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2. New Directions in Telecollaborative Research and Practice: Selected Papers from the Second Conference on Telecollaboration in Higher Education
- Author
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Research-publishing.net (France), Jager, Sake, Kurek, Malgorzata, O'Rourke, Breffni, Jager, Sake, Kurek, Malgorzata, O'Rourke, Breffni, and Research-publishing.net (France)
- Abstract
Trinity College Dublin was proud to host, in April 2016, the Second International Conference on Telecollaboration in Higher Education, with the theme "New Directions in Telecollaborative Research and Practice." Over two and a half days, 150 participants offered 95 research presentations, posters, and "problem shared" sessions. Following a preface (Breffni O'Rourke) and introduction (Sake Jager, Malgorzata Kurek, and Breffni O'Rourke), selected papers from this conference presented herein include: (1) Telecollaboration and student mobility for language learning (Celeste Kinginger); (2) A task is a task is a task is a task… or is it? Researching telecollaborative teacher competence development--the need for more qualitative research (Andreas Müller-Hartmann); (3) Learner autonomy and telecollaborative language learning (David Little); (4) Developing intercultural communicative competence across the Americas (Diane Ceo-DiFrancesco, Oscar Mora, and Andrea Serna Collazos); (5) CHILCAN: a Chilean-Canadian intercultural telecollaborative language exchange (Constanza Rojas-Primus); (6) Multifaceted dimensions of telecollaboration through English as a Lingua Franca (ELF): Paris-Valladolid intercultural telecollaboration project (Paloma Castro and Martine Derivry-Plard); (7) Student perspectives on intercultural learning from an online teacher education partnership (Shannon Sauro); (8) Blogging as a tool for intercultural learning in a telecollaborative study (Se Jeong Yang); (9) Intergenerational telecollaboration: what risks for what rewards? (Erica Johnson); (10) Telecollaboration, challenges and oppportunities (Emmanuel Abruquah, Ildiko Dosa, and Grazyna Duda); (11) Exploring telecollaboration through the lens of university students: a Spanish-Cypriot telecollaborative exchange (Anna Nicolaou and Ana Sevilla-Pavón); (12) A comparison of telecollaborative classes between Japan and Asian-Pacific countries -- Asian-Pacific Exchange Collaboration (APEC) project (Yoshihiko Shimizu, Dwayne Pack, Mikio Kano, Hiroyuki Okazaki, and Hiroto Yamamura); (13) Incorporating cross-cultural videoconferencing to enhance Content and Language Integrated Learning (CLIL) at the tertiary level (Barbara Loranc-Paszylk); (14) Multimodal strategies allowing corrective feedback to be softened during webconferencing-supported interactions (Ciara R. Wigham and Julie Vidal); (15) Problem-solving interaction in GFL videoconferencing (Makiko Hoshii and Nicole Schumacher); (16) Interactional dimension of online asynchronous exchange in an asymmetric telecollaboration (Dora Loizidou and François Mangenot); (17) Telecollaboration in secondary EFL: a blended teacher education course (Shona Whyte and Linda Gijsen); (18) It takes two to tango: online teacher tandems for teaching in English (Jennifer Valcke and Elena Romero Alfaro); (19) Getting their feet wet: trainee EFL teachers in Germany and Israel collaborate online to promote their telecollaboration competence through experiential learning (Tina Waldman, Efrat Harel, and Götz Schwab); (20) Teacher competences for telecollaboration: the role of coaching (Sabela Melchor-Couto and Kristi Jauregi); (21) Preparing student mobility through telecollaboration (Marta Giralt and Catherine Jeanneau); (22) What are the perceived effects of telecollaboration compared to other communication-scenarios with peers? (Elke Nissen); (23) The "Bologna-München" Tandem -- experiencing interculturality (Sandro De Martino); (24) Comparing the development of transversal skills between virtual and physical exchanges (Bart van der Velden, Sophie Millner, and Casper van der Heijden); (25) Making virtual exchange/telecollaboration mainstream -- large scale exchanges (Eric Hagley); (26) Searching for telecollaboration in secondary geography education in Germany (Jelena Deutscher); (27) Communication strategies in a telecollaboration project with a focus on Latin American history (Susana S. Fernández); (28) Students' perspective on Web 2.0-enhanced telecollaboration