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20230720T131520230720T1615Europe/Amsterdam[SYMP57] OPEN CALL - New fields of research in Applied LinguisticsHybrid Session (onsite/online)AILA 2023 - 20th Anniversary Congress Lyon Editioncellule.congres@ens-lyon.fr
Negotiating the Role of the ‘White Dialect’ in Advocating Arabic as a Lingua Franca in the Arab World
Oral Presentation[SYMP57] OPEN CALL - New fields of research in Applied Linguistics01:15 PM - 01:45 PM (Europe/Amsterdam) 2023/07/20 11:15:00 UTC - 2024/07/20 11:45:00 UTC
The Arab world population is more than 453 million people in 22 countries (WPR, 2022). Each country adopts at least one variety of Arabic, and these variations may be too different to the extent they are not intelligible or understandable to one another. Standard Arabic (SA) is the official language and the only variety that is taught in schools and used in formal settings across the Arab countries (Sayahi, 2014). To enhance the role of Arabic as the lingua franca among Arabs, a call started to use a modified (almost a simplified) version of Arabic and is considered a middle ground between SA and the regional dialects. This variety is referred to as the 'White Dialect' (Al Ajami, 2019).
The study utilized discourse analyses in coding the speech of 25 Arab interlocutors while communicating in five groups. The findings showed that theinterlocutors adapted the linguistic features of their speech at morphology level (e.g. replacing vocabulary bymore common words), phonology level (e.g. lowering speech rate) and syntax level (e.g. removing reflection of grammatical cases). The presentation will draw conclusionsform this study and implications to facilitate communication through Arabic as the lingua franca among Arab and non-Arab speakers.
The Arab world boast a population of more than 453 million people in 22 countries(WPR, 2022). Each of these countries adopts at least one variety of Arabic and each may be too different to the extent they are not intelligible or understandable to one another. Salameh (2011) questioned the relevance of existing variations to Arabic claiming that "Languages or dialects often perfunctorily labelled Arabic might not be Arabic at all" (P. 50).Standard Arabic (SA) is the official language and the only variety that is taught in schools and used in academic writing and formal settings across the Arab countries (Hole 2004; Sayahi 2014). For that SAis considered (arguably) the same across the Arab worlddespite some differences that may occur because of the interference from the local dialects (Holes, 2004), and therefore can be understandable by Arabs regardless of their local dialects.
Along with Arabic, English is widely used and deeply rooted in many Arab communities. The number of non-Arab expatriates in some Middle Eastern Countries, such as states in the Gulf as in the UAE, exceeds 85% of the total population (Al-Issa& Dahan, 2021). This makes English the preferred lingua franca in the community (Zoghbor, 2018), including communication among Arabs whose Arabic might be unintelligible to one another. This scenario threatens the Arabic language and national identity (Al-Suwaidi, 2018) which increased the demand to empower Arabic as a lingua franca. To that end, a call started to use a modified (almost a simplified) version of Arabic and is considered a middle ground between SA and the regional dialects. This variety is known as the 'White Dialect' (Al Ajami, 2019).
While the 'White Dialect' might have its proponents, it also has its critics especially among the advocates of linguistic purity over hybridity. This presentation introduces the two sides of the debate and the primary findings supporting the claim that despite the position of SA as a shared variety, Arab speakers modify their speech to achieve successful communication which is linguistically non-identical to the features of SA (although some of them, especially vocabulary, were borrowed to replace the vocabulary used in the interlocutors' dialects).
References:
Al Ajami, A. (2019). The White Dialect.Moldova:Al Noor Publishing.
Al-Issa, A., & Dahan, L. S. (2021). Language Loss and the ELT Professional.Advocacy for Social and Linguistic Justice in TESOL: Nurturing Inclusivity, Equity, and Social Responsibility in English Language Teaching. PP. 27 – 54.
