Language in the Workplace

is an EFL teacher in secondary education. She holds a M.A. degree in 1EFL and she is a Ph.D. candidate at the Aristotle University of Thessaloniki. Her research interests include teaching English as a foreign language, needs-based course design, syllabus design and curriculum renewal, English for Specific Purposes, teacher development, and multilingualism/plurilingualism. She has participated in Greek and International Conferences and has published articles in journals.

In the media, migrant mothers are often portrayed as uneducated, having trouble learning a new language, and preferring to stay at home rather than entering paid employment. This article offers a contrasting point of view as a result of examining how two migrant women narrativize their experiences of language learning and working-life-related integration during a three-year period. Specific attention is paid to how the women make sense of their language use over time, and how this may have contributed to their integration into working life and the wellbeing of their families. Interview data was analyzed using the short story analytical approach, focusing on both the content and the various scales of context portrayed in the stories. The analysis is informed theoretically by the concept of investment. The findings indicate that, first, English was used when interacting with members and institutions of the Finnish society, but gradually the use of English was replaced by an emerging F...

In this paper, we offer an overview of the various themes that emerged in the course of AFinLA 2021 50-year Anniversary Symposium Language, change and society. After a brief review of the dialogical nature of this hybrid event and the heightened sense of reflexivity this belongs, we divide the 19 contributions to this yearbook into four thematic groups: (1) accommodating reform in language and in education policy, (2) evolving practices in language learning and teaching, (3) technologically mediated teaching environments, and (4) the digitization of work and everyday life. Taken together, the different contributions give a good indication of how changes in society are reflected in applied language studies in Finland.

This study examined the effects of learners' regulatory focus, task type, and the match/mismatch between the two on task engagement. Eighty-five learners of English as a second language at a US-American university completed a regulatory focus questionnaire, an English proficiency self-assessment, one task with a promotion focus (requiring creativity and imagination), one task with a prevention focus (requiring attention to detail and accuracy), and finally a post-task engagement questionnaire. Results showed that (1) the promotion task resulted in significantly higher levels of task enjoyment, whereas the prevention task led to higher cognitive engagement; (2) learners' prevention focus positively predicted task anxiety in both tasks and negatively predicted task enjoyment in the promotion task, whereas the promotion focus positively predicted task enjoyment in the promotion task; and finally, (3) prevention-focused learners experienced greater enjoyment in the prevention task (matching) than in the promotion (mismatching) task, whereas promotion-focused learners experienced more enjoyment in the promotion (matching) task than in the prevention task (mismatching) supporting regulatory fit predictions. The results highlight the importance of regulatory focus and fit in task engagement.

Based on correlational and factorial analysis of data collected from 384 middle and high school students in South Korea, Al-Hoorie et al. (2024) claimed the existence of a discriminant validity crisis within the L2 motivational self-system research tradition and advocated for abandoning research in this area. In this response, we critically examined the evidence presented, re-analyzed their data, and argued that their findings actually support the discriminant validity of the target scales. We also discussed issues related to the design and implementation of their study and refuted their assertion regarding a discriminant validity crisis in this field. Finally, we emphasized the necessity of prioritizing definitional validity in the ongoing methodological reforms of L2 motivation research.

Below we provide greater detail on the methods used in data collection and analysis and describe the collaborative nature of this project. Getting permission to observe in a university residence hall is not easy. In this case, the project was made possible by the endorsement of a highly placed administrator in Residence Life. This support was crucial in convincing other university leaders that the project should be allowed. We also had to obtain approval from the Institutional Review Board (IRB), which is designed to protect human subjects. The IRB, for instance, required that we fully disclose our faculty-instructor statuses to the students. The women knew we were researchers from the moment they moved onto the hall, as the IRB required us to post fl yers explaining our presence on the fl oor. We even made an announcement at the fi rst fl oor meeting. The IRB stepped outside of its usual bounds in asking that the university's legal counsel review the study-presumably to ensure that the university was protected. This pro cess added months onto IRB review and resulted in the creation of a 10,000-word document explaining our roles in the site and how we would respond to any eventuality. We were not permitted to observe any illegal or dangerous activity. The IRB did not ask us to conceal the name of the university. We ultimately chose to use a pseudonym because this book is not specifi cally about MU and should not be read as such. We are confi dent that our women's stories would have been similar at other residential four-year institutions with a

En esta comunicación nos proponemos demostrar la importancia que reviste la práctica teatral en la formación superior y/o universitaria de futuros docentes. Entendemos la práctica teatral en un sentido amplio como una fuente de recursos y herramientas primordiales para mejorar la performance de los futuros docentes. Dicha práctica abarca numerosos aspectos de la comunicación tales como el lenguaje verbal, el no-verbal, el paraverbal y por supuesto el ethos comunicativo. El objetivo de la implementación de las técnicas teatrales es favorecer la adquisición de la lengua-cultura meta; desarrollar la competencia comunicativa y lograr la transmisión efectiva del mensaje, entre otros. Así, algunos aspectos de la oratoria y la foniatría también formarán parte de una propuesta de seminario integral que aquí presentamos, siendo éstos elementos ineludibles tanto en la práctica teatral en sí misma, como en el desempeño profesional de futuros docentes en lengua-cultura extranjera.

