Language in Society and Professional Domains: Linguistic and Educational Issues
Volume 5 - ISBN 0-9709895-1-5
Editors: Anna Franca Plastina, Emila Di Martino, Bruna Di Sabato , Marilyn Pasqua
22 ARTICLES,     27 AUTHORS     144 PAGES
Language in Society and Professional Domains Language is considered a tool for the negotiation of meaning as well as a way to interact with one’s environment. That is, language is an instrument of regulation, contemplation, and adaptation that can take place via a multitude of modalities that transcend time and space.
Not only does language serve as a complex semiotic device for communication, it also represents its users’ historical viewpoints, cultural mores, and societal ethics. Moreover, it encompasses both the pragmatic and the aesthetic. In this manner, it contributes to one’s awareness of the relationship with self and others.
As our perception of language and its role in the world continues to evolve, so does our need to study its overall potential and purpose. This evolution calls for linguistic professionals to assimilate new insights and to adjust to the rising needs of formerly monolingual societies.
For instance, the fields of translation and translation studies seek to research and integrate emerging corpora that strive to keep pace with surfacing demands. Translators are mindful that linguistic structures go beyond mere world replacement; they reflect the intentions of their users within a variety of settings and circumstances. Likewise, in the arena of second and foreign language teaching and learning, instructors make every effort to know their students’ learning styles, preferences, motivations, and interests. They modify their goals and objectives to serve their population that may include bilingual, multilingual, limited proficiency, or specific purpose groups.
Such instructors desire to discern and employ best practices toward interpersonal, interpretive, presentational, and cultural standards. Toward this end, they are able to take advantage of the multitude of approaches and devices at their disposal in order to help each learner reach his or her potential.
These modern platforms have the potential to augment and even improve current pedagogical functions and executive commands. The plethora of new literacies promotes universal and continuous access in unprecedented ways while fostering critical thinking and life-long learning. As linguistic professionals, we are called to deepen our understanding and appreciation of the role of language as a catalyst toward mutual empathy, respect, and connection toward our common good.
Rebecca L. Chism, Ph.D., Kent State University
Preface / iv
Sound Instruction Volume V is the result of professional cooperation and common goals among researchers, scholars and practitioners across the world, eager to share their research and experience on multiple issues concerning Language in Society and Professional Domains. This collection of works reflects a community of practice truly scattered across the globe as a number of the authors are located outside the USA, countries represented being Italy, New Zealand, Poland, Sweden and the UK.
The collection of papers targets the four key domains of society, technology, education and the profession, in each of which linguistic and educational issues are addressed through a multi-faceted repertoire of resources and ideas, reflecting the central role of language use related to these domains. The range of topics tackled is meant to stimulate researchers, scholars, practitioners and stakeholders alike worldwide to tailor these within their own professional fields of practice. The 22 contributions included cover significant issues, which will hopefully meet the needs of a wide readership in furthering professional development.
The first chapter in the volume focuses on language in the sociocultural domain with the purpose of encouraging the reader to reflect on key language issues within our contemporary society. A total of eleven articles have been selected for inclusion in this chapter to encompass significant current social phenomena. From a top-down perspective, the chapter opens with the important and timely issues of educational systems, language policies and migration. These topics give rise to other important issues, including the role of translation in Second Language Acquisition and Language Education in general, L1 interference in language acquisition processes and major issues of literacy. While these topics mostly refer to the English language, we felt that including three final contributions related to other languages, such as Spanish and Chinese, would provide additional value to the diverse sociocultural aspects of language.
The second chapter deals with language in technological and professional environments. The eleven articles in the chapter introduce a range of eclectic approaches to language both in the technological and professional domains. In the former, where language can be used for both specific and general purposes of communication, the contributions show how reflection, awareness and skills can be enhanced through the use of cutting-edge tools, which can also foster the development of digital literacy skills; in the latter domain, several contributors focus on qualifying language learners for their near future professions in the currently evolving occupational scenario, touching on a variety of related linguistic and educational issues. Two main professions, namely, language teachers and translators, are also investigated both in terms of professional development and lifelong learning. As in chapter one, we again felt that adding two final contributions related to other languages, in this case Arabic and Japanese, would further explore linguistic aspects in a broader frame of training for future social purposes.
It is no wonder that Sound Instruction Volume V ends with this focus, which creates an ongoing loop with the initial sociocultural domain, showing how language use is not clear-cut, but rather intertwined and further expandable. It is in this perspective that both the editors and all the authors have contributed in their own and diversely rich ways to emphasising the increased importance of language at all levels and in all realms of life. It is the editors’ hope that the reader will find the repertoire of research papers, projects and case studies presented in this volume interesting and thought-provoking. In the perspective presented, language in the different domains considered does not have clear-cut boundaries; therefore, contributions in one chapter may overlap with those in the other. The editors’ effort has been targeted to the guidance the book may hopefully provide to a wider readership as a resource for language policy makers, sociologists interested in the social use of language, research scholars in all areas of applied linguistics, educational technologists, language educators and practitioners, teacher trainers and, last but not least, undergraduate and postgraduate students with various interests in the fields of language and sound instruction.
The editors would like to take the opportunity to thank all contributors for their much appreciated work. This volume could not have been published without their dedicated research and eagerness to share results, ideas and advice.