as added value in translator education (Mariusz Marczak); (29) Intercultural communication for professional development: creative approaches in higher education (Linda Joy Mesh); (30) Illustrating challenges and practicing competencies for global technology-assisted collaboration: lessons from a real-time north-south teaching collaboration (Stephen Capobianco, Nadia Rubaii, and Sebastian Líppez-De Castro); (31) Telecollaboration as a tool for building intercultural and interreligious understanding: the Sousse-Villanova programme (Jonathan Mason); (32) Vicious cycles of turn negotiation in video-mediated telecollaboration: interactional sociolinguistics perspective (Yuka Akiyama); (33) A corpus-based study of the use of pronouns in the asynchronous discussion forums in the online intercultural exchange MexCo (Marina Orsini-Jones, Zoe Gazeley-Eke, and Hannah Leinster); (34) Cooperative autonomy in online lingua franca exchanges: A case study on foreign language education in secondary schools (Petra Hoffstaedter and Kurt Kohn); (35) Emerging affordances in telecollaborative multimodal interactions (Aparajita Dey-Plissonneau and Françoise Blin); (36) Telecollaboration in online communities for L2 learning (Maria Luisa Malerba and Christine Appel); (37) Fostering students' engagement with topical issues through different modes of online exchange (Marie-Thérèse Batardière and Francesca Helm); (38) A conversation analysis approach to researching eTandems--the challenges of data collection (Julia Renner); and (39) DOTI: Databank of Oral Teletandem Interactions (Solange Aranha and Paola Leone). An author index is included. Individual papers contain references.
- Published
- 2016
3. The Influence of English as a Social Marker in a Migrant Community.
- Author
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Matus-Mendoza, Mariadelaluz
- Abstract
Moroleon, Guanajuato (Mexico), is an industrial city on the Mexican Plateau. People from the surrounding hamlets known as rancherias frequently seek employment in the city. However, many men with low levels of education travel to Kennett Square, Pennsylvania, to work on mushroom farms. A study explored the use of English in these two communities. Eighty-three interviews were conducted in Moroleon and in Kennett Square. Findings indicate that the use of English operates as a social marker. Migrants returning to Moroleon use it to impress those who have not migrated to the United States. Their interaction with the rest of the population creates a mixture of admiration, rejection, and envy among members of the Moroleon community. The youngest generation, those with only an elementary level of education, and people who moved from the rancheria to the city favor this social marker. These speakers incorporate lexical loans in their speech in spite of their limited knowledge of English. They mainly transfer nouns and verbs that are content lexical loans. They also include a functional word, the interjection "oh si." The use of English in Spanish decreases with increasing social status. Professionals in the higher ranks of society do not use English in their speech although some of them are former migrant workers. They do not seem to need the validation that being a migrant might provide among persons with lower levels of education. (Contains 25 references) (TD)
- Published
- 2002
4. '...In Mexico I'm Called a 'Gavacha' You Know? ...In the U.S. I'm Called a 'Spick' You Know? ...I'm Still Looked Down upon....' Marking Shared Cultural Knowledge through 'You Know' Usage among Hispanic Females.
- Author
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Campos, Sonia E.
- Abstract
This study analyzes the use and distribution patterns of the Discourse Marker (DM) "You Know" in interviews with members of a Hispanic folklore dance troupe. The study attempts to demonstrate how the use of this DM expresses identity among Hispanic females and if its use is affected by the ethnic labels each speaker uses. By assessing data from interviews conducted with 11 speakers and categorizing the DM "You Know" into four functions of meanings, results suggest that a self-identifying ethnic label, age, and personal background are determinants in the usage of the DM. (Contains 13 references and 3 tables.) (KFT)
- Published
- 2000
5. Let’s Create a Harmonious and Peaceful World through Quality Bilingual Education! Indigenous Tsotsil Children and Their Languages the Solution!