En esta comunicación nos proponemos demostrar la importancia que reviste la práctica teatral en la formación superior y/o universitaria de futuros docentes. Entendemos la práctica teatral en un sentido amplio como una fuente de recursos y herramientas primordiales para mejorar la performance de los futuros docentes. Dicha práctica abarca numerosos aspectos de la comunicación tales como el lenguaje verbal, el no-verbal, el paraverbal y por supuesto el ethos comunicativo. El objetivo de la implementación de las técnicas teatrales es favorecer la adquisición de la lengua-cultura meta; desarrollar la competencia comunicativa y lograr la transmisión efectiva del mensaje, entre otros. Así, algunos aspectos de la oratoria y la foniatría también formarán parte de una propuesta de seminario integral que aquí presentamos, siendo éstos elementos ineludibles tanto en la práctica teatral en sí misma, como en el desempeño profesional de futuros docentes en lengua-cultura extranjera.

Exclusion is the main predicament faced by people with disabilities across contexts and cultures. That is why inclusion is at the heart of disability concerns, both academic and non-academic. Yet, astoundingly, it is one of the least academically studied concepts, especially from the perspective of a person with disability, and particularly regarding how inclusion is accomplished through discourse and technology at the micro level in communication across ability-status. To understand how inclusion works in the real lives of persons with disabilities is to eliminate discrimination that occurs at both interactional and social levels, the former of which is rarely researched. Analyzing the process of inclusion, moreover, sheds insight into the collaborative process of social action. Inclusion is thus pivotal to understanding the nature of disability and human agency and their relationship to language and technology.

This book––which integrates past and new research into a single manuscript that addresses critical, timely issues in disability research, answers recent key calls, and, in turn, fills in a number of main gaps in discourse analysis and disability studies. This is indeed the best and the worst of times as far as disability is concerned. Socio-politically, since the financial meltdown and the Arab Spring, the world has been afflicted with continuous, escalating unrest. As persons with disabilities are the first to suffer in dire circumstances (Goodley, 2011), the necessity in such times to research and document the contributions that those with disabilities can make to their own lives and those of others (i.e., to validate their agency) is axiomatic. Academically, there is a burst of new interest and energy in research that deals more intimately with people with disabilities. These studies have been driven by a new wave of disability researchers who demand a new research direction––more ‘non-white’ research, more discursive research, more exploration of personal experiences, and more technologically-oriented studies. This book meets these criteria; it can propel forward this wave of research and push the boundaries of disability studies, a field that is at a crossroads (Watson et al., 2012), but lacks guidance. It knows where it is generally heading; however, it has no inkling about how to get to the desired destination. This is where this book comes in––it shows how to do the research required to demonstrate disability in (inter)action.

This book is a qualitative examination with much larger implications. The project builds on and extends a longitudinal, ethnographic case study analysis of the discourse, narratives and use of new media technology of one man with quadriplegia to combat the marginalization and isolation afforded to him by the cultural ideologies towards disability in Oman, the Islamic Arab country in which he resides. The book’s power stems from it being an emic view of how inclusion takes place at discursive and non-discursive levels, using the latest linguistic and multimodal frameworks. The book is based in an Arabian context, but keeps in mind global applications. The in-depth multimodal analysis makes the point that technology is an important resource by which persons with disability can construct agentive identities and negotiate social inclusion, while also demonstrating how this occurs. The book also illustrates the role that language plays in shaping the experience of disability. Collectively, the book illustrates the necessity of going beyond bounded texts when dealing with identities constructed by individuals with disabilities and the need to deconstruct taken-for-granted binary categories of what does and does not constitute disability and ability, normal and abnormal, and so on.
This is a book for all: It is for students and academics interested in how to apply linguistics and multimodal research to address real social issues. It is also a book for students and academics in disability studies. It is, moreover, for activists and policy makers in the field of disability. It further is a book for and about persons with disabilities and for anyone interested in a story of human triumph and the power of the soul to overcome all adversity.

In many respects, this book is more than a scholarly description of the process of inclusion in the experience of disability. It is a testimony to the life lived by a close friend of mine and a research participant who I met in 1994. It archives his daily struggles and triumphs and his family’s role in doing the best they can, given the limited resources they have. It also records the role played by a Middle Eastern country in striving, albeit sometimes failing, to implement the belief that disability is not just a biomedical problem; it also is a social cause. Most importantly, the book documents the agency that a person with a disability, who seemingly has no power, exercises and his creative and visionary side. This process actually changed him as a person: In 2002, Yahya was a man with a disability ignored by everyone in his close circles. In 2012, he became a scholar––a person with an enlightened identity, whom people online and offline turn to for guidance on matters such as politics, religion and the nature of life. By documenting his decade-long narrative using a systematic, analytical method, I hope it inspires others to reach for the stars. It is further hoped that the book engages in disability studies, motivates academics to investigate inclusion from a multimodal perspective, and inspires students to do academically conscious research that brings about social change.