Al-Suwaidi, J. S. (2018). United Arab Emirates Society in the Twenty-first Century: Issues and Challenges in a Changing World. UAE: Jamal Al-Suwaidi.
Holes, C. (2004). Modern Arabic: Structures, Functions, and Varieties. Washington, DC: Georgetown University Press.
Salameh, F. (2011). Does Anyone Speak Arabic? Middle East Quarterly, 18 (4), 47-60.
Sayahi, L. (2014). Diglossia and Language Contact: Language Variation and Change in North Africa.Cambridge: Cambridge University Press.
Zoghbor, W. S. (2018). Teaching English pronunciation to multi-dialect first language learners: The revival of the Lingua Franca Core (LFC).System,78, 1-14.
Presenters Wafa Zoghbor Associate Professor, Zayed University, UAE
Exploring intersections of SHES (situated, historic, embodied semiosis) and applied linguistics
Oral Presentation[SYMP57] OPEN CALL - New fields of research in Applied Linguistics01:45 PM - 02:15 PM (Europe/Amsterdam) 2023/07/20 11:45:00 UTC - 2024/07/20 12:15:00 UTC
Historically, research on semiotics and multimodality has been dominated by approaches that focus on artifacts; that infer practices of production, reception, and use from those artifacts; and that aim to describe rule-governed systems of signs (on models of abstract grammars for languages) (e.g., Barthes, 1967; Kress, 2010; Kress & van Leeuwen, 2001). On the other hand, situated and observational studies of semiotic/multimodal activity have often focused on particular dimensions of interaction (e.g., talk, gesture, writing), typically limited to a focus on only one or two semiotic resources (e.g., Goodwin, 2003; LeBaron & Streeck, 2000; Gullberg, 2009; Waring, 2012). Recently, more expansive engagements with semiotic activities as well as artifacts have increasingly been embraced (e.g., Mondada, 2019; Thorne, Hellerman, & Jakonen, 2021; Smith, Pacheco, & Khorosheva, 2020). In this paper, we describe an integrative transdisciplinary framework for such engagements, SHES (situated, historic, embodied semiosis). Uniting multiple lines of theory/research, SHES offers an integrated account of communication, activity, and becoming (a more expansive framework than learning; e.g., Erstad et al., 2016). SHES emphasizes complexity and emergence as fundamental, both materially and biologically (Barad, 2007; Gilbert, 2019; Salthe, 1993).
SHES takes up Peirce's late semiotic theories (Jappy 2017; Peirce 1998), which switched from signs (products) to semiosis (the process), replaced a representational account with non-representational mediation, and flipped the relations of tokens to types in ways that align with dialogic notions of utterance and genre (Voloshinov, 1973; Bakhtin, 1986). SHES is likewise grounded in recent biological theories that highlight complexity and symbiosis and biosemiotic frameworks that challenge human-centered and Platonic semiotic ideologies (e.g., Gilbert, 2019; Kull, 2010; Salthe, 1993). SHES draws together lines of research that have situated language and other semiotic resources in communicative events (e.g., Goffman, 1981; Hanks, 1990; Irvine, 1996; Ochs, Gonzales, & Jacoby, 1994; Streeck, Goodwin, & LeBaron, 2011); have conceptualized communication and becoming as matters of dialogic histories (e.g., Linell, 2009; Wertsch, 1991; Volshinov, 1973), and have understood activity as always embodied and materially distributed across human and non-human (biological and physical) elements of functional systems (e.g., Cole & Engeström, 1993; Hutchins, 1995; Zittoun et al., 2013). SHES also highlights the central role of embodied metaphoricity in thinking and communication (e.g., Lakoff, 1987; Mittelberg, 2019; Müller, 2008). Locating the core phenomenon in activity in the world, these lines of research have increasingly shifted attention to semiosis, as nicely expressed in Agha's (2007) definition of language-in-use as "events of semiosis in which language occurs," events where language represents no more than "a fragment of a multi-channel sign configuration" (p. 6).
