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Update: February 24, 2023 The new version of Termout.org is now online, so this web site is now obsolete and will soon be dismantled. |
Lista de candidatos sometidos a examen:
1) community (*)
(*) Términos presentes en el nuestro glosario de lingüística
1) Candidate: community
Is in goldstandard
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paper corpusSignosTxtLongLines242 - : “The acquisition of genre knowledge like other kinds of apprenticeship learning occurs, as Lave and Wenger (1991) suggested “through centripetal participation in the learning curriculum of the ambient community” (p. 100). Students begin as novices or newcomers to the community and begin their enculturation through peripheral forms of participation that changes over time as apprentices change their status from newcomers to members” (Berkenkotter & Huckin, 1995: 118 ).
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paper corpusSignosTxtLongLines364 - : Community Involvement and Development:
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paper corpusSignosTxtLongLines380 - : Remennick, L. (2002). Transnational community in the making: Russian-Jewish immigrants of the 1990s in Israel . Journal of Ethnic and Migration Studies, 28(3), 515-530. [ [96]Links ]
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paper corpusSignosTxtLongLines421 - : Therefore, this article refers to multimodality because it pays attention to the way language combines with other semiotic resources to express meaning. Following Jewitt (2009), Thibault (2000), Ventola and Moya (2009) and Parodi (2012), we are interested in the multimodal nature of present societies and in the characteristics of multimodal texts because they integrate language with other resources. For this reason, the theories of multimodality and multimodal discourse analysis (hereafter MDA) have been developed in recent decades. There is no agreement among the disciplinary community in the terminology used to refer to texts that use more than one mode or semiotic channel of communication, as O’Halloran (2011: 120 ) specifies that “MDA itself is referred to as ‘multimodality’, ‘multimodal analysis’, ‘multimodal semiotics’ and ‘multimodal studies’”.
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paper corpusSignosTxtLongLines454 - : experiences; only one person in the community was critical of this cheerful attitude: a non-American interviewee . The use of humour in women’s interactions is a strategy of positive politeness. Indeed, the communicative intention of humour in these fora seems to be a method of strengthening the sense of community and shared values, as defined by ^[115]Brown and Levinson (1987). With regard to his issue, ^[116]Colley, Todd, Bland, Holmes, Khanom and Pike (2004) posited that humour is used more by females in emails written to other females because it is a strategy to reinforce relational identity and a way of sharing and accommodating to the friend’s gender, closeness or both.
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paper corpusSignosTxtLongLines524 - : Indeed, these co-existing trends in language education, namely, the increase in SHLs and corresponding recognition of their unique needs, the need for domain-specific language education in the form of LSP, and the contemporary emphasis on experiential, community-based service learning led many scholars and language educators to a rather obvious conclusion: SSP for SHLs deployed via community service learning had untapped potential and could be a powerful agent for change . The potential for learning transcended language and could result in not only positive linguistic outcomes, but intrapersonal, political, and socio-cultural ones as well. Many applied linguists have closely analyzed the interface between two of the three elements (i.e., SHLs, SSP, and CSL), but to our knowledge there exists scant research that explores the confluence of all three. The need to develop connections between these three areas has created a curricular gap that is explored in the next section.
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paper corpusSignosTxtLongLines524 - : “By working with local Hispanic communities, SL (service learning) directs attention to the assets of the linguistic and cultural heritages of Latino students. Students critically examine issues that affect U.S. Latinos while supporting local Spanish-speaking community members” (^[86]Pak, 2018: 79 ).
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paper corpusSignosTxtLongLines524 - : Thompson, G. (2015a). Community engagement: Implementation and success of service-learning programs with heritage and foreign language students of Spanish . In V. Jagla, A. Furco & J. Strait (Eds.), Service-Learning-Pedagogy: How Does It Measure Up? (pp. 127-154). Charlotte, NC: Information Age Publishing. [ [168]Links ]
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paper corpusSignosTxtLongLines525 - : involved. The author notes that though service activities varied across the different PCIs, community partner expectations of HLs were consistent and included “oral communication skills, translation skills, social networking abilities, and immigration knowledge” (^[135]King de Ramírez, 2017: 61 ). Based on the survey results and student self-reflections, this author found that HLs experienced an increase in awareness of sociocultural issues and learned to bridge cultural differences with Hispanic co-workers and community members. In addition, students reported gains in their linguistic skills (i.e., specialized vocabulary and written and spoken communication skills).