González-Lloret, M. (2012). Usos de la Red para el desarrollo de competencias: Desde la gramática hasta la interculturalidad. In C. Hernández González, C. Carrasco Santana Santana, & E. Álvarez Ramos (Eds.), La Red y sus aplicaciones a la enseñanza del español como lengua extranjera (pp. 61–70). Secretaría de Publiaciones de la Universidad de Valladolid. http://cvc.cervantes.es/ensenanza/biblioteca_ele/asele/asele_xxii.htm

Emerging communication practices in digitally mediated professional settings have changed the paradigm of current workforce requirements. This paper presents the results of a survey on the way people communicate virtually in the workplace and the specific needs that have been detected concerning virtual communication practices. The survey itself was carried out within the context of CoMoViWo, a European Erasmus Project which involves the participation of five European countries. Specifically, the current study carries out a contrastive analysis of the results of the needs analysis of Spanish and Finnish users of digital communication tools. The data obtained from the study highlights the differences found with regard to the communicative strategies preferred by the virtual workers of both countries. Although they all need to communicate formally on most online tools, Spanish workers prefer more informal registers in emails and social networking than Finnish virtual workers. Also, Sp...

The market economy, which is the driving force behind recent changes in the working dynamics of businesses and institutions, is compelling stakeholders in education to facilitate the acquisition of communicative competency in a second or foreign language as a means of preparing the workforce for mobile or virtual work. The CoMoViWo project, financed by the European Union's Education, Audiovisual and Culture Executive Agency (EACEA), aims to improve the employability of graduates by developing literacy training for virtual communication. The innovative aspect of this project is the fusion of communication, technology and multiculturality in association with business enterprises. The present study focuses on the first phase of the project, whose aim is to obtain information concerning the real needs detected in mobility and virtual communication in the workplace. After a preliminary study of the literature it was found that one of the most common instruments for carrying out needs analyses was the questionnaire. Therefore, the questionnaire was taken as a tool for the present study. As a result of the fieldwork carried out in the elaboration and filtering of the items in the questionnaire, the validity of the instrument was verified. The questionnaires were then piloted in the different companies involved in the project. Analysis of the results provided the necessary feedback for the design of the prototype of intensive modules to improve the use of a foreign language in a virtual and mobile context in the workplace, which is the ultimate objective of the present project.

Facing the new and the unknown, which happens when communicating in a formal oral situation, is a process marked with feelings of both anxiety and uncertainty. A game can help reduce the anxiety involved in our affective or emotional reaction when we are afraid of being negatively judged by strangers.

Concerns have recently been raised about the validity of scales used in the L2 motivational self system tradition, particularly in relation to sufficient discriminant validity among some of its scales. These concerns highlight the need to systematically examine the validity of scales used in this tradition. In this study, we therefore compiled a list of 18 scales in widespread use and administered them to Korean learners of English (N = 384). Testing the factorial structure of these scales using multiple exploratory and confirmatory factor-analytic criteria revealed severe discriminant validity issues. For example, the ideal L2 self was not discriminant from linguistic self-confidence, suggesting that participant responses to such ideal L2 self items is not driven by actual-ideal discrepancies as previously presumed but more likely by self-efficacy beliefs. We discuss these results in the context of the need to encourage systematic psychometric validation research in the language motivation field.

This chapter discusses how sociolinguistic research has been influenced by the extension of capitalist processes and neoliberal forms of government. Firstly, it examines how languages and multilingualism have been studied in relation to the social transformation produced within new economies, and discusses the new concepts that have been developed for this purpose, such as, the linguistic market, value, and language commodification. Secondly, it explores how languages have also come to play a key role in neoliberal forms of governance of our societies, that extend the logic of the market throughout public and private life and have an impact on linguistic practices. The conceptualisation of language as a personal asset contributes to the creation of self-entrepreneurial speakers, who learn languages to compete more strongly in the job market, and also demands the development of new approaches and methodological tools within sociolinguistic research. Finally, the paper discusses how within this frame of capitalist economy and neoliberal governmentality, multilingualism is in fact turning into Englishisation, as long as this language has a weight in the market that is recognized and used by the speakers to move in society and in the labour market, once they have internalized they must compete and be profitable.

