To ensure smooth communication and collaboration, here are some troubleshooting tips to address common issues:
Check Internet Connection: Verify that you have a stable and reliable internet connection. Use a wired connection when possible, as it tends to be more stable than Wi-Fi. If using Wi-Fi, make sure you have a strong signal.
Update the Browser or App: Ensure that you are using the latest version of the web browser. Developers frequently release updates to address bugs and improve performance.
Clear Browser Cache: Sometimes, cached data can cause conflicts or issues. Clear the browser cache and cookies before joining the meeting.
Test Audio and Video: Before the meeting, check your microphone and camera to ensure they are working correctly. If you are a speaker, you can click on "Start Practice Session" button test to ensure audio and video devices are functioning.
Close Other Applications: Running multiple applications in the background can consume system resources and lead to performance issues. Close unnecessary apps to free up resources for the Dryfta meeting platform.
Restart Your Device: If you encounter persistent issues, try restarting your computer or mobile device. This can help resolve various software-related problems.
Use Supported Browsers: Ensure you are using a browser supported by the meeting platform. Recommended browsers: Chrome, Firefox, Edge, and Brave.
Allow Necessary Permissions: Make sure the Dryfta meeting platform has the required permissions to access your microphone, camera, and other necessary features.
Disable VPN or Firewall: Sometimes, VPNs or firewalls can interfere with the connection to the meeting platform. Temporarily disable them and see if the issue persists.
Switch Devices: If possible, try joining the meeting from a different device to see if the problem is specific to one device.
Reduce Bandwidth Usage: In cases of slow or unstable internet connections, ask participants to disable video or share video selectively to reduce bandwidth consumption.
Update Drivers and Software: Ensure your operating system, audio drivers, and video drivers are up to date. Outdated drivers can cause compatibility issues with the Dryfta meeting platform.
Contact Support: If none of the above steps resolve the issue, reach out to the platform's support team. They can provide personalized assistance and troubleshoot specific problems.
By following these troubleshooting tips, you can tackle many common problems encountered on Dryfta meeting platform and have a more productive and seamless meeting experience.
Raising awareness of multilingualism to construct sustainable societies in an indigenous school in the Amazonian trapezium.
Oral Presentation[SYMP59] OPEN CALL - Language & holistic ecology08:30 AM - 09:00 AM (Europe/Amsterdam) 2023/07/20 06:30:00 UTC - 2024/07/20 07:00:00 UTC
Sociologists have recently developed critical perspectives on the social aspects of sustainability and its ability to create inequalities (Neckel 2017). They suggest that sustainability is more a problem than a solution as it makes part of the modernisation of Capitalism while relying on a well-established paradigm of power and control (Holz 2018). At the same time, Capitalism, along with Colonisation and Modernity, have extensively contributed to the linguistic ideologies of homogenisation (Milroy 2001), conducting minority groups towards marginalisation (McCarty 2003). However, the study of Sustainability from the perspective of language as a social practice remains under-explored within the literature, especially in the domain of Education. The integration of multilingual practices in educational systems is a challenge for future research in the Global South, as educational systems are caught, inevitably, between Globalisation and Colonisation (Léglise 2017). This presentation illustrates a bottom-up initiative to construct sustainable societies through multilingual practices within the ecotourism-based curriculum of an indigenous school in the Amazonian trapezium. This initiative, framed within a broader project mobilising the language sciences and the sustainability sciences, intends, as a first step, to raise awareness of multilingualism through biographical language portraits (Busch 2018). We follow the paradigm of multilingual education for social justice (Mohanty et al. 2009), in which using several languages in educational processes can lead to social justice as all languages and varieties have a legitimate place. Previous work has shown that the local experience is crucial for the success of this kind of initiatives. For example, literacy work in the Global South has shown that students become able to criticise the hegemonic practices and ideologies (patriarchal, colonial, global) in which they are immersed, and that this positioning liberates them from the hegemonic ideologies, allowing them to claim for their own voice, history, and future (Morrell and Duncan-Andrade 2004).
Busch, Brigitta. 2018. “The Language Portrait in Multilingualism Research: Theoretical and Methodological Considerations.” Working Papers in Urban Language & Literacies, no. 236: 1–13. Holz, Patrick. 2018. Towards a New Social Order? Real Democracy, Sustainability & Peace. Vernon Series in Sociology. Wilmington, Delaware: Vernon Press. Kuhlman, Tom, and John Farrington. 2010. “What Is Sustainability?” Sustainability 2 (11): 3436–48. Léglise, Isabelle. 2017. “Multilinguisme et hétérogénéité des pratiques langagières. Nouveaux chantiers et enjeux du Global South.” Langage et société, no. 160–161 (May): 251–66. McCarty, Teresa L. 2003. “Revitalising Indigenous Languages in Homogenising Times.” Comparative Education 39 (2): 147–63. Milroy, James. 2001. “Language Ideologies and the Consequences of Standardization.” Journal of Sociolinguistics 5 (4): 530–55. Mohanty, Ajit K., Minati Panda, Robert Phillipson, and Tove Skutnabb-Kangas, eds. 2009. Multilingual Education for Social Justice: Globalising the Local. New Delhi: Orient Blackswan. Morrell, Ernest, and Jeff Duncan-Andrade. 2004. “What They Do Learn in School: Hip-Hop as a Bridge to Canonical Poetry.” In What They Don’t Learn in School: Literacy in the Lives of Urban Youth, edited by Jabari Mahiri, 247–68. New York: Peter Lang. Neckel, Sighard. 2017. “The Sustainability Society: A Sociological Perspective.” Culture, Practice & Europeanization 2 (2): 46–52.
