Journal Articles

Permanent URI for this collectionhttps://mro.massey.ac.nz/handle/10179/7915

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    Patterns of variation in subject-indexing prefixes in Vatlongos, Southeast Ambrym
    (John Benjamins Publishing, 2022) Ridge E
    This paper describes four patterns of variation in the subject-indexing paradigm of Vatlongos (Oceanic, Vanuatu). It explores their quantitative distribution in a corpus of monologic texts from speakers in three different communities: Mele Maat, a relocated peri-urban community; Endu, which has a distinct dialect; and Ase-Taveak, the other villages of Southeast Ambrym. Speakers in Mele Maat are more likely to use a zero variant of the third person singular Non-future prefix and shorter syllabic variants, and less likely to use the paucal number category. All three patterns suggest formal simplification in the Mele Maat community. The latter two patterns are also associated with higher levels of education, and consequent greater exposure to national and international languages. Overall these patterns suggest that changes which involve reduction of distinctions in morphological paradigms are more likely to be accelerated in contexts of language endangerment than phonological change or phonological reduction.
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    Evidence-Based Class Literacy Instruction for Children With Speech and Language Difficulties
    (Wolters Kluwer Health Inc, 2020) Gillon G; Denston A; McNeill B; Scott A; Macfarlane A
    This study investigated the response to class-wide phonological awareness and oral language teaching for 40 children who entered school with speech and language difficulties. A stepped wedge research design was adopted to compare the immediate impact of the 10-week teacher-led instruction. The progress of the children with speech and language difficulties was monitored over the first school year and compared with 110 children with language difficulties alone and 95 children with typical development. Children with speech and language needs showed a strong intervention response in phoneme awareness and vocabulary learning but needed more support to transfer skills to word decoding and spelling. Implementing the approach earlier in the school year resulted in stronger literacy performance at the year-end for all three groups. The importance of positive speech–language pathologist and teacher collaborations to support a systematic approach to evidence-based foundational literacy teaching is discussed.
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    The sexiest accent in the world: Linguistic insecurity and prejudice in media coverage of the New Zealand accent
    (Linguistic Society of New Zealand, 30/06/2021) de Bres J; Nicholas SA
    In 2019, New Zealanders collectively blushed at the news that an online survey had voted the New Zealand accent the sexiest in the world. Taking a critical metalinguistic perspective, this article examines how the New Zealand accent was represented in media coverage of the survey results. Examining written and televised news items reporting on the survey, we attend to explicit discourse, in the form of direct discussion about the accent, as well as implicit discourse, in the form of images and accent performances. The survey purported to reveal how the world sees the New Zealand accent, but the media coverage more strongly reveals how New Zealanders see themselves. Behind the apparently light-hearted joking about the sexiness or otherwise of the New Zealand accent, the results provide continued evidence of linguistic insecurity, alongside prejudice towards stigmatised social variation in accent. A survey investigating how 52 university students reacted to stylised New Zealand accents in the media coverage suggests that supposedly humorous accent performances are not so funny for those who are the subject of the joke.
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    Getting their wires crossed: Interpreters and clinicians' expectations of the role of the professional interpreters in the Australian health context
    (International Association for Translation and Intercultural Studies, 16/11/2020) Crezee I; Zucchi E; Jülich S
    The positive impact the provision of professional language services has in the health context is well documented: the greater the engagement of qualified interpreters and culturally competent health professionals, the better the health outcomes of patients with limited English proficiency. However, while most professional interpreters in Australia generally adhere to the Australian Institute of Interpreters and Translators (2012a) Code of Ethics and Code of Conduct, a significant number appear to ignore or reject important precepts of the Code in their practice, especially if these interpreters are casual (non-inhouse) agency interpreters. Similarly, while most health professionals display an understanding of the role professional interpreters have in the health context, a number of them fail to grasp the importance of key elements of the Code of Ethics, including appropriate briefing, what should be interpreted and how, and the appropriate role boundaries of the interpreter. These findings are based on the analysis of two interpreter and two clinician surveys, both conducted in Australia.
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    TRANSLANGUAGING: AFFORDANCES FOR COLLABORATIVE LANGUAGE LEARNING
    (Applied Linguistics Association of New Zealand (ALANZ), 2018-07) Walker U
    Globalisation, digital technologies and mobile learning have created unprecedented opportunities for language learning across space and time, while various ‘turns’ in applied linguistics are impacting on traditional conceptualisations of language and language learning. The emergence of bi/multilingual perspectives in particular has led to a re-evaluation of dynamic and hybrid language practices in educational settings, resulting in new explanatory concepts such as translanguaging and calling into question monolingual underpinnings of language scholarship and practice. In the light of shifting thinking about language learners as emergent bi/multilinguals, what are the affordances of translingual language practices? Drawing on affordance theory and Galley et al.’s (2014) community indicator framework, this article presents a small case study of bilingual learners (English/German) in an international online exchange. An examination of translanguaging patterns in the learners’ online interactions demonstrates the affordance potential of expanded semiotic repertoires for the co-construction of meaning and building collaborative learner communities.