The global financial crisis, the implosion of the local economy in Cyprus, as well as European and global trends pertaining to the modernization of Higher Education (HE), have urged educational administrators, departments and faculty members to rethink the mode of delivery of their traditional faceto-face courses and redesign them with the support of electronic online platforms, Moodle is a case in point, in blended learning mode or entirely in Distance Learning mode and thus increase student enrollement and satisfaction as well as minimize costs for their respective institutions. Towards these goals the utilization of the Moodle Learning Management System has been in a gradual manner widely accepted and has been increasingly gaining popularity at the European as well as at the global level in helping converting traditional courses into online ones apart from introducing options for blended learning. In this paper, I present initially the rationale behind the need to redesign and deliver a Bachelor degree in Business Administration in Distance learning mode in the first language of the majority of the enrolled students, Greek. Then I move on to describe the steps taken in order to offer for the first time the course BADM231 (Business Communications) in Greek using the Moodle Learning Platform to convert the traditionally taught course while I also present and discuss the associated challenges prior to launcing the course in entirely Distance Learning Mode in Spring 2018. Finally I briefly report on the solutions saught and their implementation and I close by setting the goals for the future.

The global financial crisis, the implosion of the local economy in Cyprus as well as European and global trends pertaining to the modernization of Higher Education, have urged educational administrators, departments and faculty members to rethink the mode of delivery of their traditional face-to-face courses and redesign them with the support of electronic online platforms, Moodle is a case in point, in blended learning mode or entirely in Distance Learning mode and thus increase student enrollement and satisfaction as well as minimize costs for their respective institutions. Towards these goals the utilization of the Moodle Learning Management System has been gradually widely accepted, which has been increasingly gaining popularity at the European as well as at the global level in helping converting traditional courses into online ones apart from  introducing options for blended learning. In this paper, I present initially the rationale behind the need to redesign and deliver a Bac...

Symposiumin teemaksi valittiin "Menetelmällisiä käänteitä soveltavassa kielentutkimuksessa", sillä viime vuosina kiihtynyt digitalisaatio sekä lisääntynyt tietoisuus yhteiskunnan monimuotoisuudesta ovat haastaneet myös kielentutkijoita hiomaan ymmärrystään kielen käytön, oppimisen ja kommunikaation moninaisuudesta. Yhteiskunnallinen muuntuminen tuo mukanaan tarpeen arvioida ja määritellä soveltavan kielentutkimuksen menetelmiä uudelleen. Symposiumin kutsuttuja puhujia olivat Juha Jalkanen Jyväskylän yliopistosta, Malene Charlotte Larsen Aalborgin yliopistosta sekä Ray Wilkinson She eldin yliopistosta. Heidän esitystensä lisäksi symposiumin teemaa käsiteltiin 55 esitelmässä ja posterissa laaja-alaisesti soveltavan kielitieteen eri osa-alueiden lähtökohdista. Symposiumissa järjestettiin myös neljä teemallista työpajaa, joihin sisältyi yhteensä 10 esitystä tai puheenvuoroa. Vuosikirjaan tarjotut käsikirjoitukset perustuivat symposiumin esitelmiin, ja ne lähetettiin kahden ulkopuolisen asiantuntijan arvioitavaksi. Johdantoartikkelissa tuodaan esille teknologisen kehityksen rooli, kielitaidon määrittely ja osallistava tutkimus kielentutkimuksen haasteina, joita käsitellään vuosikirjan 13 tutkimusartikkelissa. Kutsutuista puhujista Wilkinson kirjoittaa vuosikirjaan esitelmänsä pohjalta epätyypillisen vuorovaikutuksen moniulotteisesta tarkastelusta, kun taas Jalkanen pohtii puheenvuorossaan symposiumin teemaa laajemmin ja yleisemmällä tasolla. Artikkelit on järjestetty aakkosjärjestykseen kirjoittajien nimen mukaan. Kiitämme kaikkia kirjoittajia ja käsikirjoitusten arvioijia hyvin sujuneesta yhteistyöstä. Oulun yliopiston humanistinen tiedekunta tuki symposiumin järjestämistä ja tämän vuosikirjan toimittamista. Antoisia lukuhetkiä vuosikirjan parissa! Oulussa marraskuussa 2020

The theme of the AFinLA 2020 Yearbook Methodological turns in applied language studies is discussed in this introductory article from three interrelated perspectives, variously addressed in the three plenary presentations at the AFinLA Autumn Symposium 2019 as well as in the thirteen contributions to the yearbook. In the first set of articles presented, the authors examine the role and impact of technological development on the study of multimodal digital and non-digital contexts and discourses and ensuing new methods. The second set of studies in the yearbook revisits issues of language proficiency, critically discussing relevant concepts and approaches. The third set of articles explores participation and participatory research approaches, reflecting on the roles of the researcher and the researched community.

