Teaching ‘Register Overlap:’ A Proposal for a Translingual Pedagogy to Support Spanish and English Academic Register Learning

2021 ◽  
Author(s):  
Emily Phillips Galloway ◽  
Heather M. Meston ◽  
Gladys Aguilar
Keyword(s):  
Academic Register

scholarly journals Syntactic Ambiguity in Legal, Political, Media, and Academic Registers of Thai: Patterns and Avoidance

MANUSYA ◽  
2015 ◽  
Vol 18 (3) ◽  
pp. 29-49
Author(s):  
Nattawut Chaicharoen
Keyword(s):  
Syntactic Ambiguity ◽  
Political Media ◽  
Academic Register

This study is an investigation of syntactic ambiguity in Thai . Based on approximately 80 pages of Thai texts from four registers, namely legal register, political register, media register, and academic register, the study aims to analyze syntactic patterns that induce ambiguity, and to find out which patterns create the most ambiguities and in which registers. Also, devices to avoid such ambiguities are proposed.

Contemporary publishing by national museums and art galleries in the UK and its future

2014 ◽  
Vol 39 (3) ◽  
pp. 34-41 ◽  
Author(s):  
Sarah Anne Hughes
Keyword(s):  
Art Gallery ◽  
Art Galleries ◽  
Museum Visitors ◽  
Book Sales ◽  
Contextual Understanding ◽  
National Museums ◽  
Museum Staff ◽  
Academic Register ◽  
The Uk ◽  
Diverse Audience

Changes in the format, design and content of museum and art gallery exhibition catalogues can be traced to the visibility and popularity of these souvenirs for the block-buster exhibitions of the 1970s. The increased museum revenue from these book sales and the need, perceived by the publishers recruited to museum staff from a trade background, to address the interests of a more diverse audience are identified as the two main instigators of these changes. The resulting exhibition catalogues play down the scholarly apparatus, offer more images particularly to enhance the reader’s contextual understanding and, in some cases, ameliorate the academic register of the writing. The uses made of exhibition books by institutions, their associated sponsors and museum visitors is commented on.

"Improve the Women": Mass Schooling, Female Literacy, and Worldwide Social Change

2001 ◽  
Vol 71 (1) ◽  
pp. 1-51 ◽  
Author(s):  
Robert LeVine ◽  
Sarah LeVine ◽  
Beatrice Schnell
Keyword(s):  
Social Change ◽  
Theoretical Model ◽  
Academic Language ◽  
Oral Communication ◽  
Child Rearing ◽  
Utilization Of Health Services ◽  
New Findings ◽  
Quantitative Analyses ◽  
Academic Register ◽  
Female Literacy

In this article, Robert LeVine, Sarah LeVine, and Beatrice Schnell develop and test a theoretical model of how women's schooling might contribute to social and demographic change. Drawing upon research from many disciplines, the authors propose that schooling leads to social change by imparting skills and fostering other individual changes that alter women's patterns of social participation. They argue that, in schools, girls acquire aspirations, identities, skills, and models of learning that eventually affect their decisions regarding reproductive, child-rearing, and health behaviors. Among other things, girls learn an academic register that, the authors argue, is the official language of all bureaucracies, including health and family-planning clinics as well as schools. Proficiency in using this academic language is advantageous in oral communication with the health bureaucracy, and may lead to greater utilization of health services and, thus, improved reproductive and health outcomes. After explaining their theoretical model, LeVine, LeVine, and Schnell present new findings from their research on maternal literacy in two very different settings, Nepal and Venezuela. The results of their quantitative analyses are consistent with the hypothesis that the literacy and language skills that women acquire in school provide an educational pathway to better health care.

Verb Valency Patterns in Academic Register: Syntactic Approach

2013 ◽  
Vol 0 (22) ◽  
Author(s):  
Jolita Horbačauskienė ◽  
Saulė Petronienė
Keyword(s):  
Syntactic Approach ◽  
Academic Register

scholarly journals Walking Methodologies with/in Teacher Education

2019 ◽  
Author(s):  
Asilia Franklin-Phipps ◽  
Tristan Gleason
Keyword(s):  
Teacher Education ◽  
Reflective Practice ◽  
Teaching And Learning ◽  
Practitioner Research ◽  
Public Pedagogy ◽  
Academic Register ◽  
Written Word ◽  
Do So ◽  
The Way

This essay begins with the limitations of reflection in teacher education practitioner research. We wonder about the confines of a reflective practice that is solitary, ahistorical, and written in a particular academic register with an audience of one in mind. Instead, we explore the potential of walking methodologies as critical praxes with a group of pre-service educators. To do so we take a walk that is collective and focused on the way history is entangled with the students’ multimodal responses to this experience. We argue that walking as reflective praxis produces different possibilities in the space of teacher education. Pre-service educators participated in a mode of public pedagogy that challenges the treatment of teaching and learning as ahistorical and universal processes that can be neatly represented by the written word.

