1,720,989 research outputs found
Pedagogy or practice? Indigenous youth and language maintenance in out of school settings
No full textPedagogical approaches to language learning in indigenous First Language Acquisition contexts mostly focus on instructional methods in bilingual school settings. This paper addresses the L1 literacy learning needs of Indigenous youth in out-of-school settings where the motivation to use the Indigenous mother tongue in written self-expression is high, but pedagogical support virtually non-existent.
Indigenous youth in remote Australia are navigating changing social relations and practices of cultural production and reproduction in endangered language settings that simultaneously intersect with processes of heritage language acquisition and shift and rapid sociolinguistic transformations. Hybrid and creative language practices are becoming the norm as youth find new ways to mediate new technologies and localise media and popular youth culture forms for specific social and cultural purposes. This paper draws on studies of Indigenous youth language practices (Wyman 2012;Wyman et al. 2014), language shift in new media settings (Kral 2012;Vandeputte-Tavo 2013) and youth language in globalising contexts (Alim et al. 2009;Higgins 2011).
In this remote Central Australian case study context the intergenerational transmission of multimodal communication forms remains strong. Many young people have witnessed their elders engaging in Christian vernacular literacy practices. Despite having participated in an English-only school program, the motivation for youth to use L1 in written self-expression through narratives and in songs, personal diaries and on Facebook is high. We see that it is in the practice of social and cultural activity that vernacular language learning is happening. While this process of learning through social interaction is enabling linguistic creativity it also fostering the emergence of hybrid forms and non-standard structures. Rather than focus on formal instructional approaches, this paper suggests that a new perspective on language learning is needed, one that creates and supports an environment that invigorates L1 language activity for Indigenous youth who have minimal access to L1 language and literacy learning resources.
References
Alim, H. S., Ibrahim, A. and Pennycook, A. (2009) Global linguistic flows: hip hop cultures, youth identities, and the politics of language. New York and Abingdon UK: Routledge.
Higgins, C. (Ed.) (2011) Identity formation in globalizing contexts: Language learning in the new millennium, Berlin: Mouton de Gruyter.
Kral, I. (2012) Talk, Text & Technology: Literacy and Social Practice in a Remote Indigenous Community. Bristol, Buffalo, Toronto: Multilingual Matters.
Vandeputte-Tavo, L. (2013) 'New technologies and language shifting in Vanuatu'. Pragmatics, Vol.23, No.1, pp. 169-179.
Wyman, L. T. (2012) Youth culture, language endangerment and linguistic survivance. Bristol, Buffalo, Toronto: Multilingual Matters.
Wyman, L. T., McCarty, T. L. and Nicholas, S. E. (Eds.) (2014) Indigenous Youth and Multilingualism: Language identity, ideology and practice in dynamic cultural worlds, Abingdon, UK and New York NY: Routledge
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
Variations on the Author
Full text link“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
Full text linkWe 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
The socio-historical development of literacy in Arrernte: a case study of the introduction of writing in an aboriginal language and the implications for current vernacular literacy practices
No full textDeposited with permission of the author. © 2000 Inge KralThis thesis explores the introduction and development of vernacular literacy in Western, Central and Eastern Arrernte, closely related dialects of the Arandic group of languages spoken by Aboriginal people in and around Alice Springs in Central Australia. Writing in the vernacular was introduced to the previously non-literate Arrernte over two periods. Firstly, Lutheran missionary linguists at Hermannsburg mission introduced writing in Western ‘Aranda’ from the 1880s, primarily for the purpose of Christian conversion. Secondly in the late 1970s and early 1980s writing in Central, Eastern and Western ‘Arrernte’ was introduced in conjunction with aspirations for Aboriginal self-determination and the advent of bilingual education programs.
For this study I have used a case study methodology which has incorporated the collection of historical material and interviews with twenty one Arrernte literates and six non-Aboriginal educators and linguists. I have sought to explore the acquisition, retention and transmission of Arrernte literacy from the perspective that a description of literacy must take account of the socio-historical context of literacy use and the embeddedness of literacy practices in other social and cultural practices. At Hermannsburg mission ‘Aranda’ literacy was interconnected with Christian cultural practices and was acquired, and to a limited extent retained and transmitted, in this context.
The short history of the development of ‘Arrernte’ literacy in a post-colonial context has resulted in the minimal saturation of literacy practices across the Arrernte speaking community. Nevertheless Arrernte literacy bears affective significance as a symbol of language and cultural maintenance. For this reason Arrernte literacy teaching is important, however the expectation that Arrernte literacy can be learnt only through formal teaching does not heed the importance of a social context for meaningful vernacular literacy use, and the role of the family in the acquisition and transmission of literacy practices
Dispelling the Myths Behind First-author Citation Counts
Full text linkWe 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
- …