After sketching the SHES framework, we consider what it can contribute to applied linguistics research and practice in classrooms (focusing on academic literacies), clinics (focusing on aphasia), and social worlds (focusing on community and workplace communication). Theoretically, we highlight the implications of complexity and emergence in biological, material, and interactional theories and research. Ultimately, we argue SHES provides a powerful set of tools for understanding human and non-human action, communication, and becoming.
Presenters Andrea Olinger Associate Professor, University Of LouisvillePaul Prior Professor, University Of Illinois At Urbana-ChampaignJulie Hengst Associate Professor Emerita, University Of Illinois At Urbana-Champaign
Does realistic moral dilemmas cancel out the effect of language?
Oral Presentation[SYMP57] OPEN CALL - New fields of research in Applied Linguistics02:15 PM - 02:45 PM (Europe/Amsterdam) 2023/07/20 12:15:00 UTC - 2024/07/20 12:45:00 UTC
Decision-making is an important part of our daily life. Every day we face different types of dilemmas and have to make decisions that will affect – to a greater or lesser degree – ourselves and the people around us. Recent studies have found that the use of a second language (L2) leads to more deliberative and less emotional moral judgments among bilinguals (Białek et al., 2019;Brouwer, 2021; Cipolletti et al., 2016; Costa et al., 2014; Dylman & Champoux-Larsson, 2020; Geipel et al., 2015a, 2015b; among others). However, most of these studies used unrealistic dilemmas, which are unlikely to happen in real life and lack ecological validity. Moreover, the emotions felt by participants in those studies was explored using forced-choice tasks that limit the number and variety of emotions that people can feel and report. Our study examined whether the effect of language in bilinguals' moral judgment is also present in realistic moral dilemmas. To this end, we asked Spanish-English bilinguals to make a moral decision and to express their emotions regarding two moral dilemmas: the cheater's dilemma, where one must decide whether to tell their partner they cheated on them, and the A friend's choice dilemma, where one must decide whether to go to the police and report that their best friend committed a crime in order to help an innocent person that has been accused of this crime. The results showed a main effect of dilemma, as well as an interaction effect between language condition and dilemma, which were statistically significant. The predominant emotion in L1 in both realistic moral dilemmas was fear, whereas guilt overrode fear in the L2 condition. Moreover, the use of the L2 significantly reduced the presence of fear during or after reading the two moral dilemmas. Overall, the findings of the study seem to suggest that (1) dilemmas that imply violation of social and moral norms might lead to more deontological choices in L1 and (2) dilemmas based on more realistic situation may elicit milder emotional reactions.
Białek, M., Paruzel-Czachura, M., & Gawronski, B. (2019). Foreign language effects on moral dilemma judgments: An analysis using the CNI model. Journal of Experimental Social Psychology, 85, 103855. https://doi.org/10.1016/j.jesp.2019.103855 Brouwer, S. (2021). The interplay between emotion and modality in the Foreign-Language effect on moral decision making.Bilingualism: Language and Cognition,24, 223–230. https://doi.org/10.1017/S136672892000022X Cipolletti, H., McFarlane, S., & Weissglass, C. (2016). The moral foreign-language effect.Philosophical Psychology,29, 23–40. https://doi.org/10.1080/09515089.2014.993063 Costa, A., Foucart., A., Hayakawa, S., Aparici, M., Apesteguia, J., Heafner, J., & Keysar, B. (2014). Your morals depend on language, PLoS ONE, 9, e94842. https://doi.org/10.1371/journal.pone.0094842 Dylman, A. S., & Champoux-Larsson, M.-F. (2020). It's (not) all Greek to me: Boundaries of the foreign language effect. Cognition, 196,104148. https://doi.org/10.1016/j.cognition.2019.104148 Geipel, J., Hadjichristidis, C., & Surian, L. (2015a). How foreign language shapes moral judgment. Journal of Experimental Social Psychology, 59, 8–17. https://doi.org/10.1016/j.jesp.2015.02.001 Geipel, J., Hadjichristidis, C., & Surian, L. (2015b). The foreign language effect on moral judgment: The role of emotions and norms. PLoS ONE, 10, e0131529. https://doi.org/10.1371/journal.pone.0131529
