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This study is situated in the context of a design-driven master's-level course at a Finnish university where pre-service teachers (PSTs) planned and carried out an online English learning project for 11- to 12-year-old pupils in two schools. During the working process, the PSTs needed to rethink their perceptions of technology-mediated language education and look for new ways to organise pedagogical activities for the children. The study explores how the PSTs' professional vision and agency emerged in a hybrid space when orchestrating pupils' participation online. Diverse materials from orchestration sessions were examined through nexus analysis. The findings highlight the PSTs' professional vision and agency arising from interactions with the following activities while orchestrating language learning: 1) coordinating action and establishing continuity in design; 2) monitoring action and attending to emerging needs; and 3) attending to pupils' engagement with the designed activities and revising the design during action if necessary. The setting allowed collaborative problem solving and sense making which advanced a balanced interaction order. This made space for new experiences and discourses contributing to the development of the PSTs' professional vision as language teachers. The study has implications for language teacher education and language teaching in hybrid spaces. [ABSTRACT FROM AUTHOR]

Copyright of Language & Intercultural Communication is the property of Routledge 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.)

While Norwegian educational policy documents construct an overarching role for the teacher as the main party responsible for inclusion in the parent-school cooperation, there are conflicts in the associated discourses on language and inclusion. This can lead to uncertainties in terms of the teachers' responsibilities for inclusion in the parent-teacher interaction. This paper considers some of the constraints and ambivalences experienced by teachers in multilingual contexts, and more precisely investigates the subject positions made available through political and societal discourses and locally emerging teacher discourses. Examining parent-teacher interaction in both online and offline contexts, the study is guided by the following research question: How do Norwegian teachers construct their roles and responsibilities for inclusive language practices with parents who have Norwegian as an additional language? The analysis shows that the teachers' values concerning inclusive practices open up for an asset-orientation towards multilingualism. However, the potentials of these discourses of ideals are curbed by monolingual ideologies due to the lack of awareness, and of material, institutional and relational support. These constraints seem to be more prominent in the digitally mediated interaction than in face-to-face meetings, which deserves our attention as we know that parent-school interaction increasingly takes place via digital channels. [ABSTRACT FROM AUTHOR]

Communication professionals have a paramount role in global crisis. What did they learn during the covid pandemic that could be used in future global crisis? The aim of this article is to identify and analyze strategy changes among communicators in municipalities and how their conceptions of communicated knowledge transformed during the pandemic. Retrospective interviews and textual material are analyzed with a framework of Mediated Discourse Analysis in combination with Legitimation Code Theory. The analysis shows that the work of the communicators was characterized by collaboration with other professional groups and the civil society, and that the complexity and important time aspects during this crisis gave birth to semi-new, reinvented, discursive tools in the shape of text genres. The communicators' conceived relevant knowledge as concept-driven and developed the conception that conveyance of knowledge should be thoroughly planned in a way that takes complexity into account. [ABSTRACT FROM AUTHOR]

Research on multilingualism in the home has approached the family as a fixed unit thus neglecting the dynamic view of the family and its intersection with family language practices. The present study aims to address this gap by focusing on Russian-speaking mothers in Finland who have raised their children bilingually in single-parent as well as in dual-parent families. Russian speakers are the largest minority language group in Finland, and their number is constantly growing. The current study is a contribution to the research on family language practices in the Finnish context. It examines the nexus of shifts in family configurations and language practices and explores how the dynamic changes in family constellations shape language practices in four families. The study reveals that creating new kinships leads to shifts in the language practices of the peripheral family members and that forming voluntary kin can expand heritage language use and enable an overhearer and bystander role for children. Non-residential family members expand the family's linguistic repertoire and support the legitimacy of already established practices. Being sole caretakers enables mothers to encourage language practices that they consider beneficial for their children without encountering any resistance from other family members. [ABSTRACT FROM AUTHOR]

