Immigration, security and the public debate on US language policy : a critical discourse analysis of language attitudes in the United States of America

The narrative of the United States is of a "nation of immigrants" in which the language shift patterns of earlier ethnolinguistic groups have tended towards linguistic assimilation through English. In recent years, however, changes in the demographic landscape and language maintenance by non-English speaking immigrants, particularly Hispanics, have been perceived as threats and have led to calls for an official English language policy.This thesis aims to contribute to the study of language policy making from a societal security perspective as expressed in attitudes regarding language and identity originating in the daily interaction between language groups. The focus is on the role of language and American identity in relation to immigration. The study takes an interdisciplinary approach combining language policy studies, security theory, and critical discourse analysis. The material consists of articles collected from four newspapers, namely USA Today, The New York Times, Los Angeles Times, and San Francisco Chronicle between April 2006 and December 2007.Two discourse types are evident from the analysis namely Loyalty and Efficiency. The former is mainly marked by concerns of national identity and contains speech acts of security related to language shift, choice and English for unity. Immigrants are represented as dehumanised, and harmful. Immigration is given as sovereignty-related, racial, and as war. The discourse type of Efficiency is mainly instrumental and contains speech acts of security related to cost, provision of services, health and safety, and social mobility. Immigrants are further represented as a labour resource. These discourse types reflect how the construction of the linguistic 'we' is expected to be maintained. Loyalty is triggered by arguments that the collective identity is threatened and is itself used in reproducing the collective 'we' through hegemonic expressions of monolingualism in the public space and semi-public space. The denigration of immigrants is used as a tool for enhancing societal security through solidarity and as a possible justification for the denial of minority rights. Also, although language acquisition patterns still follow the historical trend of language shift, factors indicating cultural separateness such as the appearance of speech communities or the use of minority languages in the public space and semi-public space have led to manifestations of intolerance. Examples of discrimination and prejudice towards minority groups indicate that the perception of worth of a shared language differs from the actual worth of dominant language acquisition for integration purposes. The study further indicates that the efficient working of the free market by using minority languages to sell services or buy labour is perceived as conflicting with nation-building notions since it may create separately functioning sub-communities with a new cultural capital recognised as legitimate competence. The discourse types mainly represent securitising moves constructing existential threats. The perception of threat and ideas of national belonging are primarily based on a zero-sum notion favouring monolingualism. Further, the identity of the immigrant individual is seen as dynamic and adaptable to assimilationist measures whereas the identity of the state and its members are perceived as static. Also, the study shows that debates concerning language status are linked to extra-linguistic matters. To conclude, policy makers in the US need to consider the relationship between four factors, namely societal security based on collective identity, individual/human security, human rights, and a changing linguistic demography, for proposed language intervention measures to be successful.

Language lateralization correlates with verbal memory performance in children with focal epilepsy

PURPOSE: Assessment of language dominance with functional magnetic resonance imaging (fMRI) and neuropsychological evaluation is often used prior to epilepsy surgery. This study explores whether language lateralization and cognitive performance are systematically related in young patients with focal epilepsy. METHODS: Language fMRI and neuropsychological data (language, visuospatial functions, and memory) of 40 patients (7-18 years of age) with unilateral, refractory focal epilepsy in temporal and/or frontal areas of the left (n = 23) or right hemisphere (n = 17) were analyzed. fMRI data of 18 healthy controls (7-18 years) served as a normative sample. A laterality index was computed to determine the lateralization of activation in three regions of interest (frontal, parietal, and temporal). RESULTS: Atypical language lateralization was demonstrated in 12 (30%) of 40 patients. A correlation between language lateralization and verbal memory performance occurred in patients with left-sided epilepsy over all three regions of interest, with bilateral or right-sided language lateralization being correlated with better verbal memory performance (Word Pairs Recall: frontal r = -0.4, p = 0.016; parietal r = -0.4, p = 0.043; temporal r = -0.4, p = 0.041). Verbal memory performance made the largest contribution to language lateralization, whereas handedness and side of seizures did not contribute to the variance in language lateralization. DISCUSSION: This finding reflects the association between neocortical language and hippocampal memory regions in patients with left-sided epilepsy. Atypical language lateralization is advantageous for verbal memory performance, presumably a result of transfer of verbal memory function. In children with focal epilepsy, verbal memory performance provides a better idea of language lateralization than handedness and side of epilepsy and lesion.

