Teaching Other Tongues

사서교사와 학부모의 협력 관계는 학교도서관의 학습 공동체적 성격과 경영의 확대 측면에서 매우 중요한 경영 요소이다. 이러한 협력 관계는 학생의 스트레스와 위험요소를 완화함으로써 학생의 자아 탄력성을 활성화하는데 기여한다. 본 연구에서는 10명의 현직 사서교사를 대상으로 학부모와의 협력 관계를 통한 학생지도 사례를 분석하고, 관계 형성에 어떠한 공식 또는 비공식 커뮤니케이션 채널을 활용하고 있는지 알아보았다. 분석 결과 사서교사는 학부모와의 협력이 필요하다고 인식하고 있으며, 학생의 생활지도, 진로지도, 독서상담 및 담임교사와 학부모 간의 갈등 조정 등의 경험이 있는 것으로 나타났다. 그리고 사서교사와 학부모의 공식 커뮤니케이션은 학교도서관운영위원회와 같은 제도적인 협의체 보다는 함께 참여하는 독서프로그램인 것으로 나타났다. 또한 사서교사는 학교도서관에서 이루어지는 학부모 모임이나 연수를 통해서 학부모와 비공식적으로 만나고 있다. 학부모를 위해서 학교도서관이 제공하는 정기 프로그램은 독서관련 행사와 연수이며, 주요 홍보 수단은 가정통신문과 학교홈페이지인 것으로 나타났다. 사서교사와 학부모가 협력을 통해서 학생의 자아 탄력성 강화에 기여하기 위해서는 학교도서관운영위원회에 학부모를 참여시킴으로써 공식적인 커뮤니케이션 채널을 확보해야 한다. 그리고 학부모의 도서관 운영 참여를 단순한 일손 돕기 보다는 책 읽어주기, 도서관 이용 안내, 사서교사의 도서관 활용수업 보조, 교수매체 제작 등으로 확대하는 것이 바람직하다. Collaboration between teacher librarians and parents is one of the very important elements for school library management in characteristics of learning communities and expanding its' administration. These partnerships are necessary to relieve stress and risk conditions and improve ego-resilience of students. This study analyzed cases of student guidance within the partnerships between teacher librarians and parents and then inquired into formal or informal communication channels for their partnerships through written interview with 10 teacher librarians. The results of analyses teacher librarians have appreciated the necessity of collaboration with parents, and they have experienced student guidance, career guidance, reader's advisory and balancing acts between classroom teachers and parents. It turns out that reading programs with parents are formal communication channel rather than institutional committee such as School Library Council and Parents' Library-Assisting Volunteers and Parent Association and Training in the school library are informal communication channels. The teacher librarians also provide periodic reading events and training for parents and they utilize the School Homepage and Educational Newsletters as the main ways of public relation. In order to promote students' ego-resilience through their collaboration, parents should involve in School Library Council as an essential way for formal communication. And parents' role in school library management should be expanded from offering helping hands to activities to read book, library instruction, assisting teacher librarians in the Library-Assisted Instruction and production of teaching mediums.

In many speech communities two or more varieties of the same language are used by some speakers under different conditions. Perhaps the most familiar example is the standard language and regional dialect as used, say, in Italian or Persian, where many speakers speak their local dialect at home or among family or friends of the same dialect area but use the standard language in communicating with speakers of other dialects or on public occasions. There are, however, quite different examples of the use of two varieties of a language in the same speech community. In Baghdad the Christian Arabs speak a ‘Christian Arabic’ dialect when talking among themselves but speak the general Baghdad dialect, ‘Muslim Arabic’, when talking in a mixed group. In recent years there has been a renewed interest in studying the development and characteristics of standardized languages (see especially Kloss, 1952, with its valuable introduction on standardization in general), and it is in following this line of interest that the present study seeks to examine carefully one particular kind of standardization where two varieties of a language exist side by side throughout the community, with each having a definite role to play. The term ‘diglossia’ is introduced here, modeled on the French diglossie, which has been applied to this situation, since there seems to be no word in regular use for this in English; other languages of Europe generally use the word for ‘bilingualism’ in this special sense as well. (The terms ‘language’, ‘dialect’, and ‘variety’ are used here without precise definition. It is hoped that they occur sufficiently in accordance with established usage to be unambiguous for the present purpose.

