2016, Volume 10, Issue 2https://jyx.jyu.fi/handle/123456789/518042024-03-28T21:10:02Z2024-03-28T21:10:02ZWay better than the original!! Music video covers and language revitalisation : A sociosemiotic viewDlaske, Katihttps://jyx.jyu.fi/handle/123456789/518462024-01-08T14:07:12Z2016-11-09T07:52:56ZWay better than the original!! Music video covers and language revitalisation : A sociosemiotic view
Dlaske, Kati
The development of the social media has opened up new spaces and genres for minoritised languages. As argued in previous research, access to new media spaces can contribute to the revitalisation of minoritised languages by generating new functions and values for them. Combining sociolinguistic and sociosemiotic approaches and bringing together data from four minority language contexts, Irish, Welsh, Sámi, and Corsican, this study addresses the potential of music video covers on YouTube to contribute to language revitalisation. The investigation suggests that music video covers in minority languages can have significance in language revitalisation in both language ideological and practical terms. However, these effects are not just a matter of access to a new media space (YouTube) or a new genre (music video cover) but, in a much more complex manner, a question of practices of relocalisation and the semiotic resources used. As semiotic aggregates, music video covers can not only endow minority languages and their speakers with a new glamour, but also recirculate and reinforce old, stereotypical notions. While ‘new glamour’ may be desirable, the study points, on the other hand, to the need for critical interrogation of the terms on which minority languages are commodified in the context of contemporary media culture.
2016-11-09T07:52:56ZBook Review: Michele Schweisfurth, 2013. Learner-Centered Education in International Perspective: Whose pedagogy for whose development? Routledge Taylor & Francis Group, London and New York.Fengju,DaiXiao, Linhttps://jyx.jyu.fi/handle/123456789/518232018-05-17T03:36:14Z2016-11-04T11:08:58ZBook Review: Michele Schweisfurth, 2013. Learner-Centered Education in International Perspective: Whose pedagogy for whose development? Routledge Taylor & Francis Group, London and New York.
Fengju,Dai; Xiao, Lin
This book introduces the definition and provenance of LCE and analyses its application and implementation in global, national and local contexts with Bronfenbrenner’s eco-systemic theory and three narratives: cognition, emancipation and preparation with developing countries: Russia, Gambia, China and South Africa as its research cases. It finds out that inconsistency exists between policy and practice in process of implementation. Then, it comes to ten lessons concluded from the research and resolutions for the problems which exist in those research countries.
2016-11-04T11:08:58ZTo dictogloss or not to dictogloss: Potential effects on Jordanian EFL learners’ written performanceBani Younis, RiyadhBataineh, Rubahttps://jyx.jyu.fi/handle/123456789/518112018-05-17T03:36:12Z2016-11-03T11:46:43ZTo dictogloss or not to dictogloss: Potential effects on Jordanian EFL learners’ written performance
Bani Younis, Riyadh; Bataineh, Ruba
This study investigates the potential effect of a proposed dictogloss-based program on Jordanian EFL tenth-grade teachers' writing instruction and on their students' writing performance. The participants are 20 Jordanian EFL teachers and 96 tenth-grade students selected from the public schools of Al-Kourah Directorate of Education in the second semester of the academic year 2015/2016. The teachers were trained on both the theoretical and practical aspects of dictogloss. The students were divided into an experimental group (n=70) and a control group (n=26). The former was taught through dictogloss while the latter was taught per the guidelines of the Teacher's Book. Descriptive statistics were used to compare the teachers' performance on the one hand and that of the students on the other. The findings revealed that the level of teachers' instructional practices in writing was high on the three dimensions of the observation checklist (viz., preparation and planning, Dg procedures, and assessment), and that the teachers were reportedly highly satisfied with the content, method, and time of training as well as their interaction, motivation, and benefit. Moreover, statistically significant differences were found between the teachers' performance on the pre- and post-tests, which can be attributed to the training. The findings further revealed statistically significant differences not only among the students of the experimental group on the pre- and post-test but also in the overall writing performance of the experimental and control groups, in favor of the former.