Researchers in a variety of fields have started to use nexus analysis in their studies as it has proven to be suited for examining phenomena of complex and changing nature. Nexus analysis is based on a mediated view of social action and interaction emerging from the interplay of three aspects: interaction orders between the people participating, their historical bodies encompassing their experiences and accustomed practices, and discourses in place reaching across multiple timescales and spaces. In discourse studies this entails a switch of focus from language to socio-semiotic meaning making as a whole. Nexus analysis proceeds by engaging, navigating and changing the nexus of practice under study. The tradition of nexus analysis is still young and seeking its form, which means that researchers apply the approach in different ways. This article presents a literature review of the use of nexus-analytic and/or mediated discourse perspectives in the examination of foreign language learning, language pedagogy and language teacher education. It sheds light on how the theoretical-methodological framework has been interpreted in these fields and how such research has been conducted in practice.

Nexus analysis is becoming increasingly employed in a variety of research fields. It is seen to be particularly suited to exploring complex and changing phenomena. It entails a mediated discourse perspective to social action and interaction. In discourse studies, this involves switching the perspective from language to social semiotic meaning making in its full spectrum not only here and now but at the same time reaching across more distant spatial and temporal orientations. As the tradition of nexus analysis is still young there are no established interpretations of how to conduct research with an interest in such complexities in flux. This paper presents a review of studies in which nexus analysis or mediated discourse analysis has been applied in research related to language pedagogy and language teacher education. The review shows how research in the field is in emergence and the interpretations concerning the theoretical-methodological underpinnings vary to some extent.

This article presents the results of a four-text preliminary assessment, as part of a research project, whose objectives are the annotation and analysis of a corpus composed of English-language texts and the design of didactic activities for different subjects of the English-Spanish Certified Translation Program at Facultad de Lenguas, Universidad Nacional del Comahue. This work focuses on the analysis of four texts used to teach English for Translation Purposes in order to assess the efficacy of the online annotation program chosen (CATMA). For this purpose, the qualitative analysis of the subtag repetition (within the tag rhetorical selection) was compared to a quantitative one (Query). All the tags are part of a taxonomy which was purposefully designed for the research, within the theoretical and methodological framework of Corpus Linguistics and Genre Theory. This approach allows for the analysis of the discursive practices of real users through representative texts of a particular genre. This work is expected to propitiate the analysis of other features within the corpus or other corpora, and eventually favor new connections between the characterization of discursive practices and translation training.

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The purpose of this study was to examine how students used politeness and impoliteness in their classroom interactions. The study looks into the different sorts of politeness and impoliteness talk those students employ in class. This study was a descriptive qualitative study. The students in the English Education Department at STKIP Muhammadiyah Bone in the fourth semester were the focus of this study. The researcher used an observation checklist as well as audio recordings. Researchers did a few steps to investigate the records, specifically; records reduction, statistics display, and conclusion drawing and verification. The researcher used Brown and Levinson (1987)'s politeness concept particularly; bald-on record, positive politeness, negative politeness, and stale-document and Culpeper (1996)'s impoliteness principle, specifically; bald on the report, positive impoliteness, negative impoliteness, sarcasm or mock politeness, and withhold politeness. The resulting finding of this research indicated there were three types of politeness talk used by the students in classroom interaction. They were bald on record, positive politeness, and negative politeness. From 149 of students' utterances, 2 of them identified as bald on record, 139 as positive politeness, and 6 as negative politeness. Positive politeness dominated the use of politeness talk by the students in classroom interaction. Meanwhile, there were three types of impoliteness talk used by the students in classroom interaction. They were bald on record, positive impoliteness, and negative impoliteness. From 11 of students' utterances, 4 as bald on record, 6 of them identified as positive impoliteness, and 1 as impoliteness in negative. Positive impoliteness dominated the use of impoliteness talk by the students in classroom interaction. From 3 groups divided in the classroom, the first group used the most politeness talk which was 61 utterances. Meanwhile, the group which used the most impoliteness talk was the third group that uttered 5 utterances.

This paper explores how power relations are enacted and negotiated in the largely underresearched non-hierarchal leadership constellation of distributed leadership. Drawing on more than 300 hours of audio-recorded interactions of a corpus of interdisciplinary research group meetings, we analyse how members of a team that does not have an officially assigned leader or chair regularly draw on teasing thereby enacting and reflecting, as well as sometimes challenging existing power relations. Findings show that the highly ambiguous discursive strategy of teasing enables all members, regardless of their official role or position, to contribute to the team's leadership performance. However, findings also show that although teasing has the potential to facilitate more collaborative approaches to leadership, the ways in which power is actually enacted in our data resembles more traditional hierarchical leadership constellations.

Este trabajo se centra en la falta de recursos web centrados en el auto aprendizaje de  la competencia comunicativa oral en español, que pensamos, podemos hacer extensible a otras lenguas. La competencia comunicativa oral es, según el MCERL, el fin en si mismo cuando aprendemos una lengua. Los recursos web están centrados en el aprendizaje de lenguas basados en ejercicios de prueba y error y repetición, dejando de lado el plano comunicativo de la lengua. Por ende, proponemos un recurso web para el auto aprendizaje de español como lengua extranjera centrado en el aprendizaje de rasgos conversacionales en español. Palabras clave: competencia comunicativa oral, auto aprendizaje de lenguas, ELE, diseño de recursos web.

