Speaking like “us”: self- and other-categorization as Norwegian speakers in student interactions

Multilingua ◽  
2016 ◽  
Vol 35 (5) ◽  
Author(s):  
Anne-Valérie Sickinghe
Keyword(s):  
Interpersonal Relations ◽  
Native Speakers ◽  
Local Level ◽  
Student Interactions ◽  
Social Differences ◽  
Self And Other ◽  
Membership Categorization ◽  
Upper Secondary ◽  
Epistemic Notion ◽  
And Performance

AbstractThis article investigates the manner in which students in Norwegian upper secondary schools negotiate “legitimate speaker” category membership in spoken interactions. It is concerned with adolescents’ linguistic identity as Norwegian speakers, and the language ideologies that inform categorization practices. Three collaborative features are distinguished to identify membership categorization practices: the pragmatic notion of scales of time and place; pronouns, in particular the personal pronouns “we”, “us”, and “they”; and the socio-epistemic notion of object-side assessments. The article asks whether the students’ categories correspond to those of education policy and research, and finds that students operate with more complex membership categorizations than the binary Norwegian/non-Norwegian division found in applied linguistic research and policy documents. It also finds that status as “expert” speaker of Norwegian is negotiable in student interactions, where social factors such as interpersonal relations, perceived social differences and performance of category-bound activities are as important as linguistic factors. The article shows how both non-native and native speakers of Norwegian can discursively construct themselves and others as more or less expert speakers of the language. As such, it contributes with insights on how institutionally defined linguistic markets, linguistic capital and legitimate speakers can be contested at the local level of student interactions.

scholarly journals Cultivating Connection: The Magic of Attuning, Wondering, Following & Holding

2018 ◽  
Vol 2 (1) ◽  
Author(s):  
Ann Flanagan Petry
Keyword(s):  
Health Care ◽  
Patient Experience ◽  
Nursing Care ◽  
Interpersonal Relations ◽  
Care Delivery ◽  
Employee Attitudes ◽  
Patient Centered ◽  
Caring Relationships ◽  
Award Winning ◽  
And Performance

Remember what drew you to health care? And what makes your work meaningful now? Chances are caring for people is the answer to both questions. In fact, healthcare is provided through relationships. Over a decade ago we developed a care delivery framework described in the award-winning book Relationship-Based Care: A Model for Transforming Practice. We were on the vanguard of a revolution toward more patient-centered caring. Indeed, we have always known the importance of connection to patient experience, employee attitudes, interpersonal relations, teams and performance. For nurses, caring relationships are so essential at work that it is inseparable from the work itself. We believe the best nursing care requires understanding of three key relationships: A. Relationship to one’s self, B. Relationship to co-workers and C. Relationship to patients and families. And, the hallmark of meaningful connection is attunement or tuning-in to others with genuine interest and care.

scholarly journals Helga Tschurtschenthaler: Drama-based foreign language learning. Encounters between self and other.

2016 ◽  
Vol X (1) ◽  
pp. 107-110
Author(s):  
Barbara Schmenk
Keyword(s):  
Foreign Language ◽  
Language Learning ◽  
Sense Of Self ◽  
Foreign Language Learning ◽  
Language Education ◽  
Foreign Language Education ◽  
Theory And Practice ◽  
Self And Other ◽  
Upper Secondary ◽  
The Impact

Book reviews reflect the views and opinions of the respective reviewers and do not necessarily represent the position of SCENARIO. Helga Tschurtschenthaler’s study is one of the most important scholarly contributions in recent years to the field of drama-based foreign language teaching. She conducted her research in an EFL class in an upper secondary school in multilingual South Tyrol and presents a plethora of data that demonstrates the impact of drama in foreign language education on students’ sense of self as emerging multilingual subjects (Kramsch 2009). What stands out about this study, besides its detailed presentation and analysis of student data, is the fact that Tschurtschenthaler succeeds in connecting recent theoretical contributions to the fields of language education and identity to more practical considerations. Overcoming the gap between theory and practice in this domain is one of her signal achievements. “You are not you when you speak Italian. It’s as if you become someone else when you change into Italian. You don’t only sound different, but you even behave differently. Then, you’re not the person I know.” (11) These are the opening lines of the book, leading the reader directly to its main subject. Tschurtschenthaler explains that it was a ...

