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- Volume 26, Issue, 2003
Australian Review of Applied Linguistics - Volume 26, Issue 1, 2003
Volume 26, Issue 1, 2003
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Swiss themes in three “pluricentric” German language textbooks
Author(s): Bettina Bosspp.: 6–18 (13)More LessResearchers agree that German is a pluricentric language and the pedagogical implications of pluricentricity have been spelt out in the D-A-CH-Konzept. This article examines three current textbooks for German as a foreign language with regard to their coverage of Switzerland as a German-speaking nation. After a brief discussion of the Swiss linguistic situation, especially the diglossic relationship between Swiss Standard German and the Swiss-German dialects, the article demonstrates that Themen neu and Stufen international contain more factual information about Switzerland than Moment mal!, but only the latter offers linguistically authentic examples of language use. The article concludes by pointing out that pluricentric German language textbooks for beginners are unfortunately still rare.
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Mapping trajectories of change – women’s and men’s practices and experiences of feminist linguistic reform in Australia
Author(s): Joanne Winter and Anne Pauwelspp.: 19–37 (19)More LessIn this paper we address the issue of the evaluation of feminist language planning in Australia. Through case studies of some self-identified linguistic reformers and non-sexist language users we present a ‘trajectory’ framework for the exploration of evaluation as part of the language planning cycle. We map the users’ trajectories of change through documenting their ‘first contact’ with gender bias in language (an initiating trajectory), their responses, practices and actions in relation to this (a trajectory of practice) and their perceived roles in bringing about, facilitating and spreading change (a trajectory of agency). This documentation reveals narratives of resistance and empowerment through engagement with change in the context of dominant discourses but sometimes also of powerlessness and oppression through rejection and opposition. The outcomes of this analysis suggest multiple and complex interpretations and iterations of feminist linguistic reform evidenced through the mapping of trajectories.
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Alliance building in girls’ talk
Author(s): Angela Ardingtonpp.: 38–54 (17)More LessThis paper focuses on those speech activities which foreground the conversational accomplishment of alliance building in pre-adolescent girls’ talk. The methodology and analysis of alliance building is synthesised from the theoretical frameworks of interactional sociolinguistics and Conversation Analysis. Delicate microanalysis reveals how playfully negotiated behaviours are interwoven into interactions by participants during the course of their talk in a range of interactional tasks. Findings demonstrate that alliance building is accomplished in a diversity of forms that contribute to the overall gamelike key of pre-adolescent girls’ talk. Some of the selected resources foreshadow documented interactional practices associated with women, realised in turn taking procedures and features such as close monitoring of talk complimenting actions and statements of self deprecation (Coates, 1991; Holmes, 1993; Tannen, 1993). Findings also reveal that alliance building is not confined to overtly positive affect practices and supportive behaviours reported in the widely embraced cooperative model. Results are discussed in terms of their contribution to the literature on older children’s language use.
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Is it a case of mind over matter? Influences on teachers’ judgements of student speech
Author(s): Yvonne Haig and Rhonda Oliverpp.: 55–70 (16)More LessAlthough language variation is widespread and natural, it is subject to judgement. Where a standard language has developed, other varieties tend to be judged against its ‘standard’. While a number of overseas studies have found that this type of linguistic bias occurs in education and negatively impacts on dialect speakers, there has been little research in Australia. This study investigates how teachers judge the speech of school-aged students and what influences that judgement. Twelve teachers met in four school-based groups to rank tape-recorded samples of speech from students who were not known to them. They determined the criteria to be used in the ranking process which was tape-recorded, transcribed and analysed. The results suggest that teachers’ perceptions of speech were most strongly influenced by the students’ use of non-standard varieties of English. This is of particular concern where the use of nonstandard varieties is also associated with lower ability as seemed to be the case in the present research. These findings have implications for education, particularly given the emphasis on oral language competence in recent curriculum documents and the increasing reliance on teacher judgements of students’ learning outcomes.
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Searching for the semantic boundaries of the Japanese colour term ‘AO’
Author(s): Francis Conlanpp.: 71–86 (16)More LessThe Japanese language has a colour term, ‘ao’, which is usually referred to in bilingual dictionaries as being the equivalent of English ‘blue’. Very often, however, it is used to describe things which English speakers would describe as being green. Granny Smith apples are ‘ao’, so are all Westerners ‘ eyes, regardless of whether they would be described as being ‘blue’ or ‘green’ in English. The sky and the sea are prototypically ‘ao’, but this term is also used to describe lawns, forests, traffic lights and unripe tomatoes. What, then, do Japanese native speakers (JNS) understand by this term? How do its semantic boundaries relate to those of the term ‘midori’ (‘green’)? What is the JNS understanding of the foreign loan words ‘guriiri (green) and ‘buruu’ (blue)? This paper reports on ‘ao’ prototypes and prototype theory’s good and bad examples of referents for these four colour terms. It explores, from a semasiological perspective, both the relationships of entailment and the processes of exclusion which operate when JNS select amongst these colour terms. The possibilities and non-possibilities for the shared use of these colour terms are identified for a variety of referents.
Volumes & issues
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Volume 47 (2024)
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Volume 46 (2023)
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Volume 45 (2022)
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Volume 44 (2021)
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Volume 43 (2020)
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Volume 42 (2019)
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Volume 41 (2018)
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Volume 40 (2017)
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Volume 39 (2016)
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Volume 38 (2015)
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Volume 37 (2014)
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Volume 36 (2013)
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Volume 35 (2012)
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Volume 34 (2011)
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Volume 33 (2010)
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Volume 32 (2009)
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Volume 31 (2008)
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Volume 30 (2007)
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Volume 29 (2006)
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Volume 28 (2005)
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Volume 27 (2004)
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Volume 26 (2003)
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Volume 25 (2002)
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Volume 24 (2001)
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Volume 23 (2000)
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Volume 22 (1999)
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Volume 21 (1998)
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Volume 20 (1997)
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Volume 19 (1996)
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Volume 18 (1995)
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Volume 17 (1994)
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Volume 16 (1993)
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Volume 15 (1992)
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Volume 14 (1991)
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Volume 13 (1990)
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Volume 12 (1989)
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Volume 11 (1988)
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Volume 10 (1987)
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Volume 9 (1986)
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Volume 8 (1985)
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Volume 7 (1984)
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Volume 6 (1983)
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Volume 5 (1982)
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Volume 4 (1981)
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Volume 3 (1980)
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Volume 2 (1979)
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Volume 1 ([1978, 1977])
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Volume 1 ([1978, 1977])
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