<p>Information literacy, bibliographic instruction or user education? These terms are widely used to describe the programmes designed to assist library clients in their use of library resources. There are as many variations in these programmes as there libraries. This study is designed to satisfy a professional curiosity regarding the appropriate uses of the above terms. Whilst the terms are often used interchangeably in the literature, their definitions suggest that this should not be occurring. Models of information seeking behaviours are compared with the definitions for user education, information literacy and bibliographic instruction. The matching of programme aims and objectives with the definitions of the three terms is an important aspect in the correct usage of the terms.</p>

Medical education in a multilingual and multicultural world

This article addresses the question: How do emotions and emotional labor relate to instruction librarians’ motivations to adopt new teaching practices? Twelve information literacy instruction librarians were interviewed about their motivations to adopt new teaching practices. An initial round of coding was completed using grounded theory, to surface themes of motivations to adopt new teaching practices. In a second round, the themes were retained while further coding was used to identify language reflective of emotion and affective labor, along with five conditions for human motivation identified by Charles J. Walker and Cynthia Symons: competence, autonomy, worthwhile goal-setting, feedback, and affirmation. Using the results of the analysis, suggestions are made for library managers and administrators to lay the groundwork for developing supportive and collegial environments that encourage incremental change and emotional self-reflection.

Since the century, language policy in China has had a single aim: promotion of the national standard, called Putonghua (Mandarin Chinese) in the second half of the century (see Rohsenow and Guo, this volume). In this chapter, I start by discussing whether this aim has been reached. This will allow me to reflect on a seemingly paradoxical phenomenon related to the promotion of Putonghua, namely: vernacularization of the standard language. The vernacularization process described here is not without precedent, even in the history of the Chinese language(s) (see Chen, 1999). Similarly, all languages which have undergone a geographical extension outside of their traditional territory, such as English, French, Spanish, Portuguese etc., can be shown to have passed through a similar cycle: a first phase of spread, accompanied by linguistic simplification, followed by a geographical fragmentation phase, leading to larger scale variation, and finally a vernacularization phase. This last phase sometimes leads to the development of new and more complex features in language structures, independent of the norms of the original standard (or superstrate) language. However divergent these new vernaculars get, they are nevertheless often regarded as variants of one language, as is the case with English. The question is then twofold. On the one hand, regarding the function of the superstrate language, one can wonder how much the language is still able to function as a lingua franca. Regarding the vernacular varieties of the language on the other hand, one could ask what differentiates them functionally from the substrate topolects. In this chapter, I shall seek an answer to both questions by examining in some detail the status and functions of the national language, as well as those of the emerging vernaculars. First of all, concerning the promotion process of Putonghua, I shall try to assess how much the national standard has really been accepted as a lingua franca by the speakers of other Chinese topolects, and what have been the major obstacles to its spread as such. Second, due to these obstacles, as well as geographical factors, I shall show how the spread of Putonghua appears to lead ultimately to the emergence of regional varieties of the standard language. It will be shown that this phenomenon

This article addresses the occurrence of certain lexical items and phrases which are used by the Venda royalty in and around the chief's palace. Past studies have primarily referred to these forms as being representative of the so-called Musanda language. This article will motivate the need to recognise social ‘language varieties’ within a standard language, (as opposed to dialects), and will substantiate the viewpoint that the lexical items and phrases as listed, represent the Musanda ‘language variety’, which is indeed a social variety of Venda, that is restricted to the environment of the chief's palace.

Introduction So far in this book we have looked mainly at two kinds of languages: languages which already had established orthographies, and languages where new orthographies were being developed as part of a planned, or partially planned, process of standardisation. There is certainly an important link between writing and language standardisation (see e.g. Milroy and Milroy 1991 and Joseph 1987), but a language does not have to be standardised before it can be written. There are many contemporary examples of writing in unstandardised language varieties, and many historical examples of writing vernaculars and ‘dialects’, some of which have later become standard languages. However, the writing of language varieties which do not have, or do not yet have, a standard presents particular orthographic problems. In this chapter we will look at some of these problems from a social and cultural perspective. For our purposes, such varieties will be taken to include the following: vernaculars, in the conventional sense of ‘dialects’ of an identified standard language; contact varieties and intermediate varieties which are characteristic of situations where creole languages are in contact with their (standard) lexifier languages, for example Jamaican Creole (Patois) in Jamaica and in Britain; other situations where closely related language varieties exist with a continuum between them, for example in Galicia (Spain) where Galician can potentially be viewed as a variety of Portuguese or as a separate language, and is also close to Spanish.

The study is devoted to analysing the structural status of intermediate varieties in the space between dialects and the standard language, the purpose is to produce a set of criteria for differentiating a language variant - when the observed features of language use are indeed a new variant and when they are simply dialect features. Scientific novelty lies in developing a mechanism for status identification of a language variant, in introducing a procedure for linguistic profiling of an informant based on the regionality index. As a result, it has been shown that the selected criteria, such as uniformity, covariance, the status of the emic category and markers, are a set necessary for determining the status of a language variant.