Academic language in Catalan students’ research reports across levels of study

2020 ◽  
Vol 16 (1) ◽  
pp. 119-143
Author(s):  
Ana M. Pujol Dahme ◽  
Moisés Selfa
Keyword(s):  
High School ◽  
Academic Research ◽  
Social Convention ◽  
Rhetorical Strategy ◽  
Twelfth Graders ◽  
Research Article ◽  
Language Research ◽  
Lexical Density ◽  
Academic Register ◽  
Cognitive Maturity

AbstractWhen students engage in a research community of practice they not only have to master academic register but also discourse features embodied in the research genre. This corpus-based study examines lexico-grammatical features and stance and engagement markers in 54 Catalan (Romance language) research reports in biology, from high school twelfth-graders and university master theses’ writers. These texts belong to the TARBUC corpus (Treballs Acadèmics de Recerca de Batxillerat i Universitat en Català) – Baccalaureate and University Academic Research Reports written in Catalan. Analyses reveal a statistically significant increase in syntactic complexity and lexical density in university writers. Furthermore, findings on interactional function indicate that marking of stance (i.e., hedges) correlates with a specific type of engagement marker (i.e., directive to argument) in university students’ texts. Self-mention is the most salient rhetorical strategy used by students, in line with the requirements of the research article published in this discipline. Finally, overall data on the distribution of interactional markers suggest that the conventions of the research article genre constrain interactional strategies from high school onwards. Results suggest that linguistic literacy, cognitive maturity and the genre’s social convention interact in a linked process in the development of a skilled writer.

Register Aspects of Literacy in Spanish

1999 ◽  
Vol 2 (1) ◽  
pp. 63-88 ◽  
Author(s):  
John Gibbons
Keyword(s):  
Language Maintenance ◽  
Minority Language ◽  
Intrinsic Nature ◽  
Mode Field ◽  
Academic Register

Spanish academic register is here explored in terms of M. A. K. Halliday's concepts of Mode, Field, and Tenor. It is found that striking differences between everyday Spanish and academic Spanish are related to the intrinsic nature of literacy and to academic uses of language. Important aspects of these differences are explored, and consequences for minority language maintenance are discussed.

Vulnerability by Marriage: Okin's Radical Feminist Critique of Structural Gender Inequality

Hypatia ◽  
2016 ◽  
Vol 31 (3) ◽  
pp. 687-703 ◽  
Author(s):  
Michaele L. Ferguson
Keyword(s):  
Gender Inequality ◽  
Quarter Century ◽  
Radical Feminist ◽  
Economic Vulnerability ◽  
The Family ◽  
The Us ◽  
Feminist Theories ◽  
Academic Register ◽  
Demographic Shifts ◽  
Definition Of

The central thesis of Susan Okin'sJustice, Gender, and the Family—that the ideology of the traditional family is the linchpin of contemporary gender inequality in the US—remains significant more than a quarter‐century after the book's publication. On a political register, Okin's insistence on structural analysis of gender inequality is an important corrective to recent mainstream feminist emphasis on individual women's choices. On an academic register, her work reveals the incoherence of scholarly classifications of feminist theories as “liberal feminist” or “radical feminist” by confounding such distinctions. I argue that her thesis is best understood in relation to the early radical feminism of Juliet Mitchell'sWoman's Estate, a book Okin praised. Placing Okin's work in the context of its radical roots clarifies her “linchpin thesis,” but also reveals the limitations of her argument: in her emphasis on what Iris Young has termed the “distributive paradigm of justice,” Okin unnecessarily adopts a much narrower definition of the family than did Mitchell, and overestimates the influence of economic vulnerability after divorce on women's capacity to exit marriage. I suggest modifications to her theory, and conclude by showing the continuing relevance of her argument for analyzing recent legal, policy, and demographic shifts.

scholarly journals The Lexical Development of Canadian-Born Romanian L1 Bilingual Kindergarteners

2021 ◽  
Author(s):  
Maria Claudia Petrescu ◽  
Rena Helms-Park
Keyword(s):  
Second Language ◽  
Cultural Differences ◽  
First Language ◽  
Receptive Vocabulary ◽  
Vocabulary Test ◽  
Peabody Picture Vocabulary ◽  
Peabody Picture Vocabulary Test ◽  
Lexical Development ◽  
Definitive Evidence ◽  
Academic Register

This study charts the lexical development of three sequential bilingual kindergarteners whose first language, Romanian, was acquired naturalistically at home, and whose second language, English, was acquired in kindergarten. The children’s lexical development in English and Romanian was assessed at five different points over a two-year period via the PPVT-4 (peabody picture vocabulary test 4) and a specially adapted PPVT-4 for Romanian. The children’s lexical repertoires were further analyzed to uncover home versus school and cognate versus non-cognate acquisitional differences. In addition, because there is no database of lexical items acquired by monolingual Romanian children, the PPVT-4 adapted for Romanian was administered to 22 monolingual six-year-old Romanian children in Sibiu, Romania. The findings indicate the following: (i) the three bilinguals’ receptive vocabulary in English was below average when they joined kindergarten, and at or above average two years later; (ii) their lexical growth in Romanian was steady; (iii) the bilinguals’ scores for words belonging to a home register reflected ceiling effects in English and Romanian (i.e., were very well known); (iv) academic words were known to an equal extent in English and Romanian, but scores were lower than for the home register; and (v) there was no definitive evidence of cognate facilitation. A comparison of the monolingual and bilingual Romanian repertoires reflects the following: (i) equally high scores for home items; (ii) differences in scores in the academic register in favour of the Romanian monolinguals; and (iii) important lifestyle and cultural differences between the groups. The Romanian children, for example, were more familiar than their Canadian counterparts with items related to home maintenance, such as șmirghăluiește (‘sanding’) and mistrie (‘trowel’), or items probably learned in school, such as foca (‘walrus’) and broască țestoasă (‘tortoise’).

Sign in / Sign up

Export Citation Format

Share Document