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paper corpusSignosTxtLongLines528 - : ^[119]King de Ramírez (2017) also reported on a similar study conducted with a SL mixed class of L2 and HLLs in Arizona. She found that HLLs “learned to bridge gaps with Hispanic coworker and community members” (^[120]King de Ramírez, 2017: 67 ) rather quickly. Her findings also pointed out to an increased HLLs’ awareness of immigration policy and how these affect families, perhaps their own, or families that they may know. King de Ramírez concluded that having HLLs participate in Spanish CSL “serve the linguistic and social needs of the HLs and may be an alternative to HL-specific language courses” (^[121]King de Ramírez, 2017: 68).
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paper corpusSignosTxtLongLines528 - : Abbott, A. (2017). Civic engagement and community service learning: Connecting students’ experiences to policy and advocacy . In M. Bloom & C. Gascoigne (Eds.), Creating Experiential Learning Opportunities for Language Learners: Acting Locally while Thinking Globally (pp. 33-52). Bristol, UK: Multilingual Matters. [ [127]Links ]
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paper corpusSignosTxtLongLines529 - : Valdés, G. (2014). Heritage language students: Profiles and possibilities. In T. G Wiley, J. K. Peyton, D. Christian, S. C. K. Moore & N. Liu (Eds.), Handbook of Heritage, Community, and Native American Languages in the United States: Research, Policy, and Educational Practice (pp . 27-35). New York, NY: Routledge. [ [80]Links ]
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paper corpusSignosTxtLongLines530 - : Thus, heritage language leaners’ (HLLs) (variable) dual language awareness, when employed in service-learning scenarios that seek to assist the Hispanic community, tend to afford deep(er) cultural connections, therefore strengthening HLLs’ sense of biculturalism and belonging. In fact, some research suggests that an outreach component in the Spanish classroom ultimately contours the identity of HLLs, especially through post-hoc reflections (^[39]Bugel, 2013; ^[40]Ebacher, 2013). These findings, therefore, call for the implementation of service learning opportunities in Spanish language classes, especially at the college level. Regarding this matter, research has stated that “higher education has the obligation to teach students a sense of responsibility to their community beyond their career goals and personal interests” (^[41]Boyer, 1987: 67-68 ). However, there is yet to be studies on the impact of social service endeavors in the heritage classroom grounded in a sociocultural framework.
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paper corpusSignosTxtLongLines530 - : Adopting such standpoint, will inform educators on the particular ways that Spanish HLLs approach a service-learning task; the technics that they either adopt or develop to address arising issues, as well as the specific ways they use to interact with the community members to achieve a specific goal-in the case of this study: interpreting for Spanish monolinguals partaking in an orientation session regarding health childcare . Consequently, this knowledge would enable the development of innovative and effective ways to equip HLLs with strong multilingual and multicultural competences, thus empowering them as skillful and civically involved future professionals. Thus, the present study seeks to build on the aforementioned findings by aiming to establish the specific way(s) in which a higher-education advanced Spanish translation course shapes an HLL professionally, especially in terms of goals and training. More specifically, from a sociocultural stance, this study explores whether, and how
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paper corpusSignosTxtLongLines530 - : More specifically, in Spanish heritage language (SHL) contexts, ^[74]Lowther Pereira (2015) has brought up the relevance of creating critical pedagogies in the heritage classroom, that is, a kind of instruction that reflects the dynamic interplayed between language, power, identity and ideology. Based on this observation, ^[75]Lowther Pereira (2015) surveyed the way in which social-learning projects, specifically integrated in SHL teaching contexts, influence the development of sociolinguistic and sociopolitical issues. The researcher worked with 63-advanced HLLs who partook in one of the following community service prospects: “tutoring Latino school children, providing language interpretation and translation services for Latino immigrants and organizing” (^[76]Lowther Pereira, 2015: 161 ). All participants were required to complete two interviews and a background questionnaire, in addition to being asked to keep a journal to reflect on their interactions with the community members that they
