The glacial question, unsolved: a specimen commentary on lines 1-31

A commentary on J.H. Prynne's poem 'The Glacial Question, Unsolved', from The White Stones (1969)

“I still can’t question”: issues affecting EFL development in an immersion environment

This study examined the development of EFL proficiency in an immersion environment. Adult Chinese speakers of English were tested at the beginning and end of a ten-month period of immersion in the UK on their acquisition of English question forms using a timed grammaticality judgement task. Participants showed significantly faster response times after ten months, but no significant difference in accuracy of target-like judgements, suggesting that immersion benefits fluency more than accuracy.

The Devil’s Daughters and a question of translation between Occitan and Anglo-Norman French: ‘De las .vii. filhas del diable’ (British Library Add. MS 17920).

The evidence for vernacular-to-vernacular translation is hard to demonstrate in medieval Romance languages. This article analyses a hypothesis published a century ago that there is an identifiable Anglo-Norman source for an Occitan prose text. Both texts spring from a Latin exemplum in which the seven capital vices are personified as the Devil's daughters, married off to seven social categories (the clergy, knights, peasants, etc.). Although the hypothesis is disproved, it remains that the dialogue between Anglo-Norman French and Occitan has been overlooked, and deserves further exploration.

Realities and perceptions for English teachers of Polish children

This chapter examines the responses of English primary school teachers to Polish children arriving in the south of England since 2006. Schools in England have a changing pupil demographic which reflects changing patterns of trans-European migration since the accession of new member states to the EU in 2004 and 2007. There is evidence that this shift is one experienced not just in inner-city schools most commonly associated with minority ethnic populations, but in a wide range of schools in rural and smaller town settings in a number of counties across the country. In adjusting to new identities and new languages in their classrooms, teachers in areas not previously associated with national or ethnic differences are required to respond pedagogically and pastorally in new ways. Their beliefs are compared with the views of migration held by Polish teachers’ from one Polish town affected by migration. Interview data are analysed in order to explore differences in perception towards Polish migrant families and their children. Discussion centres on English teachers’ very positive responses to Polish children, and of how the teacher-friendly behaviour of Polish families may support the construction of stereotypes that are not necessarily a reflection of reality as experienced by the children.

Encountering migration: English primary school teachers’ responses to Polish children

Schools in England have recently undergone a shift in their pupil demographic which in part reflects changing patterns of trans-European migration since the accession of new member states to the EU in 2004 and 2007. There is evidence that this shift is one experienced not just in inner-city schools most commonly associated with minority ethnic populations, but in a wide range of schools in rural and smaller town settings in a number of counties across the country (Vertovec, 2007). This article explores the responses of English primary school teachers to Polish children arriving since 2006 in a county in the South of England. Using Bourdieu’s logic of practice, interview data are analysed in order to examine attitudes towards Polish children and their families. Discussion centres on how teachers’ professional habitus may unconsciously govern their reception of children from Poland, and of how the teacher-friendly behaviour of Polish children and families may support a generalised construction of the Polish model learner.

Family language policy in the Chinese community in Singapore: a question of balance?

This paper focuses on the language shift phenomenon in Singapore as a consequence of the top-town policies. By looking at bilingual family language policies it examines the characteristics of Singapore’s multilingual nature and cultural diversity. Specifically, it looks at what languages are practiced and how family language policies are enacted in Singaporean English-Chinese bilingual families, and to what extend macro language policies – i.e. national and educational language policies influence and interact with family language policies. Involving 545 families and including parents and grandparents as participants, the study traces the trajectory of the policy history. Data sources include 2 parts: 1) a prescribed linguistic practices survey; and 2) participant observation of actual negotiation of FLP in face-to-face social interaction in bilingual English-Chinese families. The data provides valuable information on how family language policy is enacted and language practices are negotiated, and what linguistic practices have been changed and abandoned against the background of the Speaking Mandarin Campaign and the current bilingual policy implemented in the 1970s. Importantly, the detailed face-to-face interactions and linguistics practices are able to enhance our understanding of the subtleties and processes of language (dis)continuity in relation to policy interventions. The study also discusses the reality of language management measures in contrast to the government’s ‘separate bilingualism’ (Creese & Blackledge, 2011) expectations with regard to ‘striking a balance’ between Asian and Western culture (Curdt-Christiansen & Silver 2013; Shepherd, 2005) and between English and mother tongue languages (Curdt-Christiansen, 2014). Demonstrating how parents and children negotiate their family language policy through translanguaging or heteroglossia practices (Canagarajah, 2013; Garcia & Li Wei, 2014), this paper argues that ‘striking a balance’ as a political ideology places emphasis on discrete and separate notions of cultural and linguistic categorization and thus downplays the significant influences from historical, political and sociolinguistic contexts in which people find themselves. This simplistic view of culture and linguistic code will inevitably constrain individuals’ language expression as it regards code switching and translanguaging as delimited and incompetent language behaviour.

How much flower-rich habitat is enough for wild pollinators? Answering a key policy question with incomplete knowledge

In 2013, an opportunity arose in England to develop an agri-environment package for wild pollinators, as part of the new Countryside Stewardship scheme launched in 2015. It can be understood as a 'policy window', a rare and time-limited opportunity to change policy, supported by a narrative about pollinator decline and widely supported mitigating actions. An agri-environment package is a bundle of management options that together supply sufficient resources to support a target group of species. This paper documents information that was available at the time to develop such a package for wild pollinators. Four questions needed answering: (1) Which pollinator species should be targeted? (2) Which resources limit these species in farmland? (3) Which management options provide these resources? (4) What area of each option is needed to support populations of the target species? Focussing on wild bees, we provide tentative answers that were used to inform development of the package. There is strong evidence that floral resources can limit wild bee populations, and several sources of evidence identify a set of agri-environment options that provide flowers and other resources for pollinators. The final question could only be answered for floral resources, with a wide range of uncertainty. We show that the areas of some floral resource options in the basic Wild Pollinator and Farmland Wildlife Package (2% flower-rich habitat and 1 km flowering hedgerow), are sufficient to supply a set of six common pollinator species with enough pollen to feed their larvae at lowest estimates, using minimum values for estimated parameters where a range was available. We identify key sources of uncertainty, and stress the importance of keeping the Package flexible, so it can be revised as new evidence emerges about how to achieve the policy aim of supporting pollinators on farmland.