Social media such as Twitter can act as a human sensor network for real-time event detection and recently has been extensively exploited for crisis management. However, little attention has been paid to applying text mining and NLP techniques to monitor events in a multilingual setting and most of the work focusses on one single language only. This paper investigates a unified framework for detecting natural disaster events on twitter across a variety of languages, and is embedded into a larger system for real-time decision support for Natural Crisis Management. This work presents the results achieved in classifying tweets in various languages. Among the four ML classifiers we evaluated for each language, the Random Forest classifier produces the best results, achieving on average 85.02% accuracy for known languages. We also bootstrapped classifiers for unknown languages by cross-language text classification. In this case, the average accuracy drops to 66.64% for the Random Forest classifier. Our results based on a specific test scenario indicate that for a timely detection of an earthquake event it is important to consider the distribution of languages spoken at the location of the event.

Language situations vary in different nations. In some countries, a variety of languages are spoken; in others, a single language is used. People who have the linguistic competence to speak several languages are multilingual. What role does multilingualism play in multinational corporations? Is multilingualism a problem or a solution for international business? Does English as a lingua franca play a role in international business? How business leaders react to multilingualism or Englishization? Opinions are divided. Multilingualism has been the focus of interest in recent decades due to globalization, tourism, technology advancement, international trade, and so forth. Language barriers and linguistic diversity surfaced which may impact corporate communications in international business. Specific language policies might be needed for corporate communications. The aims of this chapter are to explore the roles of multilingualism and Englishization in international business, and to seek approaches for better corporate communications. Associated issues and problems as well as solutions and recommendations will be explored and discussed.

This study analyzes the use of standard and non-standard language in culinary content on YouTube, focusing on their roles and functions in digital communication. The rapid development of digital technology has transformed communication patterns, with platforms like YouTube becoming primary spaces for interaction, especially in popular genres such as culinary content where creators often blend language styles. The hypothesis suggests that non-standard language is more dominant as it effectively builds audience engagement, while standard language ensures clarity and professionalism. A descriptive qualitative method with observation and note-taking was applied by analyzing a culinary video from Ria SW’s channel, specifically the episode titled “Medan Food Diaries: My Top 6 Picks”. Data was collected through meticulous transcription and analyzed using content analysis to classify language variations and their pragmatic functions. The findings reveal that non-standard language predominates in creating a casual and persuasive atmosphere, while standard language serves to deliver clear information. Standard language is strategically employed to convey factual details about food, such as ingredients or objective taste descriptions, to maintain credibility. In contrast, non-standard forms, including popular slang like “mantul” and other expressive phrases, are instrumental in fostering closeness and authenticity, making the content more relatable. The study concludes that both language varieties complement each other; standard language maintains the informative quality, while non-standard language enhances the entertainment value and viewer connection. These findings provide valuable implications for sociolinguistic studies and Indonesian language learning through digital media, demonstrating how language flexibly adapts to modern communication needs.

Summary Summary This article examines the notions of ‘specialisation’ or ‘specificity’ as they are used in expressions such as ‘English for special purposes’ (ESP) or languages for specific purposes’ (LSP). It is argued that a given variety of language is not ‘special’ or ‘specific’ in some absolute or objective way, inherent to its formal structures, topics and norms. ‘Specificity’ is, rather, the result of a particular relationship between participant and discourse, between two cultures or worlds of knowledge. For these reasons, it is often not particularly helpful to attempt to describe specific varieties in terms of linguistic features. Instead, we need to situate the problem within a general theory of the sociology of knowledge by asking fundamental questions such as ‘Specialised for who?’ and ‘Who knows what?’, ‘How do they acquire and use their knowledge?’. Such a theory will necessarily be both relative and social: relative to the individual and to the way in which knowledge is socially distribute...

This study examines the language attitudes of young professionals in three cities in China towards Northeastern Mandarin (NEM) andPutonghua(PTH) (i.e., the standard language in China). It confirms that NEM has lower status as compared to PTH. However, the young professionals in Northeast China rated the NEM speaker higher than the PTH speaker in most qualities, attesting to the empathy and solidarity of native speakers toward their own variety of language. The northeastern professionals also rated the NEM speaker lower in some personal qualities, implying that the northeastern professionals’ awareness of the stereotypes associated with NEM and the prestige associated with PTH. The findings show that language attitude is directly linked to socio-economic status and that speakers of the low variety of a language may develop complicated language attitudes when negotiating their language use and identity in social interaction.

PThis study aims to find variations in the language used by a group of people, especially the Ma-kassar language. The author is interested in finding several ways to apologize in the Makassarlanguage in the context of different situations. The author uses semi-structural interviews inobtaining the data, and has interviewed 3 (three) people who work in the field of culture andhistory at the Lagaligo Museum in the South Sulawesi Archaeological Office. The data foundhas shown that it is interesting to know a number of ways to apologize in the Makassar languageand in different situations, and integrated with language items, speech communities, languagevariations and standard languages. And the most prominent is the variety of languages used inapologizing such as visiting someone, eating and drinking, social interactions such as marriage,apologizing for an error, and others.