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Wyświetlanie 1-10 z 71
Tytuł:
My many selves are still me: Motivation and multilingualism
Autorzy:
Thompson, Amy S.
Tematy:
perceived positive language interaction (PPLI)
ideal multilingual self
L2 motivational self system
multilingualism
motivation
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Wydawca:
Uniwersytet im. Adama Mickiewicza w Poznaniu
Powiązania:
https://bibliotekanauki.pl/articles/780854.pdf  Link otwiera się w nowym oknie
Opis:
Two concepts of multilingualism that relate to the selves aspect of Dörnyei’s (2009) L2 motivational self system (L2MSS) are highlighted in this article: Thompson’s concept of perceived positive language interaction (PPLI) and Henry’s notion of the ideal multilingual self. With the dynamic model of multilingualism informing both concepts (Herdina & Jessner, 2002; Jessner, 2006, 2008), the intangible advantage that multilingual speakers have over monolingual speakers is clearly articulated in the discussion of this topic. The interconnectivity of language systems is an inherent aspect of the DMM; as such, both Thompson with PPLI and Henry with the ideal multilingual self incorporate the DMM as a framework to indicate the fluid nature of these constructs as additional language learning experiences are added to the system over time. This article further explores the dynamicity of multilingual learners’ language systems and the influences that induce change. Specifically, data from Thompson’s (2017b) study on LOTE learners are re-examined to explore this question. Additionally, excerpts from Natasha Lvovich’s (1997) The Multilingual Self, an autobiography of an L1 Russian speaker, are analyzed to present different possible models of incorporating the multilingual self and PPLI. The article ends with a discussion of an inherently multilingual context, as well as thoughts regarding the possibility of different types of future selves.
Dostawca treści:
Biblioteka Nauki
Artykuł
Tytuł:
“Nonnative? Next!” Native-speakerism in world language job advertisements
Autorzy:
Thompson, Amy S.
Asanov, Emil
Tematy:
native-speakerism
LOTEs
online recruitment discourse
employment discrimination
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Wydawca:
Uniwersytet im. Adama Mickiewicza w Poznaniu
Powiązania:
https://bibliotekanauki.pl/articles/55992473.pdf  Link otwiera się w nowym oknie
Opis:
Given the lack of research into native-speakerism among teachers of languages other than English (LOTEs), this qualitative study aims to bridge the gap by investigating the discriminatory and inclusive language employed in online recruitment for post-secondary institution instructors of LOTEs. The study also looks at how post-secondary institutions phrase language requirements and whether there is a difference in “native-speaker-teacher” bias depending on the language. For the purposes of this study, qualitative content analysis was used to examine 187 online job advertisements for teaching positions of different LOTEs that were posted by different post-secondary institutions across the United States. The findings of the study show that post-secondary institutions use discriminatory language such as “native” or “near-native” much more often than inclusive language such as “superior language skills,” regardless of the language(s) that the position advertises for. The findings, however, show that job candidates for teaching positions of LOTEs are often required to have “native” or “near-native” proficiency in at least two languages, most commonly English plus the target language of focus.
Dostawca treści:
Biblioteka Nauki
Artykuł
Tytuł:
Development of children and polyvagal theory : support in clinical practice and educational work
Rozwój dziecka i teoria poliwagalna : wsparcie w praktyce klinicznej i pracy wychowawczej
Autorzy:
Thompson, George S.
Sanders, Marilyn S.
Współwytwórcy:
Gomola, Aleksander
Opis:
Looking through the prism of polyvagal theory, the authors look at the disruptions of the attachment experienced by children and families from conception to adolescence and the impact of possible traumas on children's lives. They demonstrate through selected cases, ways of integrating the basic components of safety and connectedness into clinical interactions. The book is an analysis of the science of safety showing how to activate the vicious pathways inherent in our biology and create the social bonds that are the basis of well-being.
Autorzy, wykorzystując punkt widzenia teorii poliwagalnej, przyglądają się zakłóceniom więzi doświadczanym przez dzieci i rodziny od poczęcia do okresu dojrzewania i wpływowi ewentualnych traum na życie dzieci. Pokazują na konkretnych przypadkach sposoby włączania w interakcje kliniczne podstawowych składników bezpieczeństwa i więzi. Książka to analiza nauki o bezpieczeństwie pokazująca jak aktywować wpisane w naszą biologię szlaki błędne i tworzyć więzi społeczne będące podstawą dobrostanu.