- Author
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Del Carpio, Karla B.
- Subjects
BILINGUAL education ,EDUCATIONAL quality ,CHILDREN'S language ,UNIVERSAL language ,NATIVE language ,SOCIOLINGUISTICS ,INDIGENOUS children - Abstract
The purpose of this paper is to underline the implications that language endangerment has, not only for the speakers of a specific language, but for the entire world as losing a language involves the disappearance of cultural, spiritual and intellectual knowledge as well as cultural identity. Many indigenous languages in Mexico, for example, have been in danger as Spanish, the dominant language of the country, has put them at a disadvantage. Transitional bilingual education has been used to achieve such a goal. Since this has been the case, some indigenous communities have taken the initiative to work diligently to preserve and promote their native language and culture despite the sociopolitical, economic and educational pressures they face. An example of that is the Mayan Tsotsil community in Chiapas in southern Mexico. This paper offers a summary of the findings of the qualitative research study that was conducted to explore the situation of the Tsotsil language at a Spanish-Indigenous Tsotsil elementary bilingual school in Chiapas. Tsotsil children and their teacher show that it is possible to preserve and promote the Tsotsil language when working together as a community. It is concluded that quality bilingual education and inclusive schools can be great tools that can contribute to have a harmonious and peaceful world. [ABSTRACT FROM AUTHOR]
- Published
- 2020
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6. Estratificación social y estilística en la prosodia enunciativa de Mérida, Yucatán.
- Author
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Mendoza, Érika, Orozco, Leonor, and Martín Butragueño, Pedro
- Subjects
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PROSODIC analysis (Linguistics) , *SOCIOLINGUISTICS , *SOCIAL factors , *SPANISH language , *EDUCATIONAL attainment , *GENDER - Abstract
The aim of this paper is to present the social and stylistic variation in the speech prosody of the Spanish of Mérida, Yucatán. Assertive utterances from sociolinguistic interviews and discourse completion tasks are analyzed considering the social variables of age, gender and educational level. The prosodic analysis is carried out within the Autosegmental Metrical model (Pierrehumbert 1980, Ladd 2008) and with the Sp_ToBI labeling conventions (Hualde & Prieto 2015). The results show that this variety of Spanish is characterized by a prominent descent starting from the first tonal peak, the early-peak alignment in some prenuclear positions, and the presence of some non-falling boundary tones. The social and stylistic variation suggests that the last two are features that indicate vernacularity. [ABSTRACT FROM AUTHOR]
- Published
- 2023
- Full Text
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7. La concordancia de haber existencial en la Ciudad de México.
- Author
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Lastra, Yolanda and Martín Butragueño, Pedro
- Subjects
HABER (The Spanish word) ,SPANISH language ,VARIATION in language ,SOCIOLINGUISTICS ,AGREEMENT (Grammar) ,SYNTAX (Grammar) - Abstract
Copyright of Boletín de Filología is the property of Universidad de Chile, Facultad de Filosofia y Humanidades and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)
- Published
- 2016
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8. The Indeterminacy of Social Meaning Linked to 'Mexico' and 'Texas' Spanish: Examining Monoglossic Language Ideologies among Heritage and L2 Spanish Listeners.
- Author
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Regan, Brendan and Martinez, Jazmyn L.