Recent studies have shown that translanguaging as a knowledge-construction process can be utilized to decolonize curricula that privilege English-mediated, class-specific knowledge and foster epistemic justice in educational settings. This study focuses on the process whereby translanguaging was mobilized by teachers, tutors, and international students to decolonialize the English-Medium Instruction (EMI) curriculum on an indigenous discipline in a top-rated Chinese university. Drawing on nexus analysis, this study delineates the ways the implemented EMI curriculum was shaped by two processes/practices: (1) intercultural translation as interdiscursive translanguaging, and (2) Chinese philosophy as an embodied way of life, as witnessed in both the teacher-directed interaction order in the classroom as well as in the dialogic interaction order in tutorial sessions, and mediated through the historical bodies of the participants. The analysis reveals that translanguaging provides valuable transknowledging opportunities that encourage negotiations among a plurality of discipline-specific knowledge systems and the construction of decoloniality-informed knowledge production and learning ecologies situated within the unequal geopolitics surrounding knowledge production; this aligns with translanguaging scholars' decolonial agenda and contributes to developing an operational definition of "transknowledging" based on extant decolonial studies that emphasized the intertwined relationship between transknowledging and translanguaging in decolonializing the EMI curriculum. [ABSTRACT FROM AUTHOR]

This case study focuses on an expert early childhood education and care teacher’s practical theory in language pedagogy when implementing bilingual pedagogy (Finnish–Swedish) in a linguistically heterogeneous group of children aged 3–5 years. Practical theory refers to teachers’ views of good teaching that guide their practices. Applying a mediated discourse analysis approach (nexus analysis), we examine the interplay of factors that promote and challenge changes in the practical theory of language pedagogy in early childhood education and care. The discourses show that the changes are related to Swedish use (a new language for the children) and the use of the children’s home languages. Several personal, interactional, and contextual factors circulate in the expert teacher’s discourses, affecting the changes in her practical theory. Personal factors include reflection, beliefs, and experiences. Feedback from parents and children represents interactional factors, whereas contextual factors cover concepts such as participation and language-enriched teaching. This study highlights the significance of the multiple interrelated factors that are present when an expert teacher’s practical theory of language pedagogy changes, which needs to be reflected upon both in the practice of early childhood education and in teacher training.

While translanguaging has gained increasing recognition as a multiliteracy pedagogy in English-medium instruction (EMI) education, research exploring its implementation in STEM classroom contexts remains limited. Furthermore, the interplay of EMI teachers' professional identities and their instructional strategies has received little attention. This qualitative study explores how STEM academics in an EMI programme in China implemented translanguaging pedagogy, developed their professional identities, and examined the impact of identity on their classroom instructional language use. Drawing upon nexus analysis, the study maps the intersecting discourses influencing two EMI lecturers' divergent language ideologies and translanguaging strategies. The findings highlight the role of teacher identity and agency in navigating institutional and classroom discourses, facilitating planned and effective translanguaging pedagogy. The study reveals identity struggles within the examined institution, where academic staff faced a challenge in balancing their roles as effective EMI teachers and successful researchers due to a discourse of research meritocracy and were constrained in exploring translanguaging pedagogy due to a discourse of internationalism. These challenges undermined their motivation to invest in teaching identity and pedagogical skills. This study underscores the need for a balanced view of research and teaching, more robust teacher evaluation systems, and institutional support to foster effective translanguaging pedagogy in EMI by incorporating teacher identity construction into EMI teacher preparedness. [ABSTRACT FROM AUTHOR]

The continuous change in our information environments poses critical challenges to enacting and promoting information literacies (ILs) in contemporary society. These changes are particularly challenging for those in vulnerable positions in society, such as children and young people. To fully grasp this complex issue, we need to deepen our understanding of ILs not just at a theoretical level, but also through empirical research. Drawing on the key findings of my doctoral dissertation on health-related ILs, I propose new perspectives to understand ILs through a sociocultural lens and advocate for more inclusive and sustainable approaches to studying ILs in a state of constant change. [ABSTRACT FROM AUTHOR]