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paper corpusSignosTxtLongLines530 - : * 10. Please list the techniques that you have learned when taking Community Translation and Interpretation to engage in translating endeavors more effectively:
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paper corpusSignosTxtLongLines531 - : CSL arose from the tenets of experiential education and constructivist theories that advocate for learning through first-hand discovery (^[50]Furco, 2001). The defining characteristic that sets CSL apart from other types of volunteer or internship endeavors is that students’ service experiences are tied to the academic content of an on-campus course or curriculum (^[51]Giles, Honnet & Migliore, 1991). As stated by ^[52]Jacoby (1996), CSL is “experiential education that engages students in activities that address human and community needs together with structured opportunities” (^[53]Jacoby, 1996: 5 ). In the past few decades many post-secondary instructors in the United States have included CSL into their classes (^[54]Sánchez-López, 2013), since this type of hands-on pedagogy provides students the opportunity to reflect on their involvement in their service, facilitating a deeper understanding academic content and community awareness (^[55]Knouse & Salgado-Robles, 2015). Furthermore, the
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paper corpusSignosTxtLongLines531 - : Reflecting on the course and the entire community service-learning experience:
Evaluando al candidato community:
3) learning: 10
5) hlls: 10 (*)
6) heritage: 7 (*)
8) ramírez: 5
12) skills: 4
13) service-learning: 4 (*)
15) hispanic: 4
16) experiential: 4 (*)
17) awareness: 4 (*)
19) translation: 4 (*)
20) linguistic: 4 (*)
community
Lengua: eng
Frec: 396
Docs: 64
Nombre propio: 4 / 396 = 1%
Coocurrencias con glosario: 7
Frec. en corpus ref. en eng: 656
Puntaje: 7.719 = (7 + (1+5.93073733756289) / (1+8.63299519714296)));
Rechazado: muy común;
Referencias bibliográficas encontradas sobre cada término
(Que existan referencias dedicadas a un término es también indicio de terminologicidad.)| community |
: Abbott, A. & Lear, D. (2010). The connections goal area in Spanish community service learning: Possibilities and limitations. Foreign Language Annals, 43, 231-245. : Abbott, A. & Martínez, G. (2018). Spanish for the professions and community service learning: Applications with heritage learners. In K. Potowski (Ed.), The Routledge Handbook of Spanish as a Heritage Language (pp. 389-401). London, UK: Routledge. : Abbott, A. (2017). Civic engagement and community service learning: Connecting students’ experiences to policy and advocacy. In M. Bloom & C. Gascoigne (Eds.), Creating Experiential Learning Opportunities for Language Learners (pp. 33-52). Bristol, UK: Multilingual Matters. : Abes, E., Jackson, G. & Jones, S. (2002). Factors that motivate and deter faculty use of service-learning. Michigan Journal of Community Service, 9(1), 5-17. : Basturkmen, H., Meast, M. & Bitchener, J. (2014). Supervisors' on-script feedback comments on drafts of dissertations: socializing students into the academic discourse community. Teaching in Higher Education, 19(4), 432-445. : Bizzell, P. (1982) College composition: Initiation into the academic discourse community. Curriculum Inquiry , 12, 191-207. : Bloom, M. (2008). From the classroom to the community: Building cultural awareness in first semester Spanish. Language, Culture, and Language Curriculum, 21(2), 103-119. : Bova, A. & Arcidiacono, F. (2013a). Invoking the authority of feelings as a strategic maneuver in family mealtime conversations. Journal of Community and Applied Social Psychology, 23(3), 206-224. : Bringle, R. & Hatcher, J. (1995). A service-learning curriculum for faculty. Michigan Journal of Community Service, 9(1), 112-122. : Brown, A. V. & Purmensky, K. (2014). Spanish