| 1. |
- de Jong, John, et al.
(författare)
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Cross-National Standards: A Dutch-Swedish Collaborative Effort in National Standardized Testing
- 2015
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Ingår i: AILA Review. - 1461-0213 .- 1570-5595. ; 28, 2015:10/2015, s. 117-130
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Tidskriftsartikel (refereegranskat)abstract
- The study investigated the possibility of using data gathered on tests of reading comprehension of English as a foreign language from a sample of Swedish students, to predict item and test characteristics if the tests were to be used in the Netherlands. Results from the data analyses, based both on classical and item response theory, and involving students from both the Swedish and Dutch educational systems, suggest that predictions on item and test quality hold across the two national groups.
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| 2. |
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Developing shared languages : The fundamentals of mutual learning and problem solving in transdisciplinary collaboration
- 2021
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Ingår i: AILA Review. - : John Benjamins Publishing Company. - 1461-0213 .- 1570-5595. ; 34:1, s. 1-144
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Annan publikation (refereegranskat)abstract
- This issue of the AILA Review focuses on transdisciplinarity as the key to developing shared languages in and across domains and professional settings. The relationship and collaboration between researchers and practitioners have long been discussed within and across applied sciences and theoretical disciplines, mainly in the framework of transdisciplinarity (see AILA Review 31, 2018, for a recent overview). However, research approaches that claim to combine theoretical and practical needs and expectations often lack either solid grounding in empirical data or thorough reflection from theoretical perspectives. This special issue aims to take the discussion further by rethinking transdisciplinarity systematically from theoretical and practical angles. In so doing, we focus on developing shared languages that facilitate communication and mutual learning in multistakeholder discourses – with the ultimate goal of sustainably solving socially relevant problems. In the introduction, we present working definitions of our topic’s key terms (Part 1). We then go through the topics, results, and main interconnections of the six approaches examined in the papers included in this issue (Part 2). Based on the insights from the discussion so far, we set up a framework to systematically analyse three dimensions of developing shared languages: negotiation process, interplay of key drivers, and seizing opportunities (Part 3).
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| 3. |
- Enever, Janet, 1951-, et al.
(författare)
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Introduction
- 2019
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Ingår i: AILA Rewiev. - : John Benjamins Publishing Company. - 1461-0213 .- 1570-5595. ; 32:1, s. 1-9
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Tidskriftsartikel (övrigt vetenskapligt/konstnärligt)
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| 4. |
- Gerhardt, Cornelia, et al.
(författare)
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Naming rights sponsorship in Europe: Fan reactions to stadium renamings in the Premier League, Bundesliga and Ligue 1
- 2021
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Ingår i: AILA Applied Linguistics Series. - : John Benjamins Publishing Company. - 1461-0213 .- 1570-5595. ; 34:2, s. 212-239
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Tidskriftsartikel (refereegranskat)abstract
- Football stadiums have traditionally been named after local sites (e.g. Goodison Park, Everton FC) or regions (Ruhrstadion, VfL Bochum). As big business takes increasing precedence in decision making in football at large (e.g. associations and leagues, regarding fixtures, media coverage, kick-off times, player transfers, etc.) and within individual football clubs (e.g. regarding kits and sponsorship), such toponyms are more and more being replaced by company or product names (e.g. bet365 Stadium, Stoke City). In this paper, we will consider corporate renamings from the German Bundesliga, the English Premier League and the French Ligue 1 and particularly fan reactions to controversial, badly received corporate renamings. As revealed by earlier studies, in our data here we also find the discourse and practices of the fans celebrating local identification with their city or region, often with the stadiums constituting the homestead of a tradition. Where corporate stadium renamings are badly received, this discourse clashes with the discourse of big business and thus a number of tensions are revealed. More specifically, in fans’ reactions to controversial corporate stadium renamings, we find a number of recurrent themes – for example, concerning consequences to fans' identity to the club; in managing (anticipated) humourous retorts from rivals consequent from the stadium renaming; in resisting, but also feeling resigned to, financial pressures in selling the stadium name; etc. – some of them across our three national contexts and others specific to one national context.
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| 5. |
- Stroud, Christopher, et al.
(författare)
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Multilingualism as utopia : Fashioning non-racial selves
- 2017
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Ingår i: AILA Review. - : John Benjamins Publishing Company. - 1461-0213 .- 1570-5595. ; 30:1, s. 167-188
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Tidskriftsartikel (refereegranskat)abstract
- The challenge of contemporary South Africa is that of building a (post)nation of postracial equity in a fragmented world of a globalized ethical, economic and ecological meltdown. In this paper, we seek to explore the idea of multilingualism as a technology in the conceptualization of alternative, competing futures. We suggest that multilingualism is understood in terms of how encounters across difference are mediated and structured linguistically offer a space for interrupting colonial relationships. Furthermore, we argue that multilingualism should be approached as a site where colonial power dynamics of languages and speakers are troubled, and where the potential for new empowering linguistic mediations of the mutualities of our common humanity with different others are worked out.