Mexico City faces multiple environmental challenges. Studying these challenges separately is a common practice, ignoring the interdependencies between the sectors of the city and limiting the environmental impact assessments to the local level. This perspective has led to biased assessments and an underestimation of urban environmental impacts because interactions between the city and other territories have been omitted. Therefore, in this work OLCA is proposed to be used as a systematic and holistic approach to support decision-making in cities. The goal of this study was to evaluate Mexico City Water-Energy-Food (WEF) Nexus environmental impacts using Organizational Life Cycle Assessment (OLCA), aiming to identify activities with the highest mitigation potential.Two methodological modifications to OLCA were proposed: considering WEF Nexus as the reporting organization and as the axis to define the system boundaries. These modifications allowed to evaluate of both local and federal government-controlled and private-sector activities. WEF Nexus direct activities (within Mexico City), food, water and energy supply indirect upstream activities, and indirect downstream activities, such as waste and wastewater treatment and disposal were evaluated (outside Mexico City).Indirect activities account for 13% to 60% of total impacts in the evaluated categories, proving the importance of using OLCA-focused methodologies to include indirect urban impacts when performing environmental assessments, to avoid underestimations regarding such impacts.Coupling OLCA with WEF Nexus approach allowed to broaden the scope of the analysis and identify critical points at local, regional, and federal levels. At a local scale, the highest environmental impacts are related to the transporting sector fuel consumption in Mexico City and for water sector due to the hydric stress currently faced by the city. At a regional level, food production had an impact mainly due to its high demand for water and due to excessive application of fertilizers. At the federal level, it was observed that as long as the high participation of fuels in the country's energy mix is maintained, it will continue to cause high associated environmental impacts.In the same manner, recommendations were identified to guide stakeholders in making informed decisions to mitigate the main environmental impacts. At the federal scale, it has been recommended that the share of renewable in electricity generation must increase to satisfy Mexico City electric energy needs and at the same time mitigate indirect impacts associated with fossil fuels. At a regional scale, it is recommended that the city influences the food systems and promotes a higher efficiency in irrigation methods and fertilizer use. At local scale, it has been identified as a key aspect the importance of promoting the use of net zero-emission transport and boosting the use of compost for food growing.The OLCA approach made it possible to identify the interactions between the WEF Nexus since as a common practice they are not considered in development plans. For Mexico City, there was identified a strong interaction between water-food sectors related to the high-water demand for food production, water-energy sectors interactions related to electricity for water management and negative impacts on water quality resulting from energy and food sector operations.This work displayed the type of information that needs to be provided to decision-makers for encouraging dialogue and joint decision-making between the WEF Nexus sectors, recognizing indirect impacts relevance, and promoting proper co-responsibility of the city with its environment and resources.For further researches, it is recommended to carry on an analysis with major detail bounded to the products with higher environmental impacts identified in this research; to propose more specific mitigation measurements.

Given the significance of creating an inclusive academic environment for international students, our study examines how three newly arrived international students (a Chinese female and two Korean males) navigated the institutional and interactional norms in an academic orientation class at a U.S. university. Drawing on nexus analysis, we examine student class disengagement at the intersection of discourses in place, interaction order, and historical body. In particular, we focus on how the Chinese international female student was perceived as being “disengaged” and “disrespectful” in class by her Korean graduate male classmates and her female instructor. Such discursive positioning, we argue, was attributed to the interplay of various factors, such as our student participants’ navigation of U.S. classroom participation expectations. Furthermore, we argue that class disengagement should be understood within a wider sociocultural space as such disengagement is interwoven with the broader U.S. classroom discourses and individual participants’ past experiences. [ABSTRACT FROM AUTHOR]

This article critically examines the discourses concerning historical and transnational linguistic and cultural diversity in the semiotic landscape of a new teacher education building in Norway. In 2020, this building, housing the Department of Education, opened at UiT The Arctic University of Norway, in the city of Tromsø. Designing, constructing, and decorating a new building for a national teacher education was taken as an opportunity to reflect on and negotiate the institution's role in relevant contemporary, as well as historical, educational discourses and to mark a current standpoint. Taking a nexus analytical approach, we analyse how linguistic and cultural diversity are represented in the department's public space and how this is interwoven with the construction of the institution's position in a multilingual and multicultural environment. Our analysis shows that this diversity is constructed through various contrasts. Sámi identities and regional roots of knowledge are emphasised in the official part of the semiotic landscape – framed as learnings from diversity. However, by analysing meta-sociolinguistic discourses about diversity, we show that this is accompanied by the erasure of other aspects of linguistic and cultural diversity, in particular Kven culture and identity, transnational diversity, and children and their lifeworld. [ABSTRACT FROM AUTHOR]