- Subjects
SPANISH language ,ATTITUDES toward language ,SPEECH ,SOCIAL perception ,MONOLINGUALISM ,SPEECH perception - Abstract
This study examines how implied speaker nationality, which serves as a proxy for bilingual/monolingual status, influences social perception and linguistic evaluation. A modified matched-guise experiment was created with the speech of eight bilingual U.S. Spanish speakers from Texas talking about family traditions; the speech stimuli remained the same, but the social information provided about the speakers–whether they were said to be from Mexico (implied monolingual) or from Texas (implied bilingual)–varied. Based on 140 listeners' responses (77 L2 Spanish listeners, 63 heritage Spanish listeners), quantitative analyses found that overall listeners evaluated 'Mexico' voices as more able to teach Spanish than 'Texas' voices. However, only heritage listeners perceived 'Mexico' voices as being of higher socioeconomic status and of more positive social affect than 'Texas' voices. Qualitative comments similarly found that heritage listeners evaluated 'Mexico' voices more favorably in speech quality and confidence than 'Texas' voices. The implications are twofold: (i) the social information of implied monolingualism/bilingualism influences listeners' social perceptions of a speaker, reflecting monoglossic language ideologies; and (ii) there exists indeterminacy between language and social meaning that varies based on differences in lived experiences between L2 and heritage Spanish listeners. Extending on previous findings of indeterminacy between linguistic variants and meaning, the current study shows this also applies to (implied) language varieties, demonstrating the role of language ideologies in mediating social perception. [ABSTRACT FROM AUTHOR]
- Published
- 2023
- Full Text
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9. Aproximación al uso del modo subjuntivo en el Corpus sociolingüístico de la ciudad de México.
- Author
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Lastra, Yolanda and Martín Butragueño, Pedro
- Subjects
SEMANTICS (Philosophy) ,SOCIOLINGUISTICS - Abstract
Copyright of Boletín de Filología is the property of Universidad de Chile, Facultad de Filosofia y Humanidades and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)
- Published
- 2012
- Full Text
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10. LINGUISTIC RIGHTS IN MEXICO.
- Author
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Carranca, Ariel Vázquez
- Subjects
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LINGUISTIC rights , *LANGUAGE policy , *INDIGENOUS peoples , *SOCIOLINGUISTICS - Abstract
This paper exposes the linguistic rights situation in Mexico. To help the reader understand the linguistic rights conditions of the country, the article offers an overview of the languages of the country and their social conflict; the language policy; and the factors that have contributed to the survival of indigenous languages. In particular, the paper emphasises the fact that even though it could be argued that the process to achieve the fully exercise of linguistic rights by indigenous people has started, there are important issues that urge to be addressed by the Mexican government and society with regard to discrimination towards indigenous people. The study suggests actions to be taken in two fronts: 1) the need of sociolinguistic awareness in education; and 2) the activation of mass sensitivity and empathy towards indigenous people through the media, bringing the negative stereotype of indigenous people to a halt on television. [ABSTRACT FROM AUTHOR]
- Published
- 2009
11. Shifting voices with participant roles: Voice qualities and speech registers in Mesoamerica.
- Author
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Sicoli, Mark A .
- Subjects
SOCIOLINGUISTICS ,ZAPOTEC language ,VOCAL registers ,SOCIAL interaction ,SPEECH education ,INDIGENOUS peoples of Mexico - Abstract
Although an increasing number of sociolinguistic researchers consider functions of voice qualities as stylistic features, few studies consider cases where voice qualities serve as the primary signs of speech registers. This article addresses this gap through the presentation of a case study of Lachixío Zapotec speech registers indexed though falsetto, breathy, creaky, modal, and whispered voice qualities. I describe the system of contrastive speech registers in Lachixío Zapotec and then track a speaker on a single evening where she switches between three of these registers. Analyzing line-by-line conversational structure I show both obligatory and creative shifts between registers that co-occur with shifts in the participant structures of the situated social interactions. I then examine similar uses of voice qualities in other Zapotec languages and in the two unrelated language families Nahuatl and Mayan to suggest the possibility that such voice registers are a feature of the Mesoamerican culture area. (Voice quality, register, performance, metapragmatics, Mesoamerica, Zapotecan, Mayan, Nahuatl) [ABSTRACT FROM AUTHOR]
- Published
- 2010
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