How applied linguistics and narrative analysis can help to think about displacement processes: The case of Venezuelans in Brazil
Oral Presentation[SYMP57] OPEN CALL - New fields of research in Applied Linguistics02:45 PM - 03:15 PM (Europe/Amsterdam) 2023/07/20 12:45:00 UTC - 2024/07/20 13:15:00 UTC
In this work, we reflect on some ways in which critical Applied Linguistics can contribute to the reception of refugees and asylum seekers in Brazil. The research is theoretically based on the idea that the 'refugee' category is produced performatively (Butler, 1990) in discursive practices in which asylum seekers, social actors in the field of eligibility, media representations and institutional frameworks participate. Here, we intend to observe at least two dimensions of this process. The first one comes from fieldwork on the Brazil-Venezuela border, one of the critical points of the biggest exodus in recent Latin American history: The recent displacement of Venezuelans due to the massive impoverishment of the population. In 2020, Brazil became the Latin American country with the largest number of recognized Venezuelan refugees, with a total number of more than 46,000 people. Throughout our ethnographic incursion, we conducted interviews with Venezuelans, state agents and NGO volunteers involved in the reception of migrants. Through the lens of narrative analysis (De Fina, 2021) we identify the main discursive disputes emerging from the first contacts between Venezuelan asylum seekers and the Brazilian population. In this context, we could highlight in the narrative construction of their journeys and their process of insertion and adaptation in Brazil a constant tension between cordiality and hostility. In the second dimension of the study, we focus on the formal process of determining refugee status in Brazil - a process that fundamentally depends on the applicant's narrative competence and his/her possibility of conforming his/her experience of displacement in a normative matrix about the refugee experience. Based on interviews carried out with different actors involved in the institutional eligibility process (Castro; Salles, 2021), we observe, once more within the framework of Narrative Analysis, how linguistic ideologies (Silverstein, 1979), especially the actors' beliefs about the nature of narrative construction, operate as protagonists of this institutional process. The research results point to the fragility of the category of refuge and the need to think about the discursive-interactional processes of labeling (Becker, 1963) in this field. References: Becker, H.S. (1963). Outsiders Studies in the Sociology of Deviance. New York, Free Press. Butler, J. (1990). Gender Trouble. Feminism and the Subversion of Identity. New York and London: Routledge. Castro, F. R.; Salles, D. (2021). Subjetividade e reconhecimento do refúgio no Brasil. In: Liliana Lyra Jubilut; Gabriela Soldano Garcez; Ananda Pórpora Fernandes; João Carlos Jarochinski Silva.. (Org.). Direitos Humanos e Vulnerabilidade E O Direito Inernacional Dos Refugiados. 1ed.Boa Vista: Editora da Universidade Federal de Roraima, v. 1, p. 312-339. De Fina, A. (2021). Doing narrative analysis from a narratives-as-practices perspective. Narrative Inquiry, Volume 31, Issue 1, Mar 2021, p. 49 – 71. Silverstein, M. (1979). Language structure and linguistic ideology. In: The Elements: A Parasession on Linguistic Units and Levels (R. Cline, W. Hanks e C. Hofbauer, eds.), 193-247. Chicago: Chicago Linguistic Society.
