Nourishing Through Dialects of Care: Linguistic Hospitality and Identity in a Hiroshima Kodomoshokudō

The current study aims to provide an understanding of how the relationships between standard and non-standard varieties of the Turkish language are perceived by young people of Turkish Cypriot descent within the context of Turkish complementary schools in London. These schools are set up by diasporic communities to fight/reverse language shift and loss. They are also political spaces where cultural and linguistic practices are legitimised and delegitimized to help create an imagined community. Hence they provide rich contexts to investigate young people’s perceptions of standard and non-standard varieties of languages. This study specifically draws on interview data of eight UK-born Turkish Cypriot young people, collected through a 13-month ethnographic study in a London-based Turkish complementary school. The results of the thematic analysis of the participants’ discourses showed that the participants thought that the role of the Turkish school was to teach the ‘proper’ variety, i.e. standard Turkish. Through the lens of Bourdieu’s capitals, the results indicated that the participants believed that acquiring this variety would make them become more ‘educated.’ However, some participants problematised the seemingly straightforward association between standard varieties and positive perceptions of their speakers, which raises important questions about rethinking the position of non-standard varieties in education.

In some parts of the Caribbean, such as in rural areas of Jamaica, Guyana, and Belize, the nonstandard speech is an English-influenced creole language in which the vocabulary is largely English but the phonology, morphology and syntax of speech diverges sharply enough from standard English for fluent speakers to be unintelligible to English listeners. In such a situation, a bidialectal languageeducation program for school-age speakers is a tenable goal. But a developmental program in the nonstandard language alone and in conjunction with a change in community attitudes toward nonstandard speech, such as has been advocated1 in the United States of America, would be an unrealistic endeavor. The simple reason for this conclusion is that communicative competence in the nonstandard speech does not co-exist with a constant and reliable mutual intelligibility between standard and nonstandard speakers. In most parts of the Caribbean, there also exists a pattern of speech known as the Caribbean mesolect, which is a varied range of nonstandard speech that bridges the linguistic gap between creole and standard English. It is generally intelligible to speakers of both. In classrooms with completely mesolectal populations, it should, in theory, be possible to follow a monodialectal developmental program in the mesolect, with an appropriate reorientation of community attitudes, such as has been referred to in the paragraph above. Even in classrooms with mixed creole and mesolectal populations, it should, in theory, be possible to follow such a program, since most creole speakers can shift into a mesolectal form of speech when the occasion demands it, although they might be uncomfortable in doing so.

“Glocalization” in medical education: A framework underlying implementing CBME in a local context

This article examines the potential of pedagogical translanguaging in a community/heritage language context. With focus on Arabic as a multidialectal and multiglossic language, the paper primarily examines the function of translanguaging practices in teacher-learner and learner-learner interaction to construct and negotiate linguistic knowledge in the standard variety of the language. The results show that the learners’ linguistic repertoires (multiple varieties of Arabic and English) are actively and dynamically employed in the exchanges to negotiate linguistic knowledge (lexical and grammatical) in a setting that venerates the standard variety as a medium of instruction with a monolingual policy. Also, the results show how these multidialectal practices are sometimes utilised to acknowledge and give voice to the heritage learners’ dialectal identities. It is argued that community/heritage language learning contexts are ideal translanguaging spaces in which heritage language learners find ample opportunities for identity negotiation and knowledge construction. These opportunities are augmented in a classroom atmosphere that gives legitimacy to their dialects and challenges the monolingual ideology. Pedagogical implications are discussed for Arabic heritage and mainstream second language programmes with heritage learners.

The aim of this study was to investigate child health-care coordinators' experiences of being a facilitator for the implementation of a new national child health-care programme in the form of a web-based national guide. The study was based on eight remote, online focus groups, using Skype for Business. A qualitative content analysis was performed. The analysis generated three categories: adapt to a local context, transition challenges and led by strong incentives. There were eight subcategories. In the latent analysis, the theme 'Being a facilitator: a complex role' was formed to express the child health-care coordinators' experiences. Facilitating a national guideline or decision support in a local context is a complex task that requires an advocating and mediating role. For successful implementation, guidelines and decision support, such as a web-based guide and the new child health-care programme, must match professional consensus and needs and be seen as relevant by all. Participation in the development and a strong bottom-up approach was important, making the web-based guide and the programme relevant to whom it is intended to serve, and for successful implementation. The study contributes valuable knowledge when planning to implement a national web-based decision support and policy programme in a local health-care context.

The relevancy of standard vs nonstandard speech and language patterns is examined relative to its impact upon our academic training as speech clinicians and upon our clinical competences. Suggestions are made regarding new directions our profession should consider; some of the manifold implications to the clinician are presented and discussed.