During the past decade, the field of family language policy has broadened its scope and turned its attention to diverse family configurations in versatile sociolinguistic contexts. The current study contributes to this endeavor by focusing on two single-parent families who live in Finland and who strive to support Russian as a family language. Applying nexus analysis as an epistemological stance and as an analytical lens, the study takes an emic perspective on family language policy. Furthermore, it examines how family language policy is manifested and negotiated during mother–child play and what discourses shape it. The findings reveal two contrasting ways in which family language policy is manifested and negotiated in the families. Confident family language policy in one of the families is informed by the mother's historical body (i.e., prior experience of raising children bilingually), while in the other family, discourse in place represented by divergent language ideologies plays a significant role in shaping family language policy and is connected with hesitant decisions about language use in the family. [ABSTRACT FROM AUTHOR]

This study investigates digital literacy and digital competency in using LMS among KKU students studying English as an intensive English course. The study is based on using nexus analysis. This study adopts a descriptive-analytical method, and the main instrument used for collecting data is a questionnaire for teachers to investigate how students can use LMS to do their homework and activities related to Unlock textbooks. The study's findings have revealed that most students use LMS professionally but feel bored because of lengthy tasks, exercises and activities which consume a long time. In addition, most of the activities, tasks and exercises do not match the textbook unit contents. The study recommends that Cambridge LMS should be loaded with tasks, exercises and activities matching the unit content, and they should not be lengthy. [ABSTRACT FROM AUTHOR]

During the past decade, the field of family language policy has broadened its scopeand turned its attention to diverse family configurations in versatile sociolinguistic contexts.The current study contributes to this endeavor by focusing on two single-parent families wholive in Finland and who strive to support Russian as a family language. Applying nexusanalysis as an epistemological stance and as an analytical lens, the study takes an emicperspective on family language policy. Furthermore, it examines how family language policy ismanifested and negotiated during mother-child play and what discoursesshape it. The findings reveal two contrasting ways in which family language policy ismanifested and negotiated in the families. Confident family language policy in one of thefamilies is informed by the mother's historical body (i.e., prior experience of raising childrenbilingually), while in the other family, discourse in place represented by divergent languageideologies plays a significant role in shaping family language policy and is connected withhesitant decisions about language use in the family. [ABSTRACT FROM AUTHOR]

This article investigates the interrelationship of migration and language in the context of the migration experience of healthcare workers migrating from Hungary to Finland and Sweden and becoming speakers of Finnish or Swedish in the process. A nexus analytical approach is applied in studying the investment of the healthcare workers in learning a new language for work. The analysis is based on interviews made with individuals either participating in or facilitating labour migration. The findings show that the investment in learning a new language in a labour migration context is intertwined with the migration decision itself, and the migrants usually realise a return on this investment while becoming legitimate second language speakers and community members. Individual life histories, global recruitment practices, language policies and language ideologies influence the process. The communicative situations at the workplace play a crucial role in reconstructing professional identities in this context.

Funeral and mourning rites capture so many aspects of the Iranian traditional and religious rituals and provide members of society with cultural tools of lamenting the dead. The study presents socio-cultural considerations in connection with social space and action, linguistic interactions, and semiotic resources of rituals used in mourning ceremonies for Shiite Muslims in the city of Nur, Iran. The paper relies on a mediated discourse analysis approach as a theoretical framework from which to develop a semiotic analysis of the linguistic practices and mediational means that appear in the mourning events. To this end, I shall draw upon video and audio recorded interactions of mourning rituals personally collected at funerals. The paper demonstrates that while mourning rituals are culturally and religiously framed in Shiite Muslims, one must also include the social space, the discourse cycle, the trajectories of the material resource of individual's historical bodies and of text. [ABSTRACT FROM AUTHOR]