Replicating a qualitative study in Applied Linguistics - insights and lessons learned
Oral Presentation[SYMP57] OPEN CALL - New fields of research in Applied Linguistics03:15 PM - 03:45 PM (Europe/Amsterdam) 2023/07/20 13:15:00 UTC - 2024/07/20 13:45:00 UTC
Replication studies are valuable because they provide a sound research grounding (Camerer et al., 2018). They can increase the validity, reliability, and generalizability of findings and are often quantitative in nature. This paper presents findings from a qualitative replication study, thus responding to Smith and Schulze's (2013) call for qualitative replication studies, seeking to "obtain a clearer picture of phenomena observed" (Smith & Schulze, 2013, p. i) and "generate 'a richer and deepened' understanding of the phenomena" (TalkadSukumar & Metoyer, 2019, p. 2).
The specific phenomenon under investigation is the phenomenon of students dropping out of blended language learning classes. We replicated the early qualitative interview study by Stracke (2007), who explored why foreign language learners drop out of a blended language learning class. While the 2007 study was carried out in the German Higher Education context, we conducted this study at a university in Vietnam. In our paper we will present key findings of our study that we compare with the 2007 findings. It is noteworthy that the lack of complementarity and integration between the face-to-face and online components of the blend can still cause challenges for the learners in our study. Our study allows for a deep understanding of the reasons why Vietnamese English as a Foreign Language (EFL) students leave a blended language course, thus providing evidence-based ideas for pedagogical adjustments for the delivery of current EFL blended language classes. Such changes can lead to higher retention rates, reduction of costs (both financial but also emotional), an increase in student satisfaction, and a better student experience. We conclude this presentation with a critical evaluation of the value that qualitative replication studies can add to the field. We reflect on what we have learned in the process and the methodological understandings gained and argue that replicating a qualitative study can yield significant insights. The study and its finding might well encourage other researchers to attempt a replication of their qualitative studies, thus adding to the continuous development of our field of inquiry in Applied Linguistics.
References:
Camerer, C. F., Dreber, A., Holzmeister, F., Ho, T. H., Huber, J., Johannesson, M. & Altmejd, A. (2018). Evaluating the replicability of social science experiments in Nature and Science between 2010 and 2015. Nature Human Behaviour, 2(9): 637–644.
Smith, B. & Schulze, M. (2013) Thirty years of the CALICO Journal – replicate, replicate, replicate. CALICO Journal, 30(1): i–iv.
Stracke, E. (2007). A road to understanding: A qualitative study into why learners drop out of a blended language learning (BLL)environment. ReCALL, 19(1), 57-78. https://doi.org/10.1017/S0958344007000511
TalkadSukumar, P. & Metoyer, R. (2019, February 2) Replication and Transparency of Qualitative Research from a Constructivist Perspective. https://doi.org/10.31219/osf.io/6efvp
Presenters Elke Stracke Professor In Applied Linguistics & TESOL, University Of CanberraQuang Vinh Nguyen Senior Lecturer, Hanoi UniversityHong Giang Nguyen Lecturer In TESOL And Applied Linguistics, Hanoi University
Les dynamiques de socialisation au musée : médiation et interface entre des mondes
Oral Presentation[SYMP34] Etude des pratiques et interactions langagières multimodales au quotidien03:45 PM - 04:15 PM (Europe/Amsterdam) 2023/07/20 13:45:00 UTC - 2024/07/20 14:15:00 UTC
Our proposal is part of the Augmented Artwork Analysis project, aiming to produce an application on a digital tablet for an augmented perception and interpretation of paintings in museums. Our corpus of analysis is based on an in situ observation of the mediation practices, through a captation mobilizing a several cameras and sound recording devices. In a dialogue between a semiotics of practices and an analysis of interactions, we will propose a focus on the guides practices, who constitute an interface between the institutions and the public and ensure an in situ mediation between the objects and the visitors with heterogeneous profiles. Using excerpts from our corpus, we will pay particular attention to the management of plural semiotic resources (the media used by the guides, the multimodality of the interaction, the museum with its architectural and technological affordances) and to the dialogical tensions acting on the deployment of a discourse in interaction (anticipations, repetitions, citations, etc.). The guided tours will thus assert themselves as a privileged observation post of the forms of socialization at stake in the sharing of viewpoints on the artworks and in the relationship with the objects which can have an encyclopedic vocation or an indiciary tension.