2016-11-03T11:46:43ZNegotiating understandings of language learning with Elli and her parents in their homeKoivistoinen, Hilkkahttps://jyx.jyu.fi/handle/123456789/518082018-05-17T03:36:10Z2016-11-03T09:44:29ZNegotiating understandings of language learning with Elli and her parents in their home
Koivistoinen, Hilkka
The relationship between pupils’ in-class and out-of-class language-related, often digital, practices is becoming a central concern in current language education when pedagogic designs are considered. The study looks at a 12-year-old Finnish pupil, her parents and the teacher exploring their understandings of language learning during a research interview in a home environment. An ecological approach and nexus analysis are introduced as the theoretical framework for this qualitative study. The study sheds light on how the pupil, her parents and the teacher were engaged in (re)negotiating their understandings of language learning. The analysis focuses on discourses emerging as important while the participants together examined various sites of language learning and use. The encounter with the family opened up a negotiation space to investigate the complexity of language learning, and the legitimacy of everyday language practices as a meaningful resource for formal instruction. The research interview provided a change-generating mediational means for the participants to explore change. The study raises new questions concerning parents’ understandings of learning, the home space for language ecology, language education, curriculum reform and teacher education.
2016-11-03T09:44:29ZThe planning and building of a new residential community: A discourses surveyPentti LuomaMarianne KinnulaLeena KuureEija HalkolaMaritta Riekkihttps://jyx.jyu.fi/handle/123456789/518072018-05-17T03:36:07Z2016-11-03T08:34:20ZThe planning and building of a new residential community: A discourses survey
Pentti Luoma; Marianne Kinnula; Leena Kuure; Eija Halkola; Maritta Riekki
The study introduces the results of a discourses survey mapping the media content and public views on the emergence of a residential community in a northern Finnish city. Three major discourses were seen to be at play in the process. The first of these highlighted communality and envisioned the area as a modern ‘village community’ where children were to be raised as active citizens. Secondly, the new school for the area was discursively constructed as serving not only this community but piloting new practices for the good of the whole city and even the country. The third discourse foregrounded dependencies between the new locality, the older neighbouring areas and the city centre. The analysis brought to light the diversity of actors and their voices in the long-term community planning process. The discourses survey highlighted the politicians’ and citizens’ viewpoints on the community planning and building process, showing the complexity of the process and its impact on the daily life of the citizens.
2016-11-03T08:34:20ZInsights into the agency, positioning and development of professional Finnish language skills of international nursing studentsVirtanen, Aijahttps://jyx.jyu.fi/handle/123456789/518052024-01-08T15:14:20Z2016-11-03T07:53:51ZInsights into the agency, positioning and development of professional Finnish language skills of international nursing students
Virtanen, Aija
This article focuses on international students studying in an English-mediated nursing degree program in Finland. From sociocognitive and ecological perspectives, this study examines the development of the students’ professional Finnish language skills and agency during their practical training. In addition, this article explores how students are positioned as capable workers. To shed light on the students’ professional language skills, agency, and positionings, interviews with vocational teachers, head nurses, and two international nursing students are examined using narrative analysis. The findings suggest that due to their lack of Finnish language skills, international students are positioned differently than their local peers. Hence, they are given fewer responsibilities and fewer opportunities to perform work tasks independently. Although international students are expected to know the language needed before they start work as a nurse, neither the educational institution nor workplaces are willing to take responsibility for language skills training. Therefore, language learning seems to be students’ own responsibility. Consequently, international students may be set in unequal positions regarding their access to the labor market in Finland. Nonetheless, during their practical training, the students are positioned as active agents and scaffolded in many ways so that they can potentially exercise their agency and promote their professional language skills more independently. In this study, it was found that positionings are interconnected with the development of agency and professional Finnish language skills.
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