Despite a large body of literature on English learning using translanguaging, such research on the role of translanguaging on English reading among Chinese private university students is minimal. The present study presented a need for teachers in an English medium instruction context to mitigate language deficiencies where the students are not able to perform in an English-only classroom. The research examined when and how translanguaging emerges in Chinese private university students' English reading practice. Ethnographic research methods were implemented over a six-month period. Twenty-eight students and their teacher participated in this study. Data were collected through classroom observations, open-ended interviews. Translanguaging as theoretical framework and nexus analysis as analytical framework were employed to examine the real reading practice of private university students and their trajectories of the shift from natural translanguaging to planned translanguaging. The findings indicated that: a) reading using translanguaging rather than English medium instruction is typical in teaching and reading practices among private university students in China; b) although Chinese private university students as a community of low English proficiency appreciated the pedagogical translanguaging, they still needed time, space, and planned translanguaging to reconcile the tension between translanguaging and English medium instruction. [ABSTRACT FROM AUTHOR]

Fostering target language use in second language classrooms is a persistent challenge for teachers. A lack of specific guidelines in curriculum documents, inexperience with a wide variety of pedagogical approaches, and the tendency to default to English have been documented as reasons behind this challenge. Strategies from the neurolinguistic approach (NLA) show promise for fostering target language use in a variety of contexts in Canada and abroad. This study examined the use of NLA strategies in one German bilingual program in western Canada. The oral modelling sequence and literacy loop were implemented by six K−6 teachers during three sets of two intensive (German-only) weeks during a collaborative action research project over the course of one year. Nexus analysis served as a conceptual framework for analysis of interview data. Teachers reported that the strategies led to more structured, purposefully planned, collaborative learning opportunities. Students quickly picked up the NLA oral modelling sequence structure, which allowed teachers to promote meaningful communication. Teachers used the literacy loop to scaffold target language use in both oral and written modes. Teachers collaborated in planning and teaching in grade teams, with buddy classes, and as a German teaching team. These results suggest the applicability of these strategies for other dual-language programs to foster target language use. [ABSTRACT FROM AUTHOR]

This paper provides a case example of interventionist discourse analysis as a tool to provoke organizational change. I focus on one 'nexus of practice' [Scollon, R., & Scollon, S. (2004). Nexus analysis: Discourse and the emerging internet. Routledge] – the Educating for Change Curriculum Conference – across 11 years to illustrate how the analysis was used to contribute to racial justice efforts. The paper contributes to a methodological and theoretical trajectory in the field of Critical Discourse Studies focused on how discourse analysis can contribute to justice-oriented efforts. [ABSTRACT FROM AUTHOR]

Technology development allows new ways of communication, learning and collaboration. This is reflected in the professional scenarios of language teaching. Modern curricula value participants' interest and meaningful (inter)action as a basis for learning. Sensitivity is important in anticipating participants' changing needs in modern learning environments, characterised by linguistic and technological hybridity, as well as novel pedagogical approaches. Language students, more familiar with teaching in the traditional classroom, need to appropriate new practices to orchestrate learning in settings requiring multiple activities simultaneously. This study explores how language students learn to manage complex pedagogical situations during a university course in which they create an online project for school children. During online chat sessions administered for the school pupils, the university lecturer's office was an important site for negotiating and acting on pedagogical issues as well as practical matters arising from the work at hand. Nexus analysis was used as a research approach. Primary research materials include video recordings from the university lecturer's office, chatlogs and reflection papers from students. The study is relevant for reconceptualising the changing roles of (language) teachers and provides new perspectives for language teacher education in a technology-rich world. [ABSTRACT FROM AUTHOR]

The present study is a reflective nexus analysis of classroom discourse practices that emerged during the Covid-19 pandemic crisis induced online teaching and learning. Nexus analysis is an action focused approach to discourse analysis that incorporates aspects of ethnography to examine that actions that make up the discourse in complex social behavior. Through a series of case studies, we examine how teachers adapted to teaching and their reflections on the classroom discourse practices that emerged and their reflections on how students adapted to online learning. Using the initiation-response-evaluation sequence (IRE) as a means of comparison across the case studies we discuss how teachers developed novel practices in the online world where the IRE emerged in either flipped or blended practices. Both teachers and students had adapted to this new context in becoming online teachers and online learners navigating new subject positions that reflect Gee’s big ‘D’ Discourse. The study also illustrates how nexus analysis can be used as a reflective analysis through an examination of the discourses in place, interaction order, and historical body(ies) that were affected by the move to online teaching during the Covid-19 pandemic.

