ORCID Profile
0000-0003-4219-2760
Current Organisation
UNSW Sydney
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Publisher: Equinox Publishing
Date: 23-05-2016
Publisher: Springer Science and Business Media LLC
Date: 28-06-2023
DOI: 10.1007/S10993-023-09661-8
Abstract: Family language policy (FLP) is increasingly recognised as a distinct domain of language policy concerned with the family as an arena of language policy formulation and implementation. While FLP is a relatively new research area, its conceptualisation of family and language practice requires re-examination due to social changes and technological developments, including the expansion of digital communication within families and the rise of globally dispersed families a product of global migration and transnationalism. In this systematic review of migrant FLP research, we investigate how the notions of family and language practice are conceptualised in research. Following the Preferred Reporting Items for Systematic Reviews and Meta-Analyses (PRISMA) guidelines, we identified a total of 163 articles for analysis. Our analysis reveals that the majority of studies were conducted in nuclear families, i.e., those consisting of a father, a mother, and one or more children. Studies also tend to conceptualise the family as fixed and physically located in one place. Paradoxically, around half of the studies acknowledge the presence of geographically dispersed family relations, but this does not necessarily affect their conceptualisation of what comprises a family. Language practice was conceptualised as physical and face-to-face communication in 51% of instances, with only 11% incorporating an analysis of digital communications. Based on our review, we recommend that FLP researchers researching migrant families reconceptualise the family as geographically dispersed and language practice as digital and multimodal when necessary. Such a reconceptualisation will help researchers understand the hitherto underexamined contributions of dispersed family members and multimodal digital communications in migrant FLP.
Publisher: Wiley
Date: 14-11-2018
DOI: 10.1002/TESQ.484
Publisher: Emerald Group Publishing Limited
Date: 29-09-2015
Publisher: Routledge
Date: 16-10-2015
Publisher: SAGE Publications
Date: 11-2013
Abstract: Doctoral writing in the visual and performing arts poses many challenges for the academy, not the least of which is accounting for the possible relations which can hold between the written and creative erformed components of a doctoral thesis in these fields. This article proposes that the interrelations between the two components in doctoral submissions of this kind can be theorized as being on a continuum of interrelations, with a number of key text types (or archetypes) being manifested. Through textual analysis of the written component only, the different possible relations can be distinguished through the ways in which the creative component is resemiotized in the written text, through both the verbal and visual semiosis of the written component. This enables us to identify a number of ways in which the ‘one’ project can be construed through its two different component parts, casting an important light on debates within the field in terms of the relations between creative practice and research.
Publisher: Wiley
Date: 05-11-2012
DOI: 10.1002/9781405198431.WBEAL0505
Abstract: Learning and teaching a language for specific rather than general purposes is an approach that began to develop after World War II and has shown continued growth since then, both theoretically and methodologically.
Publisher: Informa UK Limited
Date: 02-04-2002
Publisher: Springer US
Publisher: Springer International Publishing
Date: 31-07-2018
Publisher: Emerald Group Publishing Limited
Date: 25-04-2014
Publisher: Palgrave Macmillan UK
Date: 2018
Publisher: JSTOR
Date: 1994
DOI: 10.2307/3587208
Publisher: JSTOR
Date: 1997
DOI: 10.2307/3587849
Publisher: No publisher found
Date: 2021
Publisher: Elsevier BV
Date: 12-2017
Publisher: Wiley
Date: 06-2011
Publisher: Palgrave Macmillan UK
Date: 2018
Publisher: Wiley
Date: 13-09-2012
Publisher: Informa UK Limited
Date: 23-03-2023
Publisher: No publisher found
Date: 2018
Publisher: No publisher found
Date: 2020
Publisher: No publisher found
Date: 2019
Publisher: Informa UK Limited
Date: 28-09-2023
Publisher: Routledge
Date: 16-08-2017
Publisher: Elsevier BV
Date: 11-2020
Publisher: Elsevier BV
Date: 03-2021
Publisher: Elsevier BV
Date: 12-2012
Publisher: John Benjamins Publishing Company
Date: 08-2008
Publisher: Elsevier BV
Date: 07-2006
Publisher: DE GRUYTER
Date: 31-12-2015
Publisher: SAGE Publications
Date: 11-1997
DOI: 10.1177/026553229701400305
Abstract: In this article 'covert' language assessment refers to the implicit assessment of non-native speaking and writing that takes place when the focus of the assessment is on an examinee's understanding of an academic subject such as geography, history, biology or physics, and not on the examinee's language proficiency as such. Drawing on a larger study of assessment practices at the University of the Witwatersrand in Johannesburg, South Africa, the authors demonstrate that there was in some cases a lack of clarity in the extent to which proficiency in written English was taken into account in the assessment of the academic writing of second language students at the university. They argue that if universities are to be accountable to students, the criteria used in the assessment of assignments and examinations should be made explicit. More specifically, second language students need to know to what extent their performance on academic writing tasks is determined by the quality of their ideas and to what extent it is determined by the quality of their written expression - notwithstanding the complex relationship between them. Recommendations are made for the assessment of students in ter tiary institutions with multilingual student populations.
Publisher: Informa UK Limited
Date: 12-2012
Publisher: Palgrave Macmillan UK
Date: 2018
Publisher: Elsevier BV
Date: 09-2015
Publisher: University of Michigan Press/ELT
Date: 2016
DOI: 10.3998/MPUB.5173299
Publisher: Wiley
Date: 05-11-2012
DOI: 10.1002/9781405198431.WBEAL1011
Abstract: At a recent conference on discourse, one of the keynote speakers remarked during her presentation that the reviewer of a paper she had submitted for publication in an academic journal had asked for “more reflexivity.” What could this throwaway comment have meant? This entry aims to help readers think about what researcher reflexivity might mean and what the reviewer might have had in mind.
Publisher: Routledge
Date: 18-11-2016
Publisher: Wiley
Date: 13-09-2012
Publisher: No publisher found
Date: 2020
No related grants have been discovered for Sue Starfield.