The Impact on French Upper Secondary Schools of Reforms Aiming to Improve Students’ Transition to Higher Education

2021 ◽  
Author(s):  
Clement Pin ◽  
Agnès van Zanten
Keyword(s):  
Higher Education ◽  
Secondary School ◽  
Working Class ◽  
Local Level ◽  
Widening Participation ◽  
Upper Secondary School ◽  
Online Application ◽  
Upper Secondary ◽  
Educational Guidance ◽  
The Impact

For a long time, the French education system has been characterized by strong institutional disconnection between secondary education (enseignement secondaire) and higher education (enseignement supérieur). This situation has nevertheless started to change over the last 20 years as the “need-to-adapt” argument has been widely used to push for three sets of interrelated reforms with the official aim of improving student flows to, and readiness for, higher education (HE). The first reforms relate to the end-of-upper-secondary-school baccalauréat qualification and were carried out in two waves. The second set of reforms concerns educational guidance for transition from upper secondary school to HE, including widening participation policies targeting socially disadvantaged youths. Finally, the third set has established a national digital platform, launched in 2009, to manage and regulate HE applications and admissions. These reforms with strong neoliberal leanings have nevertheless been implemented within a system that remains profoundly conservative. Changes to the baccalauréat, to educational guidance, and to the HE admissions system have made only minor alterations to the conservative system of hierarchical tracks, both at the level of the lycée (upper secondary school) and in HE, thus strongly weakening their potential effects. Moreover, the reforms themselves combine neoliberal discourse and decisions with other perspectives and approaches aiming to preserve and even reinforce this conservative structure. This discrepancy is evident in the conflicting aims ascribed both to guidance and to the new online application and admissions platform, expected, on the one hand, to raise students’ ambitions and give them greater latitude to satisfy their wishes but also, on the other hand, to help them make “rational” choices in light of both their educational abilities and trajectories and their existing HE provision and job prospects. This mixed ideological and structural landscape is also the result of a significant gap in France between policy intentions and implementation at a local level, especially in schools. Several factors are responsible for this discrepancy: the fact that in order to ward off criticism and protest, reforms are often couched in very abstract terms open to multiple interpretations; the length and complexity of the reform circuit in a centralized educational system; the lack of administrative means through which to oversee implementation; teachers’ capacity to resist reform, both individually and collectively. This half-conservative, half-liberal educational regime is likely to increase inequalities across social and ethnoracial lines for two main reasons. The first is that the potential benefits of “universal” neoliberal policies promising greater choice and opportunity for all—and even of policies directly targeting working-class and ethnic minority students, such as widening participation schemes—are frequently only reaped by students in academic tracks, with a good school record, who are mostly upper- or middle-class and White. The second is that, under the traditional conservative regime, in addition to being the victims of these students’ advantages and strategies, working-class students also continue to be channeled and chartered toward educational tracks and then jobs located at the bottom of the educational and social hierarchy.

scholarly journals The Validity of Functional Threshold Power and Maximal Oxygen Uptake for Cycling Performance in Moderately Trained Cyclists

Sports ◽  
2019 ◽  
Vol 7 (10) ◽  
pp. 217 ◽  
Author(s):  
Arne Sørensen ◽  
Tore Kristian Aune ◽  
Vegar Rangul ◽  
Terje Dalen
Keyword(s):  
Oxygen Uptake ◽  
Maximal Oxygen Uptake ◽  
Local Level ◽  
Cycling Performance ◽  
Threshold Power ◽  
Mountain Bike ◽  
Mean Power ◽  
Valid Test ◽  
The Mean ◽  
And Performance

Cycling is a popular sport, and evaluation of the validity of tests to predict performance in competitions is important for athletes and coaches. Similarity between performance in sprints in mass-start bike races and in the laboratory is found, but, to our knowledge, no studies have investigated the relationship between laboratory measurements of maximal oxygen uptake (VO2max) and functional threshold power (FTP) with performance in official mass-start competitions. The purpose of this study was to evaluate the validity of a 20 min FTP test and VO2max as predictors for performance in an official mountain bike competition. Eleven moderately trained male cyclists at a local level participated in this study (age: 43 ± 5.1 years; height: 183.4 ± 5.4 m; weight: 84.4 ± 8.7 kg; body mass index: 25.1 ± 2.1). All subjects performed a 20 min FTP test in the laboratory to measure the mean power. In addition, the subjects completed an incremental test to exhaustion to determine VO2max. These two laboratory tests were analyzed together with the results from a 47 km mass-start mountain bike race, with a total elevation of 851 m. A significant relationship was found between the mean relative power (W/kg) for the 20 min FTP test and performance time in the race (r = −0.74, P < 0.01). No significant correlation was found between VO2max and cycling performance for these subjects (r = −0.37). These findings indicate that a 20 min FTP test is a more valid test for prediction of performance in mass-start bike races than a VO2max test for moderately trained cyclists.

scholarly journals TEAviisari – benchmarking health promotion capacity-building in Finnish municipalities

2019 ◽  
Vol 29 (Supplement_4) ◽  
Author(s):  
V Saaristo ◽  
P E S Hakamäki ◽  
J K Ikonen ◽  
N S Saukko ◽  
K K Wiss ◽  
...  
Keyword(s):  
Health Promotion ◽  
Capacity Building ◽  
Local Level ◽  
National Policy ◽  
High Coverage ◽  
Management Planning ◽  
Upper Secondary ◽  
Objective Indicators