Notre proposition s’inscrit dans le projet ANR-FNR Augmented Artwork Analysis visant à produire une application sur tablette numérique pour une perception et une interprétation augmentées de tableaux rencontrés au musée. D’une part, le prototype mettra en évidence différentes strates d’une œuvre d’art : la dimension matérielle et plastique (textures, couleurs et composition diagrammatique) ; la dimension figurative et narrative (des personnages, des paysages et des objets qui participent de multiples récits) ; la tension esthétique entre ces deux dimensions avec sa portée rhétorique (le sensible, l’affectif, le figural). D’autre part, notre projet vise à reconnaître l’inscription des formes artistiques dans des généalogiques historiques et des patterns programmatiques (Baxandall 1985), à la fois en production et en réception.
Notre corpus d’analyse relève d’une observation in situ des pratiques des médiations au musée à travers un dispositif de captation qui passe par une pluralité de cameras (360° aussi) et de modalités de prise du son que nous présenterons. Dans un dialogue entre une sémiotique des pratiques (Fontanille, 2008) et une analyse des interactions (Mondada, 2008 ; Traverso, 2014), nous nous focaliserons sur les pratiques des guides qui constituent une interface entre les institutions et les publics et assurent une médiation in situ entre les objets et les visiteurs aux profils hétérogènes.
À partir d’extraits, nous porterons une attention particulière à la gestion de ressources sémiotiques plurielles (les supports utilisés par les guides, la multimodalité de l’interaction, le musée avec ses affordances architecturales et technologiques) et aux tensions dialogiques qui agissent sur le déploiement d’un discours en interaction (anticipations, reprises, citations, etc.). Les visites guidées s’affirmeront ainsi comme poste d’observation privilégié des formes de socialisation en jeu dans la mise en partage de points de vue sur les œuvres, dans la relation avec les objets qui peut avoir une vocation encyclopédique ou une tension indiciaire. En trame de fond, nous testerons l’hypothèse selon laquelle « le couplage entre socialisation du langage et socialisation à travers le langage (Duranti et alii 2012) montre que les pratiques discursives sont l’interface entre ces “mondes” (auto- et hétéro-référentiels) […] » (Basso Fossali, 2021). Ceci est d'autant plus vrai lorsque la socialisation concerne la connaissance des langages non-verbaux, la traduction intersémiotique et le passage problématique entre la connaissance sensible et la mobilisation de savoirs techniques et historiques.
Basso Fossali P. (2021). Les dynamiques de socialisation. Entre l’interaction in vivo et le commun. Versus, Quaderni di studi semiotici, pp. 245-256. Baxandall, M. (1985). Patterns of intentions. On the Historical Explanation of Pictures, New Haven-London, Yale University Press. Duranti A., Ochs E. and Schieffelin B. B. (eds.) (2012). The Handbook of Language Socialization, Oxford, Wiley-Blackwell. Fontanille J. (2008). Pratiques sémiotiques, Paris, PUF. Mondada, L. (2008). Production du savoir et interactions multimodales: Une étude de la modélisation spatiale comme activité pratique située et incarnée. Revue d'anthropologie des connaissances, vol. 2, n°2, pp. 219-266. Traverso, V., 2014, « Annonces, transitions, projections et autres procédures : réflexion-bilan sur la construction “méso” de l'interaction », Cahiers de l'ILSL, n°41, pp. 19-70.
Presenters Julien THIBURCE Research Engineer, ENS De Lyon Co-authors
Wafa Zoghbor
Andrea Olinger
Paul Prior
Julie Hengst
Elke Stracke
Quang Vinh Nguyen
Hong Giang Nguyen
Julien THIBURCE