societal bilingualism.
Semantic/pragmatic equivalence through formal and motivational shift
Authors: Moore Harumi 
Published: October 2016

Abstract
How would translators approach a process in which they have to make decisions on mapping the grammatically enforced regular number mechanism of a language such as English onto a system like Japanese, where there is no regular coding of number in a noun phrase? Utilising the concepts of motivation for representation of number, and of ‘formal-shift’ (Catford, 1965), this paper demonstrates that in spite of the lack of a grammatical category of number, there is a coherent mechanism that expresses number distinction in Japanese, either implicitly or explicitly, and that in order to achieve the full semantic and pragmatic intent expressed in English in terms of the number of referents, translators have quite a complex task in deciding ‘when’ and ‘how’ to mark number in Japanese. The paper shows that the ‘one’ and ‘more than one’ opposition regularly coded in English is interpreted into a more complex system of number conception in Japanese, namely ‘one’, ‘more than one’, ‘collective image’ and ‘unspecified’. It also draws attention to the various linguistic devices used in Japanese to express number distinction outside the scope of a noun phrase. The paper advocates the usefulness of the approach suggested here for examining instances of transfer of meaning between two typologically distinct languages.
Generic pronouns and gender-inclusive language reform in the English of Singapore and the Philippines
Authors: Pauwels Anne , Winter Joanne 
Published: October 2016

Abstract
The concurrent trends of globalisation and ‘indigenisation’ affecting the English language (varieties) around the world pose some interesting questions for language planning and reform issues (e.g. Phillipson, 1992; Pennycook, 1994; Crystal, 1997). With this project we examine the impact of these competing trends on corpus planning relating to gender-inclusive language use in the Englishes of Singapore and the Philippines, categorised as ‘outer-circle’ Englishes by Kachru (1992,1997). In this paper we present some findings on aspects of gender-inclusive language reform based on an analysis of the student and academic texts in the Singapore and Philippine components of the International Corpus of English [ICE]1. Education, particularly higher education, has been identified as a leading site of contact with and trajectories of change for gender-inclusive language reform. We focus in particular on one of the main features of gender-inclusive language reform: generic pronouns. The results of the ICE corpus analysis suggest that adoption of gender-inclusive and gender-neutral generic pronouns is not yet profiled in these ‘outer-circle’ Englishes. Generic he remains the pervasive generic pronoun in the student and published academic writing in the Singapore English corpus. The Philippines data reveal a similar trend although there is some emergence of s/he forms as the preferred gender-inclusive alternative.
Reversed what-clefts in English
Authors: Collins Peter 
Published: October 2016

Abstract
On the basis of 572 examples taken from seven million-word corpora of written English the present study—which complements the spoken data-based studies of Oberlander & Delin (1996) and Weinert & Miller (1996)— explores the relationship between information structure and discourse role with reversed what-dzfts. The study confirms the typically summative, internal-referencing, and stage-ending-roles of the informational type upon which previous studies have concentrated (the statistically dominant type, with minimally informative highlighted element and relative clause). A second type observed by Oberlander & Delin (1996), with an ‘informative presupposition’ or ‘comment clause’, is found to occur stage-medially rather than as an ending, and furthermore to have a ‘pivotal’ (both backward-and forward-looking) discourse role. Two further types of reversed what-cleft with an informationally new highlighted element are identified. Both can occur stage-initially, and share some similarities with basic what-clefts and it-clefts in their discourse behaviour.
Classroom discourse of an experienced teacher of Indigenous children
Authors: Thwaite Anne 
Published: October 2016

Abstract
This paper1 will examine the discourse of one experienced teacher of Indigenous children in lessons observed as part of the Conductive Hearing Loss (CHL) project conducted by Edith Cowan University in Perth2. In the classroom observed, all the children were Indigenous and the teacher was aware that some children were suffering from CHL. This analysis will identify some features of the discourse of this teacher, who was very experienced in this context and who was identified as successful by her peers and the school community, with the aim of describing some of the strategies which contribute to her success. These strategies include constructing an inclusive classroom environment, empowering the students, avoiding authoritarianism and being responsive to the students. How these techniques are expressed in the discourse will be discussed here.
“Tell me the goss ok”
Authors: Grote Ellen 
Published: October 2016

