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Explorando lo No-binario: Un Proyecto Sobre el Lenguaje Inlcusivo, los Pronombres de Género, y el Género No-binario en Español
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In: World Languages and Cultures (2020)
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| 47 |
The Power of Language: An Analysis of Language Use and Attitudes in Moroccan Universities
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In: Honors Theses (2020)
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| 49 |
Rezistance: Diné Grassroots Organization and Modes of Activism
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In: Senior Projects Spring 2020 (2020)
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| 50 |
“We’re here, we’re queer, we will not live in fear!”: A Content Analysis Exploring Gender Disparity in the Public Reappropriation of LGBTQ+ Slurs
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In: Capstone Showcase (2020)
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| 51 |
Sex Work and Feminism: Redefining What it Means to be a Prostitute
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In: Capstone Showcase (2020)
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| 52 |
A Conversation Analytic Study on Participation Practices in the American Graduate Classroom: East Asian Students Vs. L1 English-Speaking Students
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Abstract:
In an increasingly global world, there has been a steep rise in the population of East Asian students (EASs) arriving in the United States to pursue post-secondary degrees. This has made EASs’ reticent and passive behaviors in the American classroom—a problem that has been raised and discussed for years—more salient today than ever before. While there has been a sizable amount of previous research investigating EASs who did not participate in class, very little attention has been paid to EASs who did participate and how they participate. This study examines EASs’ participation practices and how they differ from those of native-English-speaking students (NESSs). Using the conversation analysis (CA) method, I examined 38 hours of video-recorded and transcribed graduate classroom sessions from a university in the U.S., paying particular attention to both linguistic and non-linguistic features as well as various facets of embodiment, including gaze, gestures, and body movement. The analysis shows that both EASs and NESSs undertook three distinct stages of self-selection: namely, registering, gearing up, and launching. While EASs tended to faithfully follow the three full stages, NESSs tended to economize their process to reach self-selection faster and more effortlessly. In addition, in responding to teacher questions, EASs typically utilized the answering style that pursues a narrow focus on answering the teacher question, while NESSs were found to engage in the exploring style without such a narrow focus. Finally, in making affiliative or disaffiliative contributions to class discussions without any teacher questions or prompts, EASs were found to display a factual stance, without much use of affective elements, while NESSs tended to express an affective stance. Findings of this study contribute to the literature on EASs’ class participation as the first CA study on this topic and to that of classroom discourse in general. Pedagogically, these findings can constitute a useful basis for equipping instructors with better tools for working with EASs and training EASs to develop a more effective style of participation in the American graduate classroom.
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Keyword:
Asian students; Classroom environment--Psychological aspects; Conversation analysis; Linguistics; Multicultural education; Sociolinguistics
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URL: https://doi.org/10.7916/d8-92jd-qe30
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| 53 |
Questions as a tool for cross-comprehension in work meetings ; La question comme outil de construction de l’intercompréhension en réunion de travail
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In: https://hal.univ-lorraine.fr/tel-03153385 ; Linguistique. Université de Lorraine, 2020. Français. ⟨NNT : 2020LORR0233⟩ (2020)
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| 54 |
Linguistic Horizons: rare dialect syntax in Construction Grammar
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In: Babel ; https://hal.archives-ouvertes.fr/hal-03120173 ; Babel, 2020, 32, pp.34-5 (2020)
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| 55 |
Entre langue et dialecte, une distinction arbitraire?
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In: ISSN: 2431-2134 ; The Conversation ; https://hal.archives-ouvertes.fr/hal-03120085 ; 2020 (2020)
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| 56 |
Dialect syntax in Construction Grammar: theoretical benefits of a constructionist approach to double modals in English
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In: ISSN: 0774-5141 ; Belgian Journal of Linguistics ; https://hal.archives-ouvertes.fr/hal-03120388 ; Belgian Journal of Linguistics, John Benjamins Publishing, 2020, The Wealth and Breadth of Construction-Based Research, 34, pp.252-62 (2020)
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| 57 |
PLURILINGUISME ET CONTACT DE LANGUES AU GABON : LE TOLIBANGANDO SUR LE MARCHE LINGUISTIQUE GABONAIS
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In: ISSN: 2223-8433 ; humanités gabonaises, revue internationale de lettres, sciences humaines et sociale ; https://halshs.archives-ouvertes.fr/halshs-03450309 ; humanités gabonaises, revue internationale de lettres, sciences humaines et sociale, Les Editions Ntsame, 2020 (2020)
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| 58 |
Language and socialization : intercultural activities impact in multilingual educational settings ; Langue et socialisation : l'impact des activités interculturelles en contexte scolaire multilingue
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In: https://tel.archives-ouvertes.fr/tel-03325573 ; Linguistique. Université Paul Valéry - Montpellier III, 2020. Français. ⟨NNT : 2020MON30067⟩ (2020)
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| 59 |
Disrespect in sociolinguistics: qualitative exploration ; Le mépris en sociolinguistique : exploration qualitative
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In: ISSN: 1146-6480 ; EISSN: 1960-6052 ; LIDIL - Revue de linguistique et de didactique des langues ; https://hal.archives-ouvertes.fr/hal-02484158 ; LIDIL - Revue de linguistique et de didactique des langues, UGA Editions, 2020, Le mépris en discours, Claudine Moïse et Geneviève Bernard-Barbeau (dir.), n°61 ; http://journals.openedition.org/lidil/7811 (2020)
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| 60 |
« Modéliser le continuum latino-roman aux alentours de l’an 800 : de la sociolinguistique à l’intelligence artificielle »
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In: ISSN: 0044-5975 ; EISSN: 1588-2543 ; Acta Antiqua ; Latin vulgaire – latin tardif ; https://hal.archives-ouvertes.fr/hal-02994983 ; Acta Antiqua, Akadémiai Kiadó, 2020, Acta antiqua Academiae scientiarum Hungaricae, LIX, pp.453-466. ⟨10.1556/068.2019.59.1-4.40⟩ (2020)
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