Visual Speech Segmentation: Using Facial Cues to Locate Word Boundaries in Continuous Speech

Speech is typically a multimodal phenomenon, yet few studies have focused on the exclusive contributions of visual cues to language acquisition. To address this gap, we investigated whether visual prosodic information can facilitate speech segmentation. Previous research has demonstrated that language learners can use lexical stress and pitch cues to segment speech and that learners can extract this information from talking faces. Thus, we created an artificial speech stream that contained minimal segmentation cues and paired it with two synchronous facial displays in which visual prosody was either informative or uninformative for identifying word boundaries. Across three familiarisation conditions (audio stream alone, facial streams alone, and paired audiovisual), learning occurred only when the facial displays were informative to word boundaries, suggesting that facial cues can help learners solve the early challenges of language acquisition.

Meta-Environment and Executable Meta-Language using Smalltalk: an Experience Report

Object-oriented modelling languages such as EMOF are often used to specify domain specific meta-models. However, these modelling languages lack the ability to describe behavior or operational semantics. Several approaches have used a subset of Java mixed with OCL as executable meta-languages. In this experience report we show how we use Smalltalk as an executable meta-language in the context of the Moose reengineering environment. We present how we implemented EMOF and its behavioral aspects. Over the last decade we validated this approach through incrementally building a meta-described reengineering environment. Such an approach bridges the gap between a code-oriented view and a meta-model driven one. It avoids the creation of yet another language and reuses the infrastructure and run-time of the underlying implementation language. It offers an uniform way of letting developers focus on their tasks while at the same time allowing them to meta-describe their domain model. The advantage of our approach is that developers use the same tools and environment they use for their regular tasks. Still the approach is not Smalltalk specific but can be applied to language offering an introspective API such as Ruby, Python, CLOS, Java and C#.

Language in Political Economy and Market Economy: A Case Study of India

The political philosophy underpinning the Indian Constitution is socialist economy in a multilingual political landscape. The Constitution grants some fundamental rights to all citizens regarding language and to linguistic and other minorities regarding education. It also obligates states to use many languages in school education. Restructuring the economy with free market as its pivot and the growing dominance of English in the information driven global economy give rise to policy changes in language use in education, which undermine the Constitutional provisions relating to language, though these changes reflect the manufactured consent of the citizens. This is made possible by the way the Constitution is interpreted by courts with regard to the fundamental rights of equality and non-discrimination when they apply to language. The unique property of language that it can be acquired, unlike other primordial attributes such as ethnicity or caste, comes into play in this interpretation. The result is that the law of the market takes over the law of the land.

Assimilation via Liberal Individualism: Law and Language Policy in the USA

This essay describes and analyzes the legal regime of the United States in relation to language diversity. The article argues that the U.S. case in language law indicates that, under certain conditions, a liberal individualistic legal regime – marked by equal “freedom of choice” in respect to language use – can nevertheless serve as an agency of linguistic assimilation in a multilingual country.

When language of instruction and language of application differ: Cognitive costs of bilingual mathematics learning

Bilingual education programs implicitly assume that the acquired knowledge is represented in a language-independent way. This assumption, however, stands in strong contrast to research findings showing that information may be represented in a way closely tied to the specific language of instruction and learning. The present study aims to examine whether and to which extent cognitive costs appear during arithmetic learning when language of instruction and language of retrieving differ. Thirty-nine high school students participating in a bilingual education program underwent a four-day training on multiplication and subtraction problems in one language (German or French), followed by a test session in which they had to solve trained as well as untrained problems in both languages. We found that cognitive costs related to language switching appeared for both arithmetic operations. Implications of our findings are discussed with respect to bilingual education as well as to cognitive mechanisms underlying different arithmetic operations.

What do we mean by Female and Male in Neurocognitive Experiments on Language?

For several years now, neuroscientific research has been striving towards fundamental answers to questions about the relevance of sex/gender to language processing in the brain. This research has been effected through the search for sex/gender differences in the neurobiology of language processing. Thus, the main aim has ever been to focus on the differentiation of the sexes/genders, failing to define what sex, what gender, what female or male is in neurolingustic research. In other words, although neuroscientific findings have provided key insights into the brain functioning of women and men, neuropsychology has rarely questioned the complexity of the sex/gender variable beyond biology. What does “female” or “male” mean in human neurocognition; how are operationalisations implemented along the axes of “femaleness” or “maleness”; or what biological evidence is used to register the variables sex and/or gender? In the neurosciences as well as in neurocognitive research, questions such as these have so far not been studied in detail, even if they are highly significant for the scientific process. Instead, the variable of sex/gender has always been thought as solely dichotomous (as either female or male), oppositional and exclusionary of each other. Here, this theoretical contribution sets in. Based on findings in neuroscience and concepts in gender theory, this poster is dedicated to the reflection about what sex/gender is in the neuroscience of language processing. Following this aim, two levels of interest will be addressed. First: How do we define sex/gender at the level of participants? And second: How do we define sex/gender at the level of the experimental task? For the first, a multifactorial registration (work in progress) of the variable sex/gender will be presented, i.e. a tool that records sex/gender in terms of biology and social issues as well as on a spectrum between femaleness and maleness. For the second, the compulsory dichotomy of a gendered task when neurolinguistically approaching our cognitions of sex/gender will be explored.