Este articulo presenta un proyecto cuyo objetivo es estudiar la adquisicion de la competencia comunicativa digital en entornos multimodales a la vez que el estudiante reflexiona sobre su proceso de aprendizaje del ingles como lengua extranjera a traves de metaforas expresadas mediante palabras e imagen.

This article presents the results of a four-text preliminary assessment, as part of a research project, whose objectives are the annotation and analysis of a corpus composed of English-language texts and the design of didactic activities for different subjects of the English-Spanish Certified Translation Program at Facultad de Lenguas, Universidad Nacional del Comahue. This work focuses on the analysis of four texts used to teach English for Translation Purposes in order to assess the efficacy of the online annotation program chosen (CATMA). For this purpose, the qualitative analysis of the subtag repetition (within the tag rhetorical selection) was compared to a quantitative one (Query). All the tags are part of a taxonomy which was purposefully designed for the research, within the theoretical and methodological framework of Corpus Linguistics and Genre Theory. This approach allows for the analysis of the discursive practices of real users through representative texts of a particular genre. This work is expected to propitiate the analysis of other features within the corpus or other corpora, and eventually favor new connections between the characterization of discursive practices and translation training.

In this paper, we offer an overview of the various themes that emerged in the course of AFinLA 2021 50-year Anniversary Symposium Language, change and society. After a brief review of the dialogical nature of this hybrid event and the heightened sense of reflexivity this belongs, we divide the 19 contributions to this yearbook into four thematic groups: (1) accommodating reform in language and in education policy, (2) evolving practices in language learning and teaching, (3) technologically mediated teaching environments, and (4) the digitization of work and everyday life. Taken together, the different contributions give a good indication of how changes in society are reflected in applied language studies in Finland.

This study examines the linguistic metadiscourse on expressions perceived as 'annoying' and the strategies used to justify this perception. Two different types of data are examined in which verbal hygiene is practised in interaction: language biography interviews and anonymous online discussions. In the examined datasets, the discussion begins with an explicit question regarding annoying words and phrases. The themes discussed and the delegitimisation strategies adopted by a participant are affected by other participants. In interviews, minor reformulations of the question can be leading, and in online discussions, other writers regulate the debate with counter-arguments, which leads to a wider variety of delegitimisation strategies. The analysis also shows a counter-discourse to verbal hygiene.

Language skills are of crucial importance for the immigrants. When employed, however, there are often little opportunities to learn the occupational language more in depth. This article focuses on changes that take place when professional language and communication training is implemented by individual coaching on the job instead of formal training in a classroom. The scene of the changes is a pilot training of a project called Career path. Coaching was selected as the method of the training due to four principles that differ from traditional frontal teaching: the focus is on individuality, professional development, involvement of the work community and flexibility of the implementation. This is to say that the primus motor of the training is the nurse-she or he has the ownership of learning. The article discusses the experiences of implementing the principles above. The paper also presents some of the feedback of the participants of the pilot.

Given the significance of creating an inclusive academic environment for international students, our study examines how three newly arrived international students (a Chinese female and two Korean males) navigated the institutional and interactional norms in an academic orientation class at a U.S. university. Drawing on nexus analysis, we examine student class disengagement at the intersection of discourses in place, interaction order, and historical body. In particular, we focus on how the Chinese international female student was perceived as being "disengaged" and "disrespectful" in class by her Korean graduate male classmates and her female instructor. Such discursive positioning, we argue, was attributed to the interplay of various factors, such as our student participants' navigation of U.S. classroom participation expectations. Furthermore, we argue that class disengagement should be understood within a wider sociocultural space as such disengagement is interwoven with the broader U.S. classroom discourses and individual participants' past experiences.

Cleaning is often the survival employment that migrants can get in their new home country. Ideally, the workplace can be a site for integration and language learning. This article explores how two migrants working as cleaners in Finland narrate their work-related Finnish language learning trajectories. The research is designed by applying nexus analysis (Scollon & Scollon, 2004), which focuses on social action in the intersection of interaction order, participants’ life experiences, and discourses in place. The social action in focus here is investment (Darvin & Norton, 2015), which means a commitment to developing language skills to achieve one’s aspirations. The article also analyses how language learners position themselves and are positioned by others, because positioning affects access to meaningful learning opportunities. Positioning analysis by Bamberg and Georgakopoulou (2008) in a small stories approach is applied to analyse the key participants’ oral narratives told in the...