Pragmatic competence can be regarded as one of the pillars of language competence and it involves the effective use of speech acts, which can be defined as carrying out actions through utterances. In second/foreign language contexts, using speech acts effectively grows highly significant mainly for two reasons: i) speech acts are fundamental to communication, ii) speech acts reflect the basic social norms and cultural values of the target speech community. Although speech acts such as requests, apologies and refusals have been investigated in a plethora of studies, suggestions have received relatively limited scholarly attention in the English as a second/foreign language (ESL/EFL) contexts, and in particular, in a writing medium. As such, this qualitative study aims to investigate how Turkish EFL adult learners suggest in English in a writing medium. The data were collected by using a scenario-based task which helped elicit how the participants suggested and what kind of linguistic strategies and elements they used while making suggestions. The results of the qualitative content analysis demonstrated that the most commonly used suggestion type was “conventionalized” whereas “direct strategies” remained scarce. Moreover, it was found that the participants mostly used “possibility” and “should” as suggestion strategies. Overall, the findings suggested that the participants tried to render their suggestions as less face-threatening as possible by lessening the degree of imposition placed on the hearer while being as cooperative as possible, a tendency which can be deduced from the frequent use of “we can” structure.

BackgroundMagnet hospitals, a concept developed in the U.S., have been associated with improved nurse recruitment and retention, and better patient outcomes. Magnet principles may be useful to address workforce challenges in European hospitals, but they have not been implemented or evaluated on a large scale in the European hospital context. ObjectiveThis study aims to explore the initial phase of implementing Magnet principles in 11 acute care hospitals in six European countries. The specific objectives of the study were to investigate the type of work that characterises the early phase of implementation and how implementation leaders engage with their context. MethodsA multinational qualitative study was conducted, with data from 23 semi-structured, one-to-one interviews with implementation leaders in 11 acute care hospitals in six European countries. Thematic analyses guided the analysis of data. FindingsThree themes of core work processes during the early phase of implementing Magnet principles in European hospitals were identified. The first theme, ‘Creating space for Magnet’, describes how work was directed towards creating both political and organisational space for the project. The second theme, ‘Framing to fit: understanding and interpreting Magnet principles’, describes the translational work to understand what the Magnet model entails and how it relates to the local hospital context. Finally, the third theme, ‘Calibrating speed and dose’, describes the strategic work of considering internal and external factors to adjust the process of implementation. ConclusionsThe first phase of implementation was characterised by conceptual and relational work; translating the Magnet concepts, considering the fit into existing structures and practices and making space for Magnet in the local context. Understanding the local context played an important role in shaping and guiding the navigation of professional and organisational tensions. Hospitals employed diverse strategies to either emphasise or downplay the role of nurses and nursing to facilitate progress in the implementation.

Trends in telephonic comprehensive medication review in the United States from 2000 to present: a scoping literature review

Korean Abstract: 2015년 10월 EU는 신통투자전략을 발표하여 2006년 이래 지속되어온 통상정책의 새로운 기조를 이어나갔다. EU 차원에서 보다 강력하고 광범위한 통상투자정책의 수단을 구사하여 해외시장 접근성을 강화하고, EU의 이해가 걸려 있는 비관세, 서비스, 지재권, 지속가능발전 이슈 등을 상대국에 관철시켜나가고자 한다. EU의 이러한 움직임은 EU 규범의 글로벌화를 촉진하고, 신통상정책의 주요 수단인 FTA를 통해서 역내 고용과 성장에 큰 도움을 주고자 하는 분명한 목표를 갖고 있다. 이 연구는 EU 신통상정책을 심도있게 분석하여 EU의 이러한 의도가 어떻게 구현되고 있는지를 살펴보고 있다. 아울러 EU의 신통상정책이 한국의 통상정책의 방향과 내용에 주는 시사점을 찾고자 하였다. English Abstract: Since the Global Europe Initiative in 2006, the EU has conducted active trade policy measures to contribute to economic growth, job creation and social cohesion in the community. One of the conspicuous features of the new trade policy is that the EU does its best to support EU companies to benefit from better market access through new trade policy tools. Comprehensive and high-leveled bilateral FTA initiatives, among others, have rapidly emerged as a major tool of the new trade policy to achieve the goals. The aim of the research is to illuminate how the goals of the new trade policy have been achieved through EU's FTA strategies. To do this, this research focuses on the three topics of EU standards, evaluation process of market openness and the global value chain (GVC), that is, how much EU's FTA strategies have contributed to achieving globalization of EU standards, job creation through careful evaluation processes and economic growth of the community by utilizing GVCs.... (The rest is omitted.)