Sentiment analysis of Public Perceptions on Climate Change
Oral Presentation[SYMP59] OPEN CALL - Language & holistic ecology09:00 AM - 09:30 AM (Europe/Amsterdam) 2023/07/20 07:00:00 UTC - 2024/07/20 07:30:00 UTC
This study was conducted with the aim of analysing how the public in Malaysia, perceive reports about climate change in Malaysian newspapers. Data was collected from an online newspaper published in Malaysia (May 2017 until May 2021), with "climate change Malaysia" being used as the search term. A total of 509 news articles were collected, but only 112 news articles from the editorial news section were selected. The112 news were then filtered, resulting in 59 news articles as the data for this study. A corpus-driven sentiment analysis approach was carried out to classify the polarity of the Malaysian public perceptions, the sentiment lexicon, and the public sentiments. The Azure Machine Learning software was employed to analyse the data. 532 negative sentiment words, with 290 strong negative sentiment words were identified. Only 159 positive sentiment words were found, with 61 words having strong positive sentiment words. The results revealed that the public is reasonably insightful of climate change issues, although their sentiments appeared to be negative. Despite its limitation, the present study has contributed significantly to studies on climate change in Malaysia from the linguistics perspective, since studies focusing on linguistics analysis on climate change in Malaysia is significantly lacking.
Bibliography Nor Fariza Mohd Nor (Associate Professor, PhD) is a senior lecturer at the Center for Research in Language and Linguistics, Faculty of Social Sciences and Humanities, UKM. Her area of expertise are critical discourse analysis and corpus linguistics.
Presenters Nor Fariza Mohd Nor Senior Lecturer, National University Of Malaysia Co-authors
Designing sustainability-focused digital infographics: Learners’ multimodal composition and authorial agency in a lower-level collegiate L2 French class
Oral Presentation[SYMP59] OPEN CALL - Language & holistic ecology09:30 AM - 10:30 AM (Europe/Amsterdam) 2023/07/20 07:30:00 UTC - 2024/07/20 08:30:00 UTC
Although multimodality long predates the digital era of human communication, with the expansion of new technologies, it increasingly dominates textual landscapes and composition processes (e.g., The Douglas Fir Group, 2016). Audio, visual, gestural, and spatial designs are not only integrated within, but often supplant traditional linguistic designs as modes of meaning making in texts (e.g., Jewitt, 2006; Jewitt & Kress, 2003). Yet, the teaching of writing in L2 classrooms often continues to be largely linguo-centric thus neglecting other modes and their interconnectedness and leaving learners un(der)equipped for a fast-changing semiotic landscape and un(der)prepared for full and wide participation in new communication practices so critical for their present and near futures (e.g., NLG, 1996; Bezemer & Kress, 2008). Despite a growing body of classroom-based research on multimodality, no studies have examined the design process and authorial agency of collegiate learners of languages other than English. Grounded in social semiotic theory, this study investigates how collegiate French learners remediated the articles they read on food sustainability into a digital infographic addressed to an audience of their choice. Specifically, this study investigated the design process of reusing, revising, remixing, and redistributing semiotic resources across contexts that naturally shape design choices and authorial stances in crafting an infographic. Drawing on the concepts of design, resemiotization, and recontextualization, this study asked: What semiotic choices and changes did learners make when they remediated the articles into a digital infographic? What contextual factors shaped their semiotic choices and changes? How did those choices and changes shape the design of their infographic and their authorial stance? What essential understandings on food sustainability did they develop as they designed their infographic? Fifteen learners participated in this study. Collected over eight weeks, data included: consulted articles, infographics, planning documents, questionnaires, interview transcripts, and teacher observation notes. A micro-textual analysis of the articles coupled with a multimodal analysis of the infographics was conducted, while the remaining data sets were analyzed discursively, looking for recurring themes related to the contextual factors and discourses that shaped their design process. Findings revealed that learners' choice and arrangement of multimodal resources were shaped by interests, genre norms, audiences, intended message, and previous experience with infographic applications. While remediation with infographic software afforded greater authorial agency to students through the range of semiotic resources offered, recontextualization for a specific audience and with a digital tool, also constrained it, which underscores the need to provide L2 learners with very explicit scaffolding. References Bezemer, J., & Kress, G. (2008). Writing in multimodal texts: A social semiotic account of designs for learning. Written Communication, 25(2), 166–195. Jewitt, C. (2006). Technology, literacy and learning: A multimodal approach. New York, NY: Routledge. Jewitt, C., & Kress, G. (2003). Introduction. In C. Jewitt & G. Kress (Eds.), Multimodal literacy (pp. 1–18). New York, NY: Peter Lang. New London Group. (1996). A pedagogy of multiliteracies: Designing social futures. Harvard Educational Review, 66(1), 60–92. The Douglas Fir Group. (2016). A transdisciplinary framework for SLA in a multilingual world. The Modern Language Journal, 100, 19-47.