Maiju Strömmerin suomen kielen alaan kuuluva väitöskirja tarkastettiin Jyväskylän yliopistossa 15. joulukuuta 2017. Vastaväittäjänä toimi dosentti Leena Kuure Oulun yliopistosta ja kustoksena professori Minna Suni. Maiju Strömmer: Mahdollisuuksien rajoissa. Neksusanalyysi suomen kielen oppimisesta siivoustyössä. Jyväskylä Studies in Humanities 336. Jyväskylä: Jyväskylän yliopisto 2017. Kirja on luettavissa osoitteessa http://urn.fi/URN:ISBN:978-951-39-7265-3

This paper examines opportunities for language learning in a cleaning job, which is a typical entry-level job for immigrants. An ethnographic case study approach is taken to investigate examples of the conditions that allow or prevent language learning for the focal participant, a sub-Saharan man who works as a cleaner in Finland. This case illustrates on a micro-scale the impact of the new economy on a worker in a company that has outsourced its cleaning services. Theoretically and methodologically, the study applies van Lier’s (

This critical sociolinguistic study explores how mining work is governed in the name of security in a mine in Arctic Finland. Although the mining industry is dominated by multinational corporations, mines themselves tend to be concentrated in peripheries where a mobile and multilingual workforce is recruited. Mining is a high‐risk business: industrial accidents and environmental damage can be severe. Discursive practices play a crucial role in risk management. In this study, the nexus of language, security, and production in mining work is analyzed by applying the Foucauldian concept of ‘governmentality’. The data comprise ethnographic observations, work‐related documents, and interviews collected onsite in 2018‐2019. The analysis illustrates how security and production are interwoven in the mine’s safety program that applies the neoliberal logic of responsibilization and disciplinary strategies of surveillance, supervision and regulations. On a broader level, this governmentality a...

Symposiumin teemaksi valittiin "Menetelmällisiä käänteitä soveltavassa kielentutkimuksessa", sillä viime vuosina kiihtynyt digitalisaatio sekä lisääntynyt tietoisuus yhteiskunnan monimuotoisuudesta ovat haastaneet myös kielentutkijoita hiomaan ymmärrystään kielen käytön, oppimisen ja kommunikaation moninaisuudesta. Yhteiskunnallinen muuntuminen tuo mukanaan tarpeen arvioida ja määritellä soveltavan kielentutkimuksen menetelmiä uudelleen. Symposiumin kutsuttuja puhujia olivat Juha Jalkanen Jyväskylän yliopistosta, Malene Charlotte Larsen Aalborgin yliopistosta sekä Ray Wilkinson She eldin yliopistosta. Heidän esitystensä lisäksi symposiumin teemaa käsiteltiin 55 esitelmässä ja posterissa laaja-alaisesti soveltavan kielitieteen eri osa-alueiden lähtökohdista. Symposiumissa järjestettiin myös neljä teemallista työpajaa, joihin sisältyi yhteensä 10 esitystä tai puheenvuoroa. Vuosikirjaan tarjotut käsikirjoitukset perustuivat symposiumin esitelmiin, ja ne lähetettiin kahden ulkopuolisen asiantuntijan arvioitavaksi. Johdantoartikkelissa tuodaan esille teknologisen kehityksen rooli, kielitaidon määrittely ja osallistava tutkimus kielentutkimuksen haasteina, joita käsitellään vuosikirjan 13 tutkimusartikkelissa. Kutsutuista puhujista Wilkinson kirjoittaa vuosikirjaan esitelmänsä pohjalta epätyypillisen vuorovaikutuksen moniulotteisesta tarkastelusta, kun taas Jalkanen pohtii puheenvuorossaan symposiumin teemaa laajemmin ja yleisemmällä tasolla. Artikkelit on järjestetty aakkosjärjestykseen kirjoittajien nimen mukaan. Kiitämme kaikkia kirjoittajia ja käsikirjoitusten arvioijia hyvin sujuneesta yhteistyöstä. Oulun yliopiston humanistinen tiedekunta tuki symposiumin järjestämistä ja tämän vuosikirjan toimittamista. Antoisia lukuhetkiä vuosikirjan parissa! Oulussa marraskuussa 2020

In this paper, I examine how language policy acts as a means of both empowering the Welsh language and the minority language worker and as a means of exerting power over them. For this purpose, the study focuses on a particular site: private sector businesses in Wales. Therein, I trace two major discursive processes: first, the Welsh Government's national language policy documents that promote corporate bilingualism and bilingual employees as value-added resources; second, the practice and discourse of company managers who sustain or appropriate such promotional discourses for creating and promoting their own organisational values. By drawing on concepts from governmentality, critical language policy and discourse studies, I show that promoting bilingualism in business is characterised by local and global governmentalities. These not only bring about critical shifts in valuing language as symbolic entities attached to ethnonational concerns or as promotional objects that bring material gain. Language governmentalities also appear to shape new forms of 'languaging' the minority language worker as selfgoverning, and yet, governed subjects who are ultimately made responsible for 'owning' Welsh.