L2 students’ perceptions of service-learning: A case study from Ecuador. The International Journal of Research on Service-Learning and Community Engagement, 2(1), 78-94. : Bryden, J., Funk, S. & Jansen, V. (2013). Word usage mirrors community structure in the online social network Twitter. EPJ Data Science, 2(1), 3. : Carreira, M. (2014a). Professional opportunities for heritage language speakers. In T. G. Wiley, J. K. Peyton, D. Christian, S. C. K. Moore & N. Liu (Eds.), Handbook of Heritage, Community, and Native American Languages in the United States (pp. 66-75). New York, NY: Routledge . : DuBord, E. & Kimball, E. (2016). Cross-language community engagement: Assessing the strengths of heritage learners. Heritage Language Journal, 13(3), 298-330. : Ebacher, C. (2013). Taking Spanish into the community: A novice’s guide to service-learning. Hispania, 96(2), 397-408. : Fernández, V. M. & Osa-Melero, L. (2017). Community engagement pedagogy: A tool to empower heritage language and second language integration. Hispania, 100(5), 53-54. : Finally, SHLs can learn appropriate role definition through community service learning. ^[100]Lowther-Pereira (2015) declares: : Hale, S. (2007). Community Interpreting. New York, NY: Palgrave Macmillan. : Harms, P., Mickelson, S. & Brumm, T. (2001). Using learning community course links to bring meaning to the first-year engineering curriculum. Proceedings of the 2001 American Society for Engineering Education Annual Conference & Exposition, Albuquerque, NM, Session 1653. : Hellebrandt, J. & Jorge, E. (2013). The scholarship of community engagement: Advancing partnerships in Spanish and Portuguese. Hispania, 96(2), 203-214. : Howard, J. (2007). Service-learning course design workbook. Michigan Journal of Community Service, Special Issue, 1-63. : Howard, J., Glemon, S. & Giles, D. (2000). From yesterday to tomorrow: Strategic directions for service-learning research. Michigan Journal of Community Service, Special Issue, 5-10. : Hyland, K. (1997). Scientific claims and community values: Articulating an academic culture, Language and Communication, 17(1), 19-31. : Isabelli, C. & Muse, S. (2016). Service-learning in the Latino community: The impact on Spanish heritage language students and the community. Heritage Language Journal, 13(3), 331-353. : King de Ramírez, C. (2017). Preparing students for the workplace: Heritage learners’ experience in professional community internships. In M. Long (Ed.), Languages for Specific Purposes: Trends in Curriculum Development (pp. 55-71). Washington, DC: Georgetown University Press . : Knouse, S. M. & Salgado-Robles, F. (2015). Expanding the community and enhancing the experience: The dual university model and web 2.0 technologies in a Spanish community service-learning course. Journal of Language Teaching and Learning, 5(2), 54-73. : Lafford, B. A., Abbott, A. & Lear, D. (2014). Spanish in the professions and in the community in the US. Journal of Spanish Language Teaching, 1(2), 171-186. : Lamboy, E. M. & Thompson, G. (2012). Integrating classroom and community: Service-learning in the Spanish conversation class. MIFLC Review, 18, 113-132. : Lear, D. & Abbott, A. (2008). Foreign language professional standards and CSL: Achieving the 5 C’s. Michigan Journal of Community Service Learning, 14(2), 76-86. : Lear, D. & Abbott, A. (2009). Aligning expectations for mutually beneficial community service-learning: The case of Spanish language proficiency, cultural knowledge, and professional skills. Hispania, 92(2), 312-323. : Lear, D. & Sánchez, A. (2013). Sustained engagement with a single community partner. Hispania, 96(2), 238-251. : Lear, D. (2012). LSP curriculum creation and implementation in service to the US community. Modern Language Journal, 96(1), 158-172. : Leeman, J., Rabin, L. & Román-Mendoza, E. (2011). Critical pedagogy beyond the classroom walls: Community service-learning and Spanish heritage language education. Heritage Language Journal, 8(3), 1-22. : MacGregor-Mendoza, P. & Moreno, G. (2016). Connecting Spanish heritage language students with the community through service-learning. Heritage Language Journal, 13(3), 405-433. : Mellor, D., Merino, M. E., Saiz, J. L. & Quilaqueo, D. (2009). Emotional reactions, coping and long term consequences of perceived discrimination among the mapuche people of Chile. Journal of