Abstract Issue In Finland, municipalities are responsible for promoting public health on local level. However, there hasn’t been comparable nationwide information on health promotion processes and resources in different municipalities available. In order to enhance evidence-based management, a nationwide online database and user interface called TEAviisari (http://teaviisari.fi/en/) was released in 2010. Description TEAviisari is based on a generic health promotion capacity-building framework consisting of seven dimensions: commitment, management, monitoring and needs assessment, resources, common practices, participation, and other core functions. Each dimension consists of several indicators. TEAviisari aims to make measures taken by local authorities visible and to provide comparable and objective indicators for the management, planning, and evaluation of health promotion activities in different sectors of administration in all municipalities. Results Most of the data are collected biennially with an electronic form by municipal informants, and complemented with register data. Sectors covered are primary health care; comprehensive, upper secondary and vocational education; sport and physical activity; culture; and municipal management. Exceptionally high coverage (76%-97%) supports the quality of the follow-up data. In order to simplify the interpretation, all data are displayed as summary scores ranging from zero to 100, where 100 stands for a desirable quality. It is possible to drill down into more detailed information, all the way down to single indicators. Lessons Our work shows that it is possible to collect comparable data on health promotion practices and resources in municipalities. TEAviisari offers access to relevant, interpreted information for decision-makers on all levels, serving as an assessment and planning tool for the local government, making their actions transparent to the residents, and providing information for national policy-making.

Performing Family Photographs

2016 ◽  
Vol 5 (2) ◽  
pp. 30-46
Author(s):  
Krystal Bresnahan ◽  
Alyse Keller
Keyword(s):  
Photo Elicitation ◽  
Family Experiences ◽  
Self And Other ◽  
Family Photographs ◽  
And Performance ◽  
A Performance

Historically, scholars have treated photography and performance as separate aesthetic entities. However, the authors show how combining a performance-based analysis with photo elicitation can generate new possibilities for remembering family experiences of divorce and illness. They purposefully frame photographs as performances, questioning how they are used in photo elicitation and how meanings are made through the embodied acts of the researchers. They use family photographs in their interviews to create a dialogical performance, bringing self and other together to question, explore, and challenge one another's experiences and understandings.

scholarly journals Affective factors influencing fluent performance: French learners’ appraisals of second language speech tasks

2016 ◽  
Vol 21 (6) ◽  
pp. 699-716 ◽  
Author(s):  
Judit Kormos ◽  
Yvonne Préfontaine
Keyword(s):  
Second Language ◽  
Adult Learners ◽  
Native Speakers ◽  
Task Completion ◽  
Affective Factors ◽  
Task Motivation ◽  
Perceived Success ◽  
And Performance ◽  
Objectively Measured

The present mixed-methods study examined the role of learner appraisals of speech tasks in second language (L2) French fluency. Forty adult learners in a Canadian immersion program participated in the study that compared four sources of data: (1) objectively measured utterance fluency in participants’ performances of three narrative tasks differing in their conceptualization and formulation demands, (2) a questionnaire on their interest, task-related anxiety, task motivation, and perceived success in task-completion, (3) an interview in which they elaborated on their perceptions of the tasks, and (4) subjective ratings of their performances by three native speakers. Findings showed the cognitive demands of tasks were associated with learners’ affective responses to tasks as well as objective and subjective measures of fluency. Furthermore, task-related anxiety and perceived success in task completion were the most important affective factors associated with fluent task performance, whereas interest and task motivation were correlated with native speakers’ fluency ratings. These results are discussed in terms of how task design and implementation can contribute to enhanced task motivation and performance in the classroom.

scholarly journals Performance as Critical Resistance: Playwriting and Public Sociology

SAGE Open ◽  
2021 ◽  
Vol 11 (2) ◽  
pp. 215824402110233
Author(s):  
Sylvia Grills
Keyword(s):  
Social Action ◽  
Social Issues ◽  
Local Level ◽  
Academic Research ◽  
Knowledge Mobilization ◽  
Community Members ◽  
The Arts ◽  
Community Organizers ◽  
And Performance ◽  
Critical Resistance

In this article, I argue that playwriting and performance can act as powerful forms of activism that bridge academic work and public engagement. I analyze my experiences writing and producing a stage production that mobilizes knowledge from my research about queer antiracism in Toronto. This methodological discussion is contextualized within the current political moment that positions work in the humanities as irrelevant and elitist. Performance as a method of knowledge mobilization emerged from interviews with queer peoples and community organizers. I found through conversations with participants that academic forms of knowledge mobilization, such as publishing in peer-reviewed journals, would not necessarily be accessible to community members or appropriate for encouraging discussion and social action at the local level. Participants suggested a range of antiracism organizing strategies, most of their suggestions centered on increasing the understanding and the value of the arts. I decided to meet the challenge of engaging in effective knowledge mobilization that would be in service to the community by developing a stage production called We without You that focuses on the opinions and experiences of participants. I found that producing a stage production based on academic research had powerful social effects that are not possible through traditional knowledge dissemination methods. This article encourages academics to broaden their ideas about effective knowledge mobilization; to position their work as useful and relevant to social issues and as a means of critical resistance against polarization within and outside academia.

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