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Masterdata frame Heritage Speakers - Dataset supporting the University of Southampton Doctoral Thesis "Investigating the linguistic and social effects of the first year of schooling on the grammar of child heritage speakers: focus on Polish heritage children in the UK".
No full textDataset supporting the University of Southampton Doctoral Thesis "Investigating the linguistic and social effects of the first year of schooling on the grammar of child heritage speakers: focus on Polish heritage children in the UK".
The dataset is focusing on the Polish_English_heritage_speakers.</span
Investigating the linguistic and social effects of the first year of schooling on the grammar of child heritage speakers: focus on Polish heritage children in the UK
No full textThis thesis investigates how changes in input and exposure to the majority language affect heritage language acquisition in the first year of school (known as Reception in the UK school system). Starting school is a crucial event in the life of a child heritage speaker: it signals the exposure to the majority language and a significant change in their linguistic input; it also signals a change in their social environment. This group of speakers experiences a major shift in their linguistic input and social context around the age of 4: they start school in the majority language. In this study, I focus on the acquisition of case by a group of 30 Polish child heritage speakers in England in order to try to tease apart three possible accounts: incomplete acquisition (Montrul, 2008; Polinsky, 2006; Silva-Corvalán, 2003), attrition (Polinsky, 2011) and parental input effects (Pascual y Cabo, 2018; Montrul & Sanchez-Walker, 2013; Pires & Rothman, 2009). The specific research questions addressed in this thesis examine the extent of evidence of incomplete acquisition of case among these child heritage speakers and whether attrition occurs in the first year of Reception. The thesis also examines whether any increase or decrease in accuracy over the first year of Reception can be explained by language input and social networks. In order to address these questions a narrative retelling task and an acceptability judgement task were used to assess the productive command and grammatical knowledge of three cases (nominative, genitive and locative). Sociograms were used to investigate the heritage children’s social networks. 130 participants took part in this study: 30 Polish heritage children and 30 Polish heritage parents in the UK and control groups which included: 30 Polish monolingual children in Poland, 20 monolingual Polish adults in Poland and 20 English monolingual children in the UK. The heritage speakers were tested twice, at the start and at the end of their first year in primary school. Some participants were also tested at the end of their second year at school. The BiLEC questionnaire (Unsworth, 2013) was used to assess the importance of any variables relating to language experience. Accuracy rates were analysed using mixed effects logistic regression models in R. The results show that at group level, Polish heritage children do not differ from Polish monolingual children. Descriptively, however, it is clear that individually some of the Polish heritage children diverge from the baseline compared with the monolingual children in Poland. Furthermore, a heritage-only analysis in both tasks shows that for one of the cases, i.e. locative, Time (from start to end of Reception) has an effect. The decrease in accuracy is statistically significant for heritage speakers as a group and input quality (richness of exposure – RoE) is the predominant explanatory factor for this result by Polish heritage children. In the light of the original hypotheses, among some of the heritage children problems with case are visible from the start of the year, pointing to ongoing acquisition but only in a subgroup of children due to language-internal factors such as structural complexity associated with timing of acquisition, and in some children only at the end of the year, indicating onset of attrition in providing the exponent of one functional category. The individual analysis also reveals the influence of RoE and social networks on heritage language maintenance. Findings from this study confirm that some key changes do occur after the first year at school, but this change is only attested in some grammatical cases and for some children and it is modulated by both linguistic and social factors. <br/
Hide
No full text'Hide' was a twelve-hour live streamed performance in Archway in May 2010, in which Ruth Maclennan invited seven guests (Helen Macdonald, Anne Tallentire, Neil Chapman, Romana Schmalisch, Zinovy Zinik, Alister Warman and David Barrett) to join her in a ‘hide’ overlooking Archway Tube Station. 'Hide' the book is a transcript of the day edited by Anna Hart and Ruth Maclennen and designed by Robert Sollis, Europa. ''Hide' is the concluding work with AIR of the Archway Polytechnic
Going Beyond Counting First Authors in Author Co-citation Analysis
Get PDFThe present study examines one of the fundamental aspects of author co-citation analysis (ACA) - the way co-citation
counts are defined. Co-citation counting provides the data on which all subsequent statistical analyses and mappings
are based, and we compare ACA results based on two different types of co-citation counting - the traditional type that
only counts the first one among a cited work's authors on the one hand and a non-traditional type that takes into
account the first 5 authors of a cited work on the other hand. Results indicate that the picture produced through this non-traditional author co-citation counting contains more coherent author groups and is therefore considerably clearer. However, this picture represents fewer specialties in the research field being studied than that produced through the traditional first-author co-citation counting when the same number of top-ranked authors is selected and analyzed. Reasons for these effects are discussed
Variations on the Author
Get PDF“Variations on the Author” discusses two of Eduardo Coutinho’s recent films (Um Dia na Vida, from 2010, and Últimas Conversas, posthumously released in 2015) and their contribution to the general question of documentary authorship. The director’s filmography is characterized by a consistent yet self-effacing form of authorial self-inscription: Coutinho often features as an interviewer that rather than express opinions propels discourses; an interviewer that is good at listening. This mode of self-inscription characterizes him as an author who is not expressive but who is nonetheless markedly present on the screen. In Um Dia na Vida, however, Coutinho is completely absent form the image, while Últimas Conversas, on the contrary, includes a confessional prologue that moves the director from the margins to the center of his films. This article examines the ways in which these works stand out in the filmography of a director who offers new insights into the notion of cinematic authorship
Appropriate Similarity Measures for Author Cocitation Analysis
Get PDFWe provide a number of new insights into the methodological discussion about author cocitation analysis. We first argue that the use of the Pearson correlation for measuring the similarity between authors’ cocitation profiles is not very satisfactory. We then discuss what kind of similarity measures may be used as an alternative to the Pearson correlation. We consider three similarity measures in particular. One is the well-known cosine. The other two similarity measures have not been used before in the bibliometric literature. Finally, we show by means of an example that our findings have a high practical relevance.information science;Pearson correlation;cosine;similarity measure;author cocitation analysis
Dispelling the Myths Behind First-author Citation Counts
Get PDFWe conducted a full-scale evaluative citation analysis study of scholars in the XML research field to explore just how different from each other author rankings resulting from different citation counting methods actually are, and to demonstrate the capability of emerging data and tools on the Web in supporting more realistic citation counting methods. Our results contest some common arguments for the continued
use of first-author citation counts in the evaluation of scholars, such as high correlations between author rankings by first-author citation counts and other citation
counting methods, and high costs of using more realistic citation counting methods that are not well-supported by the ISI databases. It is argued that increasingly available digital full text research papers make it possible for citation analysis studies to go beyond what the ISI databases have directly supported and to employ more
sophisticated methods
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