Presenters Beatrice Dupuy Professor, University Of ArizonaTara Hashemi Assistant Professor Of French, California State University - Fresno
A discourse analysis of “sustainable development” in Horizon Europe – the EU’s prioritization of sustainability in research and innovation
Oral Presentation[SYMP59] OPEN CALL - Language & holistic ecology10:30 AM - 11:00 AM (Europe/Amsterdam) 2023/07/20 08:30:00 UTC - 2024/07/20 09:00:00 UTC
This paper examines sustainable development in the context of Horizon Europe reference documents, utilizing discourse analytical methods. Launched in 2021, Horizon Europe is the world's largest funding programme for research and innovation. With the current, worldwide issue of sustainable development, it is important to examine how the European Union, in its research funding, constructs a view of sustainability. Discourse analysis, the study of language in use, allows the analyst to examine how words are put together by people to communicate and do things (Jones, 2012). In its rhetoric, the European Union emphasizes the prioritization of climate-neutrality and green initiatives (European Commission, 2021). A detailed analysis of texts will show how the EU addresses sustainability in practice, in the guiding documents of Horizon Europe. Researchers can find practical use in the findings of this paper, for example in planning their study or developing grant proposals. This study demonstrates the importance of studying reference documents to discover how an organization prioritizes, or does not prioritize, crucial issues such as sustainability. It answers the following research questions: What is being communicated as to what is taken to be valuable and correct (Gee, 2011) in Horizon Europe?What features in the linguistic details and structure, such as in the lexicon or syntax of the texts, shape the European Union's view of sustainability?How is the agency of individuals and society linked to sustainable development?How does the EU consider issues of inclusivity and equality in sustainable development?This paper allows for the reflection of how our societies think about sustainability, as well as how those who fund and influence our societies, construct sustainable development. Given the recent launch of Horizon Europe, its documents have not yet been studied outside of Puputti's (2022) work, particularly with these methods. The topic of sustainability further adds to the relevance of this paper.
References European Commission. (2021). Horizon Europe – Investing to shape our future. Retrieved from https://ec.europa.eu/info/files/horizon-europe-investing-shape-our-future_en Gee, J.P. (2011). How to do discourse analysis: a toolkit. Routledge. Jones, R. (2012). Discourse analysis A resource book for students. Routledge. Puputti, H. (2022). Positioning social sciences and humanities actors in the ninth European Union Framework Programme: a discourse analysis of Horizon Europe reference documents. [Master's thesis, University of Oulu]. Jultika http://jultika.oulu.fi/Record/nbnfioulu-202204191603
Presenters Heidi Puputti Doctoral Researcher, University Of Oulu
When the linguistic market meets the tea business: language attitudes, ideologies and linguistic entrepreneurship in the Blang community in China
Oral Presentation[SYMP59] OPEN CALL - Language & holistic ecology11:00 AM - 12:00 Noon (Europe/Amsterdam) 2023/07/20 09:00:00 UTC - 2024/07/20 10:00:00 UTC
This paper examines the impact of the local tea industry on the language ecology of the geographically remote Blang community in China. The paper takes an ecology perspective in language planning where all languages in the locality are given equal attention. These languages in the context of this paper include Blang, Putonghua, and English as the leading global lingua franca of international trade. The study used a qualitative approach and reports findings from semi-structured interviews collected in Yunnan Province. The findings demonstrate that the local tea industry has increased the economic value of Putonghua and further marginalised Blang. Putonghua and English were ideated as capital in the domestic and global markets, while Blang was perceived as having no economic value.
This paper examines the impact of the local tea industry on the language ecology of the geographically remote Blang community in China. The paper takes an ecology perspective in language planning where all languages in the locality are given equal attention. These languages in the context of this paper include Blang, Putonghua, and English as the leading global lingua franca of international trade. The study used a qualitative approach and reports findings from semi-structured interviews collected in Yunnan Province. The discursive approach allows for the analysis of participants' attitudes and ideologies vis-à-vis the changing economic and linguistic ecology. The findings demonstrate that the local tea industry has increased the economic value of Putonghua and further marginalised Blang. Putonghua and English were ideated as capital in the domestic and global markets, while Blang was perceived as having no economic value. These findings point towards a weakening vitality of Blang and reflect the uneven power relations favouring Putonghua and English. While economic entrepreneurship was paired with linguistic entrepreneurship, this agentive behaviour was mainly directed towards learning the dominant languages by the Blang people, and it was related to the extent to which individuals themselves engaged with the tea business.
Nor Fariza Mohd Nor
Beatrice Dupuy
Tara Hashemi
Heidi Puputti
Anikó Hatoss