Dostawca treści:
Repozytorium Uniwersytetu Jagiellońskiego
Inne
Tytuł:
Analysis of susceptibility loci for juvenile idiopathic arthritis in the extended MHC region using high resolution SNP and HLA allele typing
Autorzy:
Biesiada, J.
Sudman, M.
Wagner, M.
Rupert, A.
Hollenbach, J.
Haas, J. P.
Meller, J.
Thompson, S. D.
Tematy:
HLA
MHC region
autoimmunology
Juvenile Idiopathic Arthritis
HLA independent association
SNP genotyping
HLA alleles
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Wydawca:
Politechnika Gdańska
Powiązania:
https://bibliotekanauki.pl/articles/1935824.pdf  Link otwiera się w nowym oknie
Opis:
Juvenile idiopathic arthritis ( JIA ) spans several pediatric arthropathies that involve autoimmune responses. Primary genetic risk factors for JIA have been mapped to Major Histocompatibility Complex ( MHC ) class I and class II genes. Recent genome-wide association studies using SNP arrays have shown that the nonHLA genetic component of JIA involves multiple low-risk loci, reinforcing the notion that JIA is a complex genetic trait with a strong HLA component. In this work, with the goal of detailed mapping and analysis of lin kage disequilibrium ( LD ) patterns and associations with JIA in the extended MHC (x MHC ) region, we combined SNP data from Affymetrix SNP Array 6.0 and Immunochip ( IC ) platforms with high resolution typing of 8 classical HLA genes. A cohort of about 800 affected individuals and about 500 ethnically matched controls from the Cincinnati region, as well as secondary validation cohorts of affected individuals and matched controls from Germany were used to perform the analysis, and to assess reproducibility of the results across different platforms and p opulations. Accurate high resolution maps of linkage with classical HLA genes and association with individual HLA alleles were generated. High concordance of results obtained using Affymetrix SNP Array 6.0 and IC was observed, with an additional resolution and improved mapping of associat ions provided by the latter in some regions. Several new peaks of statistically signific ant and reproducible association with JIA outside the regions of strong LD with classical HLA genes were observed, including one peak in the class III region, and one in the telomeric end of x MHC . Conditional analysis provided further evidence that these associations appear to be independent of classical HLA genes studied here. The results and observed association patterns are further discussed in the context of other recent studies on autoimmune diseases, including the role of HLA DRB 1 in adult Rheumatoid Arthritis.
Dostawca treści:
Biblioteka Nauki
Artykuł
Tytuł:
“Profesora is doing a great job!” or “Online learning sucks”: The relationship between students’ profiles and online language learning
Autorzy:
Wu, Ching-Hsuan
Robles-Puente, Sergio
Thompson, Amy S.
Tematy:
online learning
attitudes
grit
technological readiness
anxiety
motivation
Pokaż więcej
Wydawca:
Uniwersytet im. Adama Mickiewicza w Poznaniu
Powiązania:
https://bibliotekanauki.pl/articles/55992469.pdf  Link otwiera się w nowym oknie
Opis:
The impetus of this study is to investigate students’ attitudes towards online language learning based on their previous academic experiences and year of study, including the decision to major or minor (i.e., motivation). A total of 975 students completed a survey questionnaire consisting of background information, Likert scale items, and open-ended questions. The quantitative data were analyzed using an exploratory factor analysis and one-way ANOVAs and were complemented with qualitative data based on students’ responses. Findings indicate that students generally want consistent access to online learning, and that students with prior online-learning experience or with a desire to take an online course presented a statistically significant more positive perception of online language classes. There were also differences in perception of success in the online classes between those students who intended to major or minor in the language and those who did not. The results further revealed a decline in perception of success in online classes with the higher-level classifications (i.e., year of study). This study provides baseline attitudinal data to be built upon in future research and informs stakeholders of language programs in their curricular decisions.
Dostawca treści:
Biblioteka Nauki
Artykuł
Wyświetlanie 1-10 z 71

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