Academic writing is an integral part of academic success and international demands. It requires concise, persuasive, and contextual construction of sentences. This study aims to investigate the construction of concise, persuasive and generic patterns in twenty-five native and twenty-five Pakistani research articles’ abstracts.  Using a mixed-method approach, fifty articles have been collected through a stratified random sampling technique. Five native journals (American Journal of Education, Applied Linguistics Journal, British Journal of Learning Disabilities, Journal of the Acoustical Society of America, and British Journal of Educational Studies) and five Pakistani journals (Pakistani Journal of Language and Translation, Al-Qualm, Humdard Islamic us, NUML Journal of Critical Inquiry, and Pakistan Journal of Social Sciences) are used for data collection. The instruments for analysis include percentages, qualitative analysis, Bitchener’s move model (2010), and AntConc. The study sh...

La comunicación y expresión oral es una competencia de especial relevancia en el EEES. No obstante, en muchas enseñanzas superiores la puesta en práctica de esta competencia ha sido relegada principalmente a la presentación de proyectos fin de carrera. Dentro de un proyecto de innovación docente, se ha desarrollado una herramienta informática para la extracción de información objetiva para el análisis de la expresión oral y gestual de los alumnos. El objetivo es dar una realimentación a los estudiantes que les permita mejorar la calidad de sus presentaciones. El prototipo inicial que se presenta en este trabajo permite extraer de forma automática información audiovisual y analizarla mediante técnicas de aprendizaje. El sistema ha sido aplicado a 15 proyectos fin de carrera y 15 exposiciones dentro de una asignatura de cuarto curso. Los resultados obtenidos muestran la viabilidad del sistema para sugerir factores que ayuden tanto en el éxito de la comunicación como en los criterios de evaluación.

In multinational corporate companies, multilingualism is often a daily reality for employees and the negotiation of language practices for work and social purposes, a routine. Despite the role of English as a lingua franca, the linguistic ecology of modern workplaces is dynamic, rich and diverse. While English is often used for communication between a company’s headquarters and its subsidiaries, language choice is dynamically negotiated between the interactants in informal meetings and everyday interactions in the workplace. Against this backdrop, the article discusses the lived experience of the multinational workplace. We draw on interview data with 40 employees in senior and junior management posts in 12 companies situated in Croatia, Greece, Italy, Serbia, Sweden and the UK where English is the official corporate language. Special attention is paid to the employees’ perceptions of the role of languages in their daily work life. We focus here on three discourses that have emerged...

Commercial Sex Workers (CSWs) are subject to multiple experiences of mental and reproductive health issues. The study assessed the impact of a program based on Acceptance and Commitment Therapy (ACT), named Honing Effective Acceptance of oneself to Rebuild Valued Transformation (HEART). It aims to help CSWs to address needs and fulfill their aspirations despite experiences of suffering and distress. The intervention lasted six (6) sessions, with the entirety of the pre- and post-intervention, HEART program, and interviews spanning 13 days. The study utilized a snowball sampling approach, whereby thirty-two 32 CSWs were initially recruited, with a final count of twelve (12) CSWs obtained through a preliminary examination. A mixed methods approach, particularly the sequential explanatory technique was used to analyze the data. Quantitative results show significant increases in overall needs (p = .002) and aspirations (p = .002) pre-intervention and immediate post-intervention. Further...

RESUMEN. Este estudio se centra en una evaluación de recursos léxicos electrónicos para IFE (Inglés para fines específicos). Se describe principalmente la gestión de datos empíricos en un corpus de inglés específico y la información lingüística obtenida a través de tareas comunicativas. El objetivo es formular criterios generales y específicos para el desarrollo de recursos léxicos (ejercicios y textos). Las actividades on-line se evalúan según el grado de efectividad comunicativa que implican en las tareas, para lo cual la capacidad introspectiva del profesor/investigador es también fundamental. En el proceso de investigación, se reconocen dos pasos fundamentales: primero, el diseño de material adecuado, integrando datos léxico-gramaticales mediante recursos electrónicos, y, seguidamente, la evaluación del aprendizaje o asimilación en tareas comunicativas específicas.

English specialized discourse plays a crucial role in global communication and its investigation and methodology of teaching is of utmost importance today. The purpose of this article is to show some research and methodological peculiarities of specialized discourse in general and of domain specific English in particular. The study of recent approaches that exist within the sphere of specialized discourse provides the teacher of the mentioned discipline with some clues to coping with common challenges of the domain.

The study of inclusion models has regained attention in light of recent migratory phenomena. In this context, research in the area of second language (L2) teaching methodologies occupies a central role because it examines the most effective teaching approaches to promote the learning of a language that will be instrumental in the inclusion of the migrant For a definition of migrant see the European Migration Network (EMN) Glossary: “In the global context, a person who is outside the territory of the State of which they are nationals or citizens and who has resided in a foreign country for more than one year irrespective of the causes, voluntary or involuntary, and the means, regular or irregular, used to migrate”. https://ec.europa.eu/home-affairs/what-we-do/networks/european_migration_network/glossary_en (accessed April 7, 2018). in a new socio-cultural context. This work proposes some reflections on the bonds between language and cultural identity, with particular focus on the pro...