AbstractGossip has mainly been investigated as an oral discourse practice, one that serves as a mechanism to reaffirm relationships and to construct, monitor and maintain social norms and values within communities. This study investigates how a group of Aboriginal English speaking teenage girls constructed norms, values and identities in their email gossip. Adopting acommunities of practiceperspective and a social constructionist understanding of identity, the study draws on ethnographic data collected on the writing practices of a group of Indigenous girls in a high school program for educationally ‘at risk’ students. The findings indicate that the girls used email gossip todofriendship while constructing multifaceted identities and negotiating social norms and values relating to four themes: 1) the social practices of girls in friendship circles; 2) the physical attributes, characters and social practices of boys; 3) the relationships between girls and boys; and 4) risk-taking practices. By creating spaces in the curriculum for email writing (and gossip), teachers can make school a more personally meaningful place for ‘disaffected’ students. It can also enhance students’ writing, computer and analytical skills and raise their language awareness with respect to constructing identities needed to participate in the workplace and wider community.
Factors affecting second language achievement in primary school
Authors: Iwashita Noriko , Liem Irene 
Published: October 2016

Abstract
This study investigates achievement in second language learning (Chinese) in primary school in relation to learner variables such as amount and duration of instruction and home language background.1 Currently in the State of Victoria it is recommended that all students learn a second language from the beginning of primary school to the end of Year 10. As the majority of students in some LOTE (Languages Other Than English) classes such as Chinese are background speakers, some parents and teachers are concerned that non-background learners can be disadvantaged compared with classmates who have some exposure to the LOTE outside school. In order to examine whether home language use has any impact on achievement, we developed a test of four skills and administered it to Year 6 students in two primary schools in Melbourne. The results showed that Chinese background students scored much higher than non-Chinese background students in all four areas. However a close examination of the data revealed that other variables such as Chinese study outside school and the number of years of study at school also influenced the test scores. This research has strong implications for developing a LOTE curriculum for both background and non-background speakers.
Spelling correction strategies employed by learners of Japanese
Authors: Kubota Mariko 
Published: October 2016

Abstract
This article analyzes the self-correction of spelling by learners of intermediate Japanese. Participants in this study consisted of 20 students with kanji (Chinese characters) background and 43 without. This study investigates (1) types of spelling errors made; (2) the success rate of corrections made when codes for types of errors (error-codes) were given; (3) strategies used for correcting spelling errors; (4) reasons for a failure to correct errors; and (5) measures for further improvement in correction rates. Three methods, including ‘think-aloud’, observation notes, and the writing of an essay before and after corrections, were used as research tools. The findings show a high rate of success in the self-correction strategies. The errors made by the students may be attributed to a number of different causes. On the basis of the findings, this article puts forth the following suggestions, among others: the provision of increased time for corrections, of more detailed instruction in kanji, and of correct pronunciation instruction; increased practice in the use of dictionaries; and improved codes to indicate types of errors.
The pedagogic effectiveness of developmental readiness in ESL grammar instruction
Authors: Mansouri Fethi , Duffy Loretta 
Published: October 2016

Abstract
The project reported in this paper aims to test the concept of learner developmental readiness’ and its pedagogic effectiveness in the teaching of foreign language grammar. It focuses on the teaching of English as a second language (ESL) in a formal classroom context. The aim is to ascertain whether a specific teaching order based on the concept of developmental readiness, can enhance learning outcomes in foreign language classrooms. The main theoretical approach used is the Teachability Hypothesis articulated in Pienemann’s (1998) Processability Theory (PT), which “predicts that stages of acquisition cannot be skipped through formal instruction and that instruction will be beneficial if it focuses on structures from ‘the next stage’” (Pienemann, 1998, p. 13). Past teachability studies (e.g. Boss, 1996; Dyson, 1996; Ellis, 1989; Pienemann, 1984; Spada& Lightbown, 1999) have employed predicted order testing. However in this study subjects were exposed to English syntax structures either in the predicted or in the reversed orders outlined under PT. The findings of this study show that learners exposed to instruction in accordance with the developmental order predicted in PT produce the target language (TL) structures with a higher grammatical accuracy than those exposed to the reversed order. This suggests that instruction is more beneficial, in relation to grammatical accuracy, when it focuses on the TL structures in a developmentally implicational manner.
“I know the word, but ...”
Authors: Kim Sun Hee Ok 
Published: October 2016