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| 6. |
- Airey, John
(författare)
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"I don't teach language" : The linguistic attitudes of physics lecturers in Sweden
- 2012
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Ingår i: AILA Review. - : John Benjamins Publishing Company. - 1461-0213. ; 25:1, s. 64-79
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Tidskriftsartikel (refereegranskat)abstract
- From a disciplinary discourse perspective, all university courses can be said to involve content and language integrated learning (CLIL) even in monolingual settings. Clearly, however, things become much more complex when two or more languages are involved in teaching and learning. The aim of this paper is to introduce readers to the linguistic situation in Swedish universities, where two languages - English and Swedish - are commonly used in the teaching and learning of a number of disciplines. The paper describes the linguistic landscape of Swedish higher education and presents an illustrative case study from a single discipline (physics) with a hierarchical knowledge structure (Bernstein 1999). Semi-structured interviews were carried out with ten physics lecturers from four Swedish universities. The lecturers were asked about their disciplinary language-learning expectations for their students. These interviews were analysed using qualitative methods inspired by the phenomenographic approach. Six main themes resulting from the analysis are presented and discussed. From a CLIL perspective, one recurring theme is that none of the lecturers saw themselves as teachers of disciplinary Swedish or English. The paper concludes by discussing the generalizability of the findings to other disciplines with similar (hierarchical) knowledge structures.
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| 7. |
- Enever, Janet, 1951-
(författare)
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Looking beyond the local : Equity as a global concern in Early Language Learning
- 2019
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Ingår i: AILA Review. - : John Benjamins Publishing Company. - 1461-0213. ; 32:1, s. 10-35
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Tidskriftsartikel (refereegranskat)abstract
- Around the world, the popularity of English has escalated, particularly at the primary school level (Butler, 2015), yet provision of sufficient qualified teacher expertise to meet demand continues to be inadequate. The OECD report on Equity and Quality in Education reports that: "The highest performing education systems are those that combine equity with quality. They give all children opportunities for a good quality education" (OECD, 2012). This paper adopts a sociohistorical perspective to critically examine the OECD criteria of achieving equity and quality through fairness and inclusiveness with reference to Uruguay, India and China - all contexts where English has been introduced at primary and kindergarten levels. The analysis draws on data from classroom observations, interviews with teachers and key stakeholders. Findings indicate that while access to the quality provision of English in primary schools and kindergartens has been substantially expanded in recent years in each jurisdiction, the challenges of ensuring universal quality provision have proved complex under conditions where the pre-existing historical and political contexts have limited progress towards equity.
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| 8. |
- Hynninen, Niina, 1981-
(författare)
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ICL at the micro level : L2 speakers taking on the role of language experts
- 2012
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Ingår i: AILA Review. - : John Benjamins Publishing Company. - 1461-0213. ; 25, s. 13-29
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Tidskriftsartikel (refereegranskat)abstract
- This paper focuses on the construction of language expertise in international, university-level English-medium courses where English is used as a lingua franca. Even if the courses are not language courses, language sometimes becomes the topic of discussion in the form of language correcting and commentary. This paper looks into these instances, where the teachers (i.e. subject experts) and students can be seen to take on, or be allotted, the role of language experts. The findings show that this role can be (1) based on a speaker’s professional role and expertise in the relevant subject,(2) allotted to a native speaker of English, (3) negotiated between speakers, or (4) assigned to an English instructor. The paper discusses the implications of who takes on the role of language expert, and considers, in particular, to what extent the role still falls on native speakers of English. It will be shown that non-native speakers of English take on the role of language experts, and that this has implications for the kind of regulation done in the lingua franca interaction. The findings shed light on the micro-level realisation of Integrating Content and Language in Higher Education.
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| 9. |
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| 10. |
- Whitehouse, Marlies, et al.
(författare)
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Developing shared languages. The fundamentals of mutual learning and problem solving in transdisciplinary collaboration
- 2021
-
Ingår i: AILA Review. - : John Benjamins Publishing Company. - 1461-0213. ; 34:1, s. 1-18
-
Forskningsöversikt (refereegranskat)abstract
- This issue of the AILA Review focuses on transdisciplinarity as the key to developing shared languages in and across domains and professional settings. The relationship and collaboration between researchers and practitioners have long been discussed within and across applied sciences and theoretical disciplines, mainly in the framework of transdisciplinarity (see AILA Review 31, 2018, for a recent overview). However, research approaches that claim to combine theoretical and practical needs and expectations often lack either solid grounding in empirical data or thorough reflection from theoretical perspectives. This special issue aims to take the discussion further by rethinking transdisciplinarity systematically from theoretical and practical angles. In so doing, we focus on developing shared languages that facilitate communication and mutual learning in multistakeholder discourses – with the ultimate goal of sustainably solving socially relevant problems. In the introduction, we present working definitions of our topic’s key terms (Part 1). We then go through the topics, results, and main interconnections of the six approaches examined in the papers included in this issue (Part 2). Based on the insights from the discussion so far, we set up a framework to systematically analyse three dimensions of developing shared languages: negotiation process, interplay of key drivers, and seizing opportunities (Part 3).
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