For an individual doctoral student, doctoral education happens in multiple spaces across a considerable amount of time. However, the existing literature and conceptualisations of doctoral education do not adequately address the spatiotemporal dimension related to it. By using the concept of scales, this article examines how the social action of doing doctoral studies is affected by space and time. As a mode of inquiry, I use nexus analysis, which allows the analyst to spotlight issues that routinely go unnoticed by scholars, policy-makers but also doctoral students themselves. Based on the analysis, I argue that to theorise doctoral education further, its spatiotemporal dimension has to be examined more closely and considered more seriously than is currently being done by higher education scholars. [ABSTRACT FROM AUTHOR]

This paper contributes to the pedagogical discussion on how to promote critical thinking among adolescents in modern media environments. It argues that teachers play an essential role in guiding students' assessment of and decision between credible information sources. The study was carried out among eighth-grade health education teachers and students in a secondary school in Finland. Nexus analysis was used as a theoretical lens with which to analyze lesson observation data and teacher interviews. The findings indicate that teachers moved fluently between the informational authority roles of a cognitive authority and a trustee. Moments of perplexity in which teachers were not able to act in these informational authority roles created tension in the classroom; however, they also promoted diversified learning. [ABSTRACT FROM AUTHOR]

This article suggests that the understanding of an interview as a social practice can be enhanced by the notion of social action mediated by language and material tools as proposed in nexus analysis methodology. Interviews can be viewed either as a source of gathering information or social practice. The latter approach advocates for a greater sense of reflexivity about the interview situation. This article suggests that nexus analysis methodology can help concretize the greater reflexivity about interactional resources of an interview in different ways. One such way is to explore how parties in an interview interaction use material places to bring out discourses that may otherwise not have been triggered if conventional qualitative interview approaches were used. This is illustrated with interviews about the impact of gold mining on human well-being in the Ahafo Region of Ghana, carried out on a gold mining site. This article concludes that paying attention to the interview site has an unrealized potential to strengthen the reflexivity about the interview situation. [ABSTRACT FROM AUTHOR]

This article explores the construction of multilingualism in the semiotic landscapes of two kindergartens, one in Norway and one in Germany. Semiotic landscape is here understood as the visual linguistic environment, including various semiotic resources, such as texts, symbols, drawings or pictures. In kindergarten, semiotic landscapes construct and transform views on languages and multilingualism as well as pedagogical aims. The data material for this study was collected during ethnographic fieldwork. Using a nexus analytic approach the paper explores which discourses on multilingualism are constructed in the semiotic landscapes, whose voices are represented and which interaction order they involve. While the semiotic landscape in the Norwegian kindergarten constructs the kindergarten as multilingual, the semiotic landscape in the German kindergarten points to a predominance of German. However, a closer analysis also shows practices that erase linguistic diversity and devalue multilingualism in the Norwegian kindergarten and practices that encourage multilingualism in the German kindergarten. An important part of this is the oral communication practice which at times contrasts the overall discourses in the semiotic landscapes. [ABSTRACT FROM AUTHOR]

The advancement of English as an instrument for the internationalization of higher education has foregrounded English as an academic lingua franca (EALF), and the case of China is no exception. This study focuses on the process by which EALF has been interpreted and negotiated across university policies and local practices in China's internationalized higher education. Drawing upon nexus analysis and multisource data, the study traced the discursive (re)location of EALF across different scales of social activity related to multilingualism at an English-medium transnational university in China. Our analysis illustrates the tension between English and other co-existing languages, as presented in educational language policies and as perceived and practiced by multilingual students in the local communicative context. The findings also show an interactive policymaking process through which students and university administrators opened ideological and implementational spaces that linguistically and semiotically pluralized communicative scenarios at the internationalized university in focus. [ABSTRACT FROM AUTHOR]