Abstract
Bilinguals sometimes report on difficulties in finding words while speaking in the first language (L1) or the second language (L2), which is frequently attributed to the negative influence of one language onto the other. This paper addresses this issue by investigating the relationship between L1 and L2 vocabulary knowledge of Korean-English bilinguals who have been exposed to an L2 learning environment since the age of 12 years. Their vocabulary knowledge in L1 and L2 is measured by using a standardised vocabulary test in each language and their L1 vocabulary measures are compared with that of 12 year old Korean monolinguals. The findings show that there is a significant positive correlation between the scores from the L1 and L2 vocabulary tests among the participants. The findings suggest (1) that L1 vocabulary learning continues in the L2 learning environment, and (2) that the extent of the vocabulary knowledge in one language is the good predictor of the other, highlighting the positive role of L1 vocabulary knowledge in L2 learning. Implications for the support for L1 development of young immigrants are also discussed.
Culture for language learning in Australian language-in-education policy
Authors: Liddicoat Anthony J. 
Published: October 2016

AbstractAustralia’s language-in-education policy documents have consistently included references to the place of ‘culture’ in language teaching. This paper seeks to examine how the major national policies conceptualise culture and interculturality in relation to languages education. For each policy, this study will analyse the language focus, the conceptualisation of the relationship between language and culture, the contexts in which the policy envisages cultural knowledge will be relevant, and the overall educative vision for language and culture learning. From these analyses it can be seen that successive policy documents have shifted the domain and purpose of interculturality and have constructed views of interculturality that are increasingly instrumentaly focused. The policies show a transformation from a humanistically focused construction of education and a view of languages as relevant to diversity, to an economically focused construction of education and a view of languages as capital for economic deployment. At the same time, they have preserved a largely static, information-focused construction of culture which is not consistent with the user-oriented policy goals.
Teacher perceptions of student speech
Authors: Oliver Rhonda , Yvonne Haig 
Published: October 2016

Abstract
This study reports on teachers’ attitudes towards their students’ speech varieties of English. A sample of 172 primary, district high and secondary teachers in Western Australian schools was surveyed on their attitudes towards language variation and towards their students’ use of specific English variants. The teachers were found to have generally conservative attitudes, particularly with regard to their students’ use of non-standard features. These features were also associated with falling language standards. The impact of the teacher background factors of gender, age, level of teaching qualification, teaching experience and professional development on attitudes was also considered. However, only teacher qualifications and length of experience were found to be significant and this influence was restricted to attitudes towards language varieties. Such findings have important implications for speakers of non-standard sociolects who would tend to use these features more often. It is of particular concern where teachers associate the use of non-standard varieties with lower academic ability as has been found in other research. The findings suggest that teachers need to understand the relationships between standard and non-standard varieties, written and spoken forms, formal and informal registers, and developmental and non-standard features.
‘Checklist complete’. or is it? closing a task in the airline cockpit
Authors: Nevile Maurice 
Published: October 2016

AbstractFor airline pilots, the call of ‘checklist complete’ is officially prescribed talk to claim that the crew’s joint conduct of a checklist is over, and the task can be understood as closed. However, very often this call is not the final talk for the task. This paper1uses naturally occurring data, transcriptions of pilots interacting on actual passenger flights, to show that the recipient pilot commonly says something in response. That pilot might saythank youorokay.These two non-official responses do interactional work. They allow the other pilot to know that the call of ‘checklist complete’ was itself heard, and that there is now a shared crew understanding that the checklist is closed. Such an understanding is critical in the airline cockpit where it is crucial to perform tasks in strict sequential order.Thank youandokayare evidence of pilots’ orientation to their work as a progression through a series of tasks, and where there is value in making salient that one task is closed and it is legitimate to move to a next task. The paper examines how officially scripted talk for work is actually realised in situ.
Discourse studies and education
Authors: van Dijk Teun A. 
Published: October 2016

AbstractThe aim of this paper is a discussion of some applications of results from discourse studies in the field of education. The major structures of discourse are discussed, in particular the semantic, pragmatic, schematic and conversational structures. These structures are then taken as the abstract basis for a cognitive model of discourse comprehension. A brief sketch is given of the main results of current experimental work on discourse processing. Discourse comprehension appears not only to be determined by knowledge and other factors of the cognitive set of language users (beliefs, opinions, attitudes, etc.), but also changes this set, e.g. in processes of learning.Applications in the study of education are discussed in the framework of the following issues, representing the ‘textual’ dimensions of education: (i) classroom dialogue and interaction, (ii) reading and comprehension, (iii) textbooks, (iv) teaching discourse and communication, and (v) discourse analysis. It is argued that learning in these various dimensions of education should respect the basic results obtained about comprehension. Language learning is urged to take place within a broad integrated framework for the acquisition of discourse and communication skill.
Mathematics problems or a language deficiency?
Authors: Boyd Rae , Hadjigeorgiou George 
Published: October 2016

