1,720,961 research outputs found
Disability stylistics and contrasting depictions of physical disability in contemporary fiction
No full text
The role of metaphor and indexicality in the reinforcement of social meanings of disability
No full textThis chapter examines ideological meanings of words or phrases relating to physical disability within conversations from the Spoken British National Corpus 2014, and three months of articles from 2014 in the News on Web corpus. The chapter outlines campaigns and debates about language and disability and the influence of the media. Analysis and discussion take the concept of ableism and the sociolinguistic concept of indexicality or social meaning in language as underlying theories The project involves searching for the lemmas paralyse, cripple, and wheelchair considering words within context and metaphorical uses. Using a model of appraisal and attitude for categorization of social meanings the chapter finds that negative ideology in relation to cripple and paralyse is dominant in both corpora and in metaphorical and non-metaphorical uses but that attitudes expressed in conversation can be more extreme. The word wheelchair has negative associations but can offer more practical or positive connotations
Word games:language matters – as The Sun discovered after running its ‘Bonkers Bruno’ front page
No full textEmbedding social justice in MA TESOL programme design
No full textEnglish is the most widely spoken language in the world. English language proficiency is often synonymous with access to resources and opportunities, not least due to the colonial backdrop of the spread of English, making it a social justice matter. Yet the number of people using English as a second or foreign language today vastly exceeds that of so-called native speakers. With an ever-growing number of English language learners, teachers of English as a foreign language are globally in high demand, and as a consequence, there is an increasing need for programmes that equip graduates with the skills to become inclusive and mindful English language teachers.With this in mind, we have developed a new MA programme on Teaching English to Speakers of Other Languages (TESOL) that aligns with the principles of the Curriculum for Social Justice. Students will engage with questions of how linguistic knowledge can enhance social justice, what English is and whose English is being taught (or not), and the programme seeks to embed opportunities like working with charities supporting asylum seekers.In this presentation we will give an account of how social justice issues lie at the heart of TESOL and Applied Linguistics and how studying these subjects can foster socially aware and responsible professionals. We will then reflect on how we have designed the new MA TESOL programme and its assessments to maximise inclusivity and provide space to address and critique contemporary global issues, such as native speakerism and linguistic discrimination in the English language teaching sector, and injustices related to language and the law. We will conclude by opening the floor to discussions of how we can further enhance inclusivity and social justice in our provision
Going Beyond Counting First Authors in Author Co-citation Analysis
Full text linkThe 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
Disability stylistics:an illustration based on Pew in Stevenson’s Treasure Island
Full text linkThis article represents the first illustration of the tools of disability stylistics on a literary text. It does so by examining the representation of blindness in an extract from Robert Louis Stevenson’s novel Treasure Island in which the character Pew is introduced.The article outlines concepts relating to the othering of disabled people before describing two major cultural stereotypes of disability that scholars argue persist to the present day. These are the pathetic and pitiful disabled person and the disabled individual as evil.Disability scholars have identified language as a key area for the construction and perpetuation of stereotypes of disability. However, scholarship has tended to focus on labels, or discourse with language use considered in context. This article confirms that labels and basic description are crucial elements through a consideration of noun phrases. Nevertheless, the article also utilises the models of transitivity, Speech Acts and im/politeness, and elements of Martin and White’s (2005) framework of appraisal.The article identifies a pivotal moment in the extract in which Pew is transformed from a potentially (though ambiguous) pitiful figure into a realisation of the evil stereotype and shows that all stylistic frameworks outlined permit these depictions to be analysed.The article calls for the tools to be used to test the claims that stereotypes persist into the present day. It also concludes that disability stylistics should be tested on representations of other disabilities. It argues that the tools need also to be used to analyse other disability stereotypes
Voices from the margins:the value of online narratives of communication disorders
No full textThis chapter explores online narratives and comments by people who have post-stroke dysarthria, a communication difficulty. Our aim is to gather valuable insights into the experience of this group in terms of the isolation and social exclusion they face, and to show that their lived experiences may not be sufficiently ‘heard’ by health care professionals or understood by the wider community. We believe that our findings will provide additional evidence to increase the understanding of lived experience of people with dysarthria by researchers and healthcare professionals and that this will enhance inclusion in health settings and society. We also show the benefits of an online support platform for research and for those affected by communication difficulties more broadly
- …