Anna Franca Plastina, Università della Calabria
Emilia Di Martino , Università di Napoli Suor Orsola Benincasa
Marilyn Pasqua, Università della Calabria
Bruna Di Sabato , Università di Napoli Suor Orsola Benincasa
Author Index Ara, Mitra / 1 Ashton, Karen / 10 Cameron, Robert D. / 49 Causton, Julie / 128 Chism, Rebecca L. / 45 Di Martino, Emilia / 26 Di Sabato, Bruna / 26 Fidaoui, Diana / 128 Gascoigne, Carolyn / 104 Greybeck, Barbara / 15 Hamada, Masako / 134 Hislope, Kristi / 91 Jones, Neil / 10 Mills, Nicole / 116 Parnell, Juliette / 104 Pasqua, Marilyn / 39 Pennarola, Cristina / 20 Pesca, Carmela / 33 Petroni, Sandra / 79 Plastina, Anna Franca / 73, 98 Pugliese, Rossella / 122 Sayed, Seham / 45 Sturino, Domenico / 98 Suchecka, Ewa / 109 Waldvogel, Dieter A. / 56 White, Jonathan R. / 85 Zhang, Jie / 63
School Index Central Connecticut State University / 33 Dalarna University, Sweden / 85 Harvard University, MA / 116 Kent State University, OH / 45 Massey University, New Zealand / 10 Sam Houston State University, TX / 15 San Francisco State University, CA / 1 Syracuse University, NY / 128 Università della Calabria – Cosenza / 122 Università della Calabria - Rende / 73, 98 Università di Napoli Federico II / 20 Università Suor Orsola Benincasa / 26 University of Calabria, Italy / 39 University of Cambridge, UK / 10 University of Oklahoma / 63 University of Nebraska at Omaha / 104 University of North Georgia, Dahlonega, GA / 91 University of Rome “Tor Vergata” / 79 University of Warsaw, Poland / 109 U.S. Air Force Academy / 56 U.S. Military Academy at West Point / 49 Villanova University, PA / 134
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REMAINING 5376-3z revised 10 - - - FCabe 1B - - - - - - - - z LANGUAGE-8 ESP Web Authoring for ESP Pragmatic Awareness 5371-3z revised 10 - - - OKabe 2B - - - - - - - -z LANGUAGE-8 READING Father-daughter Interaction in Shared Reading 5361-3z revised 10 - - - TXabe 2- - - - - - - - - z LANGUAGE-8 NNES Native Speakers’ Perception of Nonnative Speakers 5351-3z revised 10 - 1 - FCabe 1B - - - - - - - - z LANGUAGE-8 WEB Interaction in Glocal Learner Communities Online 5343-4v revised 10 5 - - OKabe 1B - - -809- - - v LANGUAGE-12 CMC L2 Chinese Learners’ Use of Numeral Classifiers 5320-3z revised 10 - - - FCabe 2- - - - - - - - - z LANGUAGE-8 BILINGUAL Cognition, Bilingualism and Bilingual Education 5015-1z revised 10 -- FCabe 1-----lvlz LANGUAGE-33 SELF Promoting Self-Regulated Learning in Tertiary SLA 5014-1z revised 10 -- FCabe 1--------z LANGUAGE-33 TRANSLATION Exophonic Writing: A New Paradigm in Translation 5313-3z revised 10 - - - FCabe 2B - - - - - - - z LANGUAGE-8 WRITING- EFL Students’ Voices in English Assignments 5299-3v revised 10 - - 1 MDabe 2B --------lv LANGUAGE-12 ONLINE Mediating Feedback in an Online Writing Tutorial 5290-3v revised 10 --5 FCabe 1B------lv LANGUAGE-12 EFL Language learning and university studies 5288-3v revised 10 --- FCabe 2B-------v LANGUAGE-12 WEB Digital storytelling for ESP in Higher Education 5280-3v revised 10 --- FCabe 2B-------v LANGUAGE-12 ESL The European Survey on Language Competences 5275-3v revised 10 --3 MAabe 1B-------v LANGUAGE-12 ACTION Action Research: Bridging Theory and Practice 5259-3v revised 10 --- FCabe 1B-------v LANGUAGE-12 CMC Language Economy as Evidence of Learner Autonomy 5203-2z revised 10 2- SCabe 1B-725--vz LANGUAGE-12 SLA Lexical Preference and the Spanish Subjunctive 5090-2v revised 10 -- FCabe 1B------jz LANGUAGE-33 EFL L1 interference in EFL: Present Tense and Aspect 5089-2v revised 10 -- FCabe 1B-----vlj LANGUAGE-33 WEB Web 2.0 and Part-of-Speech annotation in ESL 5087-2v revised 10 -- FCabe 1B------vl LANGUAGE-33 WEB Developing meta-affective skills via chatbots 5082-2v revised 10 -- FCabe 2B-------v LANGUAGE-33 ESP An Analysis of Using Humor in the ESP Classroom 5024-1z revised 10 -- FCabe 1B-------z LANGUAGE-33 EFL The Use of English Articles by Italian Learners 5023-1z revised 10 -- FCabe 2B-------z LANGUAGE-33 SELF Self-Access & Reflection in an ESP Course 5011-1z revised 10 -- GAabe 1B-584--vz LANGUAGE-33 LANGUAGE Oral Activities for Novice Language Learners 5000-1z revised 10 -- TXabe 1B------vz LANGUAGE-33 LITERACY Immigrant Students’ Perspectives on Literacy 4979-1z revised 10 -- FCabe 2B-------z LANGUAGE-33 SLA Exploring the Role of Translation in SLA 4974-1z revised 10 -- FCabe 1--------z LANGUAGE-33 METHODOLOGY Language Policy in Israel: Israeli vs. Hebrew 4723-0z revised 10 -- TXabe 2B------jz LANGUAGE-5 LITERACY Contextualizing Literacy on the Border
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