This study of the South African variety of English is an exercise in the sociology of language conducted mainly within the conceptual framework and methodology created by William Labov. It accepts that social process and social structure are reflected in patterns of covariation involving linguistic and social variables, and in attitudes to different varieties of speech within the community. This premise is pursued here in its historical implications: linguistuic evidence in present-day speech patterns of earlier states of the society and of the social, political and cultural changes that have brought about the present state. The second main focus in this volume is directed at the concept of ‘standard variety’, that is the social attributes and functions of a formal speech pattern for which the status of standard might be claimed.

The significance of digital assistive technology in everyday life of people with disabilities has been continuously increasing during the last decade. An important example is that of the development of mobile apps which are suitably adapted for use by sensory-deprived people. We are involved in developing two such initiatives. The first offers interactive indoor navigation for blind and visually impaired persons, while the second offers deaf people a user-friendly environment for text depiction of the verbal speech, even when the articulation is defective, which is usually the case when the speaker is deaf. Despite the possible benefits of these apps, this does not necessarily signify automatic acceptance. This study aims to examine factors that may inhibit take up, in order to obviate these as much as possible. Factors contributing to the acceptance of technology may be complex, such as ‘perceived usefulness’, ‘self-efficacy’ and ‘social influence’. An exploratory study of this issue will accrue qualitative evidence from the potential users. The paper concludes by presenting recommendations for the development of a tentative modified Technology Acceptance Model that considers the special circumstances around technology use by disability cohorts, to be tested as the research continues. Keywords: Technology acceptance model, blind and visually impaired, deaf, mobile apps, qualitative analysis.

Although fears are part of normal development, the living environment of HIV/AIDS affected children is conducive to the development of particular fears. This study examined the fears of 39 South African children (7–13 years) living in a low socioeconomic community with a high prevalence of HIV/AIDS. The aim was to consider if these children were a special population with regard to their fears. The Free Option Method was used to identify the children's fears. Data were analyzed by means of a priori thematic analysis, followed by a qualitative analysis. The expressed fears could be described with fear categories previously reported by normative samples. The wild animal category and specifically snake fears were reported most. The second analysis revealed a substantial minority of fears reflecting life in the South African HIV/AIDS affected context. It was concluded that the children represented a normative population who experienced particular fears due to their special circumstances. Further investigation of HIV/AIDS affected children's fears and related psychological issues is recommended.

Based on an exponentially increasing number of academic articles, discovering and citing comprehensive and appropriate resources have become non-trivial tasks. Conventional citation recommendation methods suffer from severe information losses. For example, they do not consider the section header of the paper that the author is writing and for which they need to find a citation, the relatedness between the words in the local context (the text span that describes a citation), or the importance of each word from the local context. These shortcomings make such methods insufficient for recommending adequate citations to academic manuscripts. In this study, we propose a novel embedding-based neural network called dual attention model for citation recommendation (DACR) to recommend citations during manuscript preparation. Our method adapts the embedding of three semantic pieces of information: words in the local context, structural contexts,1 and the section on which the author is working. A neural network model is designed to maximize the similarity between the embedding of the three inputs (local context words, section headers, and structural contexts) and the target citation appearing in the context. The core of the neural network model comprises self-attention and additive attention; the former aims to capture the relatedness between the contextual words and structural context, and the latter aims to learn their importance. Recommendation experiments on real-world datasets demonstrate the effectiveness of the proposed approach. To seek explainability on DACR, particularly the two attention mechanisms, the learned weights from them are investigated to determine how the attention mechanisms interpret “relatedness” and “importance” through the learned weights. In addition, qualitative analyses were conducted to testify that DACR could find necessary citations that were not noticed by the authors in the past due to the limitations of the keyword-based searching.

In ESL or EFL countries like Bangladesh, many students are concerned about their pronunciation because it affects their self-esteem. To address this sensitive yet under-researched issue, this paper delves into the benefits and challenges faced by Bangladeshi tertiary level students regarding “standard” American and British English accents. Qualitative data analysis involved conducting semi-structured interviews with six undergraduate and postgraduate students of a Bangladeshi private university. Findings revealed that proficient language participants had more positive experiences and views on “standard” English accents, while those with lower English competence expressed less confidence. Both those with low and high English proficiency were aware that the use of a “standard” English accent is beneficial for job purposes and for conforming to social norms of adhering to a “standard” variety. Finally, it was found that a Bangladeshi English accent may help create a distinctive identity. However, some participants opined that going above and beyond to create a Bangladeshi English accent is neither worth it nor warranted, as Bangla is quite a stable language. Keywords: English accent, American English, British English, standard accent, standard variety