| 1 |
“¿Y ahora quién podrá defendernos?”: Exploring the Application of Ally Theory in Community Interpreting in Aotearoa From a Latin American Service-User Perspective
|
|
|
|
BASE
|
|
Show details
|
|
|
| 2 |
Racialized Experiences of Language Identities: Spanish Heritage Learners Studying Spanish in a Non-Heritage Country
|
|
|
|
In: L2 Journal, vol 14, iss 3 (2022)
|
|
BASE
|
|
Show details
|
|
|
| 4 |
OER in University Language Courses
|
|
|
|
In: World Languages and Literatures Faculty Publications and Presentations (2022)
|
|
BASE
|
|
Show details
|
|
|
| 5 |
Care Ethics, Bruno Latour, and the Anthropocene
|
|
|
|
In: Philosophy Faculty Publications and Presentations (2022)
|
|
BASE
|
|
Show details
|
|
|
| 6 |
Cross-currents: Indigenous language interpreting in Australia's justice system (Public Version) .pdf ...
|
|
|
|
BASE
|
|
Show details
|
|
|
| 7 |
Cross-currents: Indigenous language interpreting in Australia's justice system (Public Version) .pdf ...
|
|
|
|
BASE
|
|
Show details
|
|
|
| 8 |
“Our Brokenness Kind of Connects Us”: Exploring Social Justice Topics Through Read-Alouds in a Ninth-Grade Classroom
|
|
|
|
BASE
|
|
Show details
|
|
|
| 9 |
Courageous Conversations: Transformational Leadership through Empathy
|
|
|
|
In: National Youth Advocacy and Resilience Conference (2022)
|
|
BASE
|
|
Show details
|
|
|
| 10 |
Trusting the Process: Using Oral Histories to Encourage the Development of Teachers’ Socio-political Consciousness
|
|
|
|
In: Georgia International Conference on Information Literacy (2022)
|
|
BASE
|
|
Show details
|
|
|
| 16 |
Social Inclusion and Multilingualism: Linguistic Justice and Language Policy
|
|
|
|
In: Social Inclusion ; 9 ; 1 ; 1-4 ; Social Inclusion and Multilingualism: The Impact of Linguistic Justice, Economy of Language and Language Policy (2022)
|
|
BASE
|
|
Show details
|
|
|
| 17 |
Two Linguas Francas? Social Inclusion through English and Esperanto
|
|
|
|
In: Social Inclusion ; 9 ; 1 ; 75-84 ; Social Inclusion and Multilingualism: The Impact of Linguistic Justice, Economy of Language and Language Policy (2022)
|
|
Abstract:
New forms of mobility presuppose a technological factor that frames it as 'topological proximity', regardless of the nature of the mobile agent (human being, robot ware, animal, virus, digital object). The appeal of the so-called linguas francas is especially evident in human beings showing high propensity to move, i.e., motility. They are usually associated with transnational communication in multilingual settings, linguistic justice, and globalization. Paradoxically, such global languages foster mobility, but, at the same time, they may hinder social inclusion in the hosting society, especially for people in mobility. The article compares English as a lingua franca and Esperanto in the European context, putting together the linguistic hierarchy of transnational communication (Gobbo, 2015) and the notion of linguistic unease, used to assess sociolinguistic justice (Iannàccaro, Gobbo, & Dell'Aquila, 2018). The analysis shows that the sense of belonging of their respective speakers influences social inclusion in different ways. More in general, the article frames the linguistic dimension of social inclusion in terms of linguistic ease, proposing a scale suitable for the analysis of European contexts.
|
|
Keyword:
Anthropologie; Esperanto; hyper-place; inclusion; Inklusion; Kommunikationssoziologie; language; language policy; lingua franca; linguistic easiness; linguistic justice; Mehrsprachigkeit; Mobilität; mobility; multilingualism; onlife; social inclusion; social integration; sociolinguistic justice; Sociolinguistics; Sociology & anthropology; Sociology of Communication; Sociology of Language; soziale Integration; Soziolinguistik; Soziologie; Sprache; Sprachenpolitik; Sprachsoziologie
|
|
URL: https://www.ssoar.info/ssoar/handle/document/78321
https://www.cogitatiopress.com/socialinclusion/article/view/3662
https://doi.org/10.17645/si.v9i1.3662
|
|
BASE
|
|
Hide details
|
|
|
| 18 |
Investigating the use of literary texts in a pedagogy to teach intercultural communicative competence in an EFL Master’s course in Algeria
|
|
|
|
BASE
|
|
Show details
|
|
|
| 19 |
Transformative Vocabulary: Fusing Vocabulary Instruction with Citizenship Education
|
|
|
|
In: Certificate of Advanced Studies (CAS) in Literacy (2022)
|
|
BASE
|
|
Show details
|
|
|
| 20 |
A Critical Analysis of the Media Representations of Venezuelan Immigrants, Refugees, and Asylum-Seekers (Venezuelan IRAS) in Peru
|
|
|
|
In: Major Papers (2022)
|
|
BASE
|
|
Show details
|
|
|
|
|