This article explores how recently arrived students are positioned and position themselves in the Language Introduction Programme in upper secondary school in Sweden using a combination of position theory with nexus analysis. The material used consists of official national documents and local school documents, observations, interviews and photographs. Circulating discourses are analysed through discourses in place, historical bodies and interaction order. The analysis revealed ambiguous and conflicting discourses at the school, where students in the Language Introduction Programme are positioned both as having rights and as being deficient, lacking what is here termed Swedishness. While principals place the responsibility on students themselves to use Swedish in social situations, official documents emphasise the duty of the principals to ensure that education is relevant. Students' voices do not appear to be important, and their agency is mainly restricted to their own learning. The identities that were made possible relied on their mastery of Swedish. Conflicting discourses circulate regarding the rights of students and their weaknesses and responsibilities. The combination of these two factors may mean that students run the risk of being positioned as having few opportunities to be successful at school. [ABSTRACT FROM AUTHOR]

This paper examines the discursive practices of sea turtle ecotourism that transform a beach in Hawai'i into a popular sea turtle tourism destination. I analyze the circulation of an ecotourism discourse of spectacular nature that cycles through several distinct circuits of discursive remediation to produce Laniākea Beach as a sea turtle tourism destination. This ecotourism discourse entangles sea turtles and people into a discursive-material infrastructure of spectacular nature which the sea turtle tourism industry in Hawai'i enlists to commodify human encounters with this charismatic species. Bringing complementary approaches in ecotourism studies and mediated discourse analysis that take human-nonhuman embodied (inter)actions as a starting point for discourse analysis, I trace how this ecotourism discourse itinerates across three distinct circuits of sea turtle tourism: (1) commercial tourism representations (on websites, guidebooks and street advertising), (2) in tourists' embodied encounters with sea turtles (touching, pointing at, swimming with and talking about actual sea turtles), and (3) through online remediation of these embodied encounters (on social media platforms like Instagram and Facebook). The study suggests implications for how embodied and material approaches to discourse analysis in applied linguistics can bring empirical focus to the (un)ethical dimensions of wildlife ecotourism practices. [ABSTRACT FROM AUTHOR]

Copyright of Lähivõrdlusi / Lähivertailuja is the property of Eesti Rakenduslingvistika Uhing (ERU) / Estonian Association for Applied Linguistics 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.)

This paper examines the ways in which parents of multilingual deaf children (are able to) participate in annual individualized education plan (IEP) meetings mediated by both signed and spoken language interpreters. Data are drawn from an ethnographic, discourse-analytic study conducted in a U.S. school district and informed by the ethnography of language policy and nexus analysis. The importance of parent participation in IEP meetings and the role of interpreters as mediators of parent-educator interactions are discussed. Next, three key incidents from one video-recorded IEP meeting are analyzed to see how parent-educator interactions are mediated by the interpreters. Particular attention is paid to the language modalities of the speakers and the use of gaze and body positioning in regulating the rhythm of the interaction. To conclude, the conditions and consequences of parent participation in interpreter-mediated IEP meetings are presented and discussed. [ABSTRACT FROM AUTHOR]

In this article images of and narratives about a specific homeland, heritage and culture in Mother Tongue Tuition (MTT) in Sweden are analyzed in order to discuss if and how the MTT classroom is constructed as a transnational space. In the Swedish context, MTT is a voluntary school subject with the aim to support students to develop knowledge in and about the mother tongue, namely languages other than Swedish used in the home setting. Through a modified nexus analysis of policy documents, field notes and photos from observations and semi-structured interviews with Mother Tongue teachers, a picture emerges of MTT as a transnational space. However, while the discourses of official curricula express a simplified view of the relations between language, culture and the geopolitical space perceived as the homeland, the analysis of the linguistic landscape of the classrooms and the MT teachers' voices exposes the complexity of such relations in a globalized world. The analysis revealed that the construction of the homeland is not limited to relations between two geographical places, as expressed through the national curriculum, but rather the discourses in place may include varied diaspora communities as well as complex national situations in the perceived homeland. [ABSTRACT FROM AUTHOR]