Community and Applied Social Psychology, 19(6), 473- 491. : Miller, C. (1994). Rhetorical community: The cultural basis of genre. Genre and the new rhetoric, 67-78. : Nelson, K. (2014). Pathways from infancy to the community of shared minds / El camino desde la primera infancia a la comunidad de mentes compartidas. Infancia y Aprendizaje: Journal for the Study of Education and Development, 37(1), 1-24. : Olazagasti-Segovia, E. (2004). Second language acquisition, academic service learning, and learners’ transformation. In J. Hellebrandt, J. Arries & L. Varona (Eds.), Juntos: Community Partnerships in Spanish and Portuguese (pp. 5-16). Boston, MA: Thomas/Heinle. : Park, C. (2007). The service-learning classroom and motivational strategies for learning Spanish: Discoveries from two interdisciplinary community center seminars. In A. J. Wurr & J. Hellebrandt (Eds.), Learning the Language of Global Citizenship (pp. 32-57). Boston, MA: Anker. : Pascual y Cabo, D., Prada, J. & Lowther Pereira, K. (2017). Effects of community service learning on heritage language learners’ attitudes towards their language and culture. Foreign Language Annals, 50(1), 71-83. : Petrov, L. A. (2013). A pilot study of service-learning in a Spanish heritage speaker course: Community engagement identity and language in the Chicago area. Hispania, 96(2), 310-327. : Porter, J. (1986). Intertextuality and the discourse community. Rhetoric Review, 5(1), 34-47. : Rogoff, B. & Toma Ch. (1997). Shared thinking: Community and institutional variations. Discourse Processes, 23(3), 471-497. : Ruggiero, D. (2015). Bridging the community and institution gap: A sample course with civic engagement and language for specific purposes combined. Journal of Languages for Specific Purposes, 1(2), 35-48. : Ruggiero, D. (2018). Community service learning, learning by design, and heritage learners: A case study. In G. C. Zapata & M. Lacorte (Eds.), Multiliteracies Pedagogy and Language Learning: Teaching Spanish to Heritage Speakers (pp. 129-147). New York, NY: Palgrave Macmillan . : SPEAR, M. y E.Seymour. Towards a New Paradigm in Writing Across the Curriculum. New Directionsfor Community Colleges, 73, 1991. : Sarangi, S. (2002). Discourse practitioners as a community of interprofessional practice: Some insights from health communication research. En C. Candlin (Ed.), Research and practice in professional discourse (pp. 93-135). Hong Kong City: University of Hong Kong Press. : Smart, G. (1993). Genre as community invention. In R. Spilka (Ed.), Writing in the workplace (pp. 124-140). Carbondale: Southern Illinois University Press. : Stewart, S. (2007). Crossing boarders/forging identities: Echo of symbiosis between classroom and community. In A. J. Wurr & J. Hellebrandt (Eds.), Learning the Language of Global Citizenship (pp. 82-114). Boston, MA: Anker . : Swales, J. (1987). Approaching the concept of discourse community. Ponencia presentada en el Annual Meeting of the Conference on College Composition and Communication, Atlanta, Georgia, Estados Unidos de Norteamérica. : Swales, J. (1992). Re-thinking genre: Another look at discourse community effects. Em J. Swales (Ed.), Re-thinking genre colloquium (pp. 197-220). Otawa: Carleton University. : Tipton, R. & Furmanek, O. (2016). Dialogue Interpreting: A Guide to Interpreting in Public Services and the Community. New York, NY: Routledge . : Valle, E. (1997). A scientific community and its texts: A historical discourse study. En B. Gunnarsson, P. Linell & B. Nordberg (Eds.), The construction of professional discourse (pp. 76-98). Essex: Longman. : Viera, C. (2019). La informalidad como recurso en el español académico de los Estados Unidos. En G. L. Thompson & S. Alvord, (Eds.), Contact, Community, and Connections: Current Approaches to Spanish in Multilingual Populations (pp. 59-82). Wilmington, DE: Vernon Press. : Wiley, T. G., Peyton, J. K., Christian, D., Moore, S. C. K. & Liu, N. (Eds.). (2015). Handbook of Heritage, Community, and Native American Languages in the United States. New York, NY: Routledge . : Zapata, G. (2011). The effects of community service learning projects on L2 learners’ cultural understanding. Hispania, 94(1), 86-102. : del Valle, J. (2008). The Pan-Hispanic community and the conceptual structure of linguistic nationalism. International Multilingual Research Journal, 2(1-2), 5-26. |