AbstractPupils in junior primary school meet a large number of mathematical terms in their text books making the master of basic mathematics very difficult for pupils with less adequate language mastery. It was hypothesized that by Year 8, pupils attending a comprehensive high school would (1) show no sex differences in their comprehension of mathematical terms; but (2) pupils in the lowest Year 8 mathematics class would perform significantly worse on a mathematics comprehension test than pupils in the top class, revealing poor language rather than poor mathematical skills. Both hypotheses were supported. Further, the mean comprehension score for each graded mathematics class was significantly lower than the class just above the 1% level. Terms causing difficulty in the lower mathematics classes are discussed along with words generally not understood.
Curriculum renewal in school foreign language learning
Authors: Clark John L. 
Published: October 2016

Abstract
“But you, who are wise, must know that different Nations have different conceptions of things and you will therefore not take it amiss, if our ideas of this kind of education happen not to be the same as yours. We have had some experience of it. Several of our young people were formerly brought up at the colleges of the northern provinces; they were instructed in all your sciences; but when they came back to us, they were bad runners, ignorant of every means of living in the woods .... neither fit for hunters, warriors, nor councellors, they were totally good for nothing.
We are, however, not the less oblig’d by your kind offer, tho’ we decline accepting it: and, to show our grateful sense of it, if the gentlemen of Virginia will send us a dozen of their sons, we will take care of their Education, instruct them in all we know, and make men of them”.
(Response of the Indians of the six nations to a suggestion that they send boys to an American college, Pennsylvania, 1744).
The child as a communicative strategist
Authors: Lê Thao , McCausland Mike 
Published: October 2016

Abstract
It is argued that the concept of communicative competence includes ‘strategies’ or ‘tactics’ where language is used in interactions in order to achieve desired outcomes for participants. This study examines different types of communicative strategies employed by adults and children in negotiating what is ‘acceptable behaviour’ or ‘rules of conduct’ for children. The influence of social and cognitive development of children on the forms of communicative strategies available to them is treated as central.
Discourse function of intonation in Kuniyanti
Authors: McGregor William B. 
Published: October 2016

AbstractThe purpose of this paper is to explore the significance of intonation in narrative texts in Kuniyanti (Kimberley, WA). It is suggested that intonation realizes the information structure of texts. Tone units correspond to information units. Each tone unit has one syllable that is more prominent than the others; this falls within the constituent which has the most important item of new information. The investigation is based principally on solicited texts.
Defining literacy
Authors: Grant Audrey N. 
Published: October 2016

Abstract
This paper is concerned with crucial issues which need to be addressed in attempting to define literacy. Several persistent myths or common misreadings of the nature of literacy are critiqued, namely the myths of literacy as: an absolute, word perfect standard; a collection of functional skills; an autonomous, context-free and unified competence; and a means of economic benefit. Alternative definitions, differing radically from the myths in their reading of reality, are proposed. These argue for a broad, inclusive definition which takes into account two broad perspectives – (i) the essentially creative meaning-centred and relative nature of language learning or use, and (ii) the patterns of social and cultural contexts in which literate behaviours are learnt, developed, constrained by or act to constrain the literacy of others. A dual focus is argued for. First, a focus on individual learning and experience serves to highlight the essentially constructive, selective, purposeful nature of the literacy process and the organic relation between literacy, experience, personal growth and autonomy. Thus, literacy is seen as transcending exclusively linguistic considerations and empowering its possessors to make sense of, to read and reread their experience, both to “take meanings” from the world and to act to transform that world. The second essential focus entails the recognition that socio-cultural contexts, including the nature, availability or distribution of information and printed materials in a society, are a vital part of the literacy process itself, shaping the meaning, values status and conceptions of literacy practices or competences. Hence discussion moves to the wider definitional framework for the analysis of literacies as social practices embedded in socio-cultural contexts of parent-child relationships, socialization patterns and ideologies.