Munmun Gupta; Katharina Sukamto
Articles in Press, Accepted Manuscript, Available Online from 13 April 2020
Abstract
The present study highlights a number of similarities and differences among cultural communicative styles used in India versus Indonesia. The analysis is based on Hall’s theory (1959, 1966, 1976, 1983) of high-context (HC) and low-context (LC) cultures, and Hofstede’s (2008) cultural dimension ...
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The present study highlights a number of similarities and differences among cultural communicative styles used in India versus Indonesia. The analysis is based on Hall’s theory (1959, 1966, 1976, 1983) of high-context (HC) and low-context (LC) cultures, and Hofstede’s (2008) cultural dimension of collectivism versus individualism. When viewed through the lens of Hall’s theory, India and Indonesia can both be classified as HC cultures, although India appears to be moving in the direction of LC culture. When both cultures are observed via Hofstede’s account of collectivism versus individualism, it is evident that Indonesia belongs to a collectivist culture, whereas India can be considered as both individualistic and collectivistic. There are marked differences in the ways that Indians and Indonesians interact, yet they also share a number of similarities, including respecting their elders and persevering in the accomplishment of tasks. This study also suggests how potential gaps between members of different cultures can be bridged by promoting intercultural acceptance.
Edwin Dartey
Articles in Press, Accepted Manuscript, Available Online from 07 June 2020
Reza Pishghadam; Shima Ebrahimi; Ali Derakhshan
Articles in Press, Accepted Manuscript, Available Online from 05 July 2020
Abstract
The close relationship between language and culture has been highlighted by scholars in sociology, sociolinguistics, ethnography of communication, psychology, and linguistics. They postulate that language is a tool to instantiate cultural concepts and delineate how individuals perceive the world. Regarding ...
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The close relationship between language and culture has been highlighted by scholars in sociology, sociolinguistics, ethnography of communication, psychology, and linguistics. They postulate that language is a tool to instantiate cultural concepts and delineate how individuals perceive the world. Regarding such an outstanding impetus and triggered by the conceptualization of cultulings (culture in language), language structures and expressions can manifest the overt and covert cultural patterns. Not only can the cultuling analysis of a society disclose the cultural patterns entrenched in the language, but also it can unearth the effective and defective cultural memes. To this end, our cultural model, underpinned by environmental factors, cultural, emo-sensory, and linguistic differences, can provide a robust model to analyze cultulings of a given society. Therefore, to analyze and explain the cultulings, the cultural, emotioncy, and SPEAKING models are suggested to be collectively utilized to reflect the participants’ culture. The amalgamation of these models and the underlying environmental factors can delineate people’s specific behaviors and cultulings which can culminate in euculturing.
Hamid Allami; Najmeh Barzegar
Articles in Press, Accepted Manuscript, Available Online from 04 August 2020
Abstract
This study investigates the representation of ordinary people in the inaugural speeches of two Iranian presidents and their underlying ideologies through the lens of Critical Discourse Analysis (CDA). An aggregate model integrating Fairclough’s three-dimensional (1989), Van Dijk’s socio-cognitive ...
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This study investigates the representation of ordinary people in the inaugural speeches of two Iranian presidents and their underlying ideologies through the lens of Critical Discourse Analysis (CDA). An aggregate model integrating Fairclough’s three-dimensional (1989), Van Dijk’s socio-cognitive (1993), and Van Leeuwen’s socio-semantic (1996) approaches to CDA was proposed and applied as the analytical tool. Both quantitative and qualitative techniques were employed for the study design. In the quantitative part, statistically significant differences in the use of vocabulary items and structures were investigated based on the description stage of Fairclough’s and van Leeuwen’s frameworks. In the qualitative part of the study, attempts were made to justify the found similarities and differences based on the interpretation and explanation stages of Fairclough’s and van Dijk’s frameworks. The study showed that in spite of differences in the presentation of political self, both presidents design similar strategies in their political discourse to project the identity of common people within their sociocultural context.
Masood Khoshsaligheh; Saeed Ameri; Farzaneh Shokoohmand; Mehdi Mehdizadkhani
Articles in Press, Accepted Manuscript, Available Online from 30 August 2020
Abstract
Given the increasing pace of dissemination of cultural content across global borders, subtitling as a cost-effective solution for rendering audiovisual programs is gaining more popularity, even in societies, which have been traditionally using dubbing as the dominant modality for foreign films and television ...
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Given the increasing pace of dissemination of cultural content across global borders, subtitling as a cost-effective solution for rendering audiovisual programs is gaining more popularity, even in societies, which have been traditionally using dubbing as the dominant modality for foreign films and television series. Likewise, various types of subtitling practices have developed and are used in Iran both at official and non-official outlets. While official dubbing has failed in some aspect in addressing the growing interest of Iranian viewers of foreign content, a variety of non-professional subtitling has been filling the gap, and subtitling appears to be dominating the audiovisual media market. Despite such developments, the necessities of professional practice of subtitling, including standardized guidelines, codes of ethics and practice, and training, have never been realized in Iran. In the absence of a professional subtitling tradition, this article presents the status quo of non-professional subtitling into Persian and introduces the specific typology of this practice in the Iranian mediascape.
Christian Nchindia
Articles in Press, Accepted Manuscript, Available Online from 11 September 2020
Abstract
Much has been written on funding for ESOL, but little is known about how ESOL learners use language as a tool to integrate into British society. This study seeks to understand the extent to which studying 'ESOL for citizenship course' help learners integrate into British society, the difficulties they ...
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Much has been written on funding for ESOL, but little is known about how ESOL learners use language as a tool to integrate into British society. This study seeks to understand the extent to which studying 'ESOL for citizenship course' help learners integrate into British society, the difficulties they encounter, and what ESOL professionals can do to mitigate them. Data was collected through focus group interviews and initial analysis was done using Nvivo software. Three theoretical frameworks were applied: Baker’s (2011); Ward and Kennedy’s (1999); and Dai and Chen’s (2014). The findings revealed that although ESOL learners nursed initial stereotypical views about British culture before arrival, their perceptions significantly improved after arrival. Despite these positive perceptions, they were resistant to assimilate and the gap between home and host cultures remained wide. Findings also unveil that the underlying objective of learning the language was predominantly instrumental. That is, they wanted to learn English as a means of getting a better job or advancing their studies in the UK, than to integrate. Some implications for practice in the ESOL context were identified.
Meike Wernicke
Articles in Press, Accepted Manuscript, Available Online from 13 September 2020
Abstract
This paper examines how normative assumptions about language teacher identity and cultural belonging can work to construct an intercultural identity that problematizes language ideologies of standardization, monolingualism, and linguistic and cultural purism. The data are drawn from a larger study investigating ...
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This paper examines how normative assumptions about language teacher identity and cultural belonging can work to construct an intercultural identity that problematizes language ideologies of standardization, monolingualism, and linguistic and cultural purism. The data are drawn from a larger study investigating the professional identity construction of a cohort of Canadian French-second-language teachers who participated in a professional development sojourn in France. The analysis presented here centers on one teacher's (re)conceptualization of French culture, which both highlights and subverts prevailing Eurocentric discourses in French-second-language education and of particular prominence in study abroad contexts. The teacher’s semi-structured interview accounts are approached from a participant-relevant perspective as discursive action that serves to display a particular identity as French language teacher. The use of membership categorization analysis is especially productive in attending to how identity categories associated with discourses of authentic Frenchness are drawn on to construct a French teacher identity that challenges taken-for-granted conceptions of culture in intercultural encounters abroad.