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  • Undetermined  (4)
  • 2020-2024  (4)
  • 2023  (4)
  • Adamczyk, Elżbieta  (3)
  • Hopkyns, Sarah
  • [Erscheinungsort nicht ermittelbar] : Taylor & Francis  (4)
  • 1
    ISBN: 9780367763596 , 9780367763626 , 9781003166634
    Language: Undetermined
    Pages: 1 Online-Ressource
    Series Statement: Routledge Studies in Multimodality
    Keywords: Language: reference & general ; linguistics ; modalities; modalities of communication; multilingual communication; historical communication; multimodal resources; multimodality; semiotic resources
    Abstract: modalities; modalities of communication; multilingual communication; historical communication; multimodal resources; multimodality; semiotic resources
    Note: English
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  • 2
    ISBN: 9780367763596 , 9780367763626
    Language: Undetermined
    Pages: 1 Online-Ressource (16 p.)
    Keywords: Language: reference & general ; linguistics
    Abstract: This paper argues that the integration of the multimodal and the multilingual which pre-exists modern digital media is all but haphazard. Thus their dynamics and trends that have endured and developed over the centuries call for a systematic scholarly exploration. For instance, in historical texts and contemporary social media alike preattentive engagement techniques are implemented by content producers in order to guide processing. Other manifestations of the multimodal and multilingual interplay involve orthographic aesthetics which encodes social evaluations and commentary of (linguistic) otherness in the late modernity, while visual diamorphs, brevigraphs and non-alphabetic symbols embody the prestige of medieval de luxe manuscripts. Bilingualism in contemporary social media is as purposeful and commercially devised a tool as the graphics and photos placed in blogs and vlogs by microinfluencers. The paper offers an approach that paves the way for generalisations and extension to cover further data representing other languages and periods
    Note: English
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  • 3
    ISBN: 9780367763596 , 9780367763626
    Language: Undetermined
    Pages: 1 Online-Ressource (36 p.)
    Keywords: Language: reference & general ; linguistics
    Abstract: Multilingual handwritten texts offer fruitful ground for the study into the visual aspects of the co-occurrence of languages, i.e. the pragmatics on the page (Carroll et al. 2013). This paper draws on the Electronic Repository of Greater Poland Oaths, 1386-1446 (eROThA) based on the oldest collection of secular texts from medieval Greater Poland, attesting the vernacular beyond glosses. Although this early court documentation was written predominantly in Latin, it includes Old Polish in witness oaths which may be metatextually and/or visually delimited. The repository gives access to the lesser known, specialised administrative texts from East-Central Europe, enriched with information drawn from the facsimiles of original manuscripts. In terms of language devices, the vernacular witness oath tends to be marked metatextually by means of items characterised by code ambiguity. Visually, boundary marking differs in salience, i.e. ranging from text blocking, which is visible on the level of mise-en-page, to features of punctuation and/or script with subtle separation effects. This study focuses on the former type of code and discourse boundary, viewed as interfaces of its bilingual nature with the visual modality of page organisation. A quantification of its patterns allows an exploration of the temporal and regional variation as reflected in six localisations of the eROThA collection over a period of sixty years
    Note: English
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  • 4
    Online Resource
    Online Resource
    [Erscheinungsort nicht ermittelbar] : Taylor & Francis
    ISBN: 9781032024936 , 9781032024943
    Language: Undetermined
    Pages: 1 Online-Ressource (17 p.)
    Keywords: Education ; linguistics ; Language teaching & learning (other than ELT)
    Abstract: This chapter begins by providing an overview of the many educational reforms which have taken place in the United Arab Emirates within its short history as a nation. Pushed forward by neoliberalism and globalisation, such reforms have largely focused on increasing amounts of English-medium instruction at all levels of education. In the United Arab Emirates, not only does English dominate teaching and learning, but its ‘de facto lingua franca’ status in public domains has led to heated debates centred around the effects of ‘Englishisation’ on the Arabic language, as well as its impact on local cultural identities. The chapter discusses the concept of agency with reference to student and teacher roles in English-medium instruction settings. Specifically, the sociolinguistic implications of English-medium instruction for Arabic-speaking university students are explored. It is argued that often structural constraints such as ‘English only’ classroom policies reinforce monolingual ideologies, with English also acting as a gatekeeper to academic success, so that naturally occurring translingual practice is deprecated. Referencing previous research, the chapter will conclude by advocating the need for increased choice and agency surrounding English-medium instruction in order for educational experiences to be empowering rather than subtractive
    Note: English
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