Language lateralisation increases with age in very preterm born 7-12 year-olds but not in term born control children

Background: Neural structural abnormalities as well as cognitive difficulties in language processing have been described in children born very preterm (<32 weeks of gestational age and/or <1500 g birth weight). These findings raise the question how premature birth is related to neural language organisation and lateralisation. The aim of the study was to test the following hypotheses: a) VPT/VLBW and control children show different language organisation b) language organisation in VPT/VLBW children is more bilateral compared to language organisation in control children c) positive correlations between language performance measures and language lateralisation exist in VPT/VLBW children and controls. Method: Brain activity was measured during a phonologic detection task in 56 very preterm born children and 38 term born control children aged 7 to 12 years using functional Magnetic Resonance Imaging. General IQ, verbal IQ, verbal fluency and reading comprehension were assessed outside the scanner. Results: Language organisation and lateralisation did not differ in very preterm and control children in overall comparisons. However, in very preterm children lateralisation increased between the age of 7 to 12 years. This correlation was not found in control children. Language organisation in very preterm children was bilateral in young children and left-sided in old children, whereas language organisation in control children was left-sided in the young and old age group. Frontal lateralisation correlated with General IQ in controls, but no other correlations between lateralisation and verbal performance were found. Discussion: The results of this study suggest different developmental patterns of language processing in very preterm born and term born control children. While very preterm born children showed atypical language organisation and lateralisation in younger years, typical left-sided patterns were found at the age of 12 years.

Retirement as a “language related major life event” and its consequences on the multilingualism of migrants

The present study investigates life stories of established Italian workforce migrants living in the city of Berne, Switzerland, in regard to “language related major life events” (De Bot, 2007). These events are important in terms of changes happening in the linguistic setting during the life span and influence language development. In this sense, during the process of retirement, a new phase of life begins, which, amongst other things, has to be reorganized in relation to social contact and language use. One of my main questions is how the subjects handle the changes happening within and after the process of retirement in respect to the use of different languages and how this “language related major life event” is constructed and described by the migrants. One of these changes happens due to the fact that, after retirement, the social network at the workplace (the primary source of language input) can get (partially) lost and with it, the use of the local language. The fact that migrants living in Berne are confronted with diglossia (Standard German and Swissgerman), that the Canton of Berne is bilingual (German and French) and that the migrants' mother tongue (Italian) is one of the Swiss national languages, makes this question even more interesting. A second question will consider the influence of the fact that most of the subjects in question lived with the idea of return migration, but as shown in a previous study (Alter/Vieillesse/Anziani, NFP 32, 1999), only a third returned back while another third remained in the host country and the final third chose the commuting option. I will first examine these processes, changes and influences by using quantitative questionnaires in order to obtain general information on demographic data, the social situation, and a self-assessment of linguistic skills. Secondly, I will use qualitative interviews to get in-depth information of the subjects’ life stories and language biographies. The results of this project are meant to deliver insight into different aspects that have not been looked at in detail to this point: which factors of the life stories of Italian workforce migrants, who decided to remain in Switzerland after retirement, influence the linguistic changes in general and the ones happening around retirement in particular.

Reversible language extensions and their application in debugging

A range of methodologies and techniques are available to guide the design and implementation of language extensions and domainspecific languages. A simple yet powerful technique is based on source-tosource transformations interleaved across the compilation passes of a base language. Despite being a successful approach, it has the main drawback that the input source code is lost in the process. When considering the whole workflow of program development (warning and error reporting, debugging, or even program analysis), program translations are no more powerful than a glorified macro language. In this paper, we propose an augmented approach to language extensions for Prolog, where symbolic annotations are included in the target program. These annotations allow selectively reversing the translated code. We illustrate the approach by showing that coupling it with minimal extensions to a generic Prolog debugger allows us to provide users with a familiar, source-level view during the debugging of programs which use a variety of language extensions, such as functional notation, DCGs, or CLP{Q,R}.

Metaphor and Genre: An Approach to improve the learning process of English for Aeronautics

This study suggests a theoretical framework for improving the teaching/ learning process of English employed in the Aeronautical discourse that brings together cognitive learning strategies, Genre Analysis and the Contemporary theory of Metaphor (Lakoff and Johnson 1980; Lakoff 1993). It maintains that cognitive strategies such as imagery, deduction, inference and grouping can be enhanced by means of metaphor and genre awareness in the context of content based approach to language learning. A list of image metaphors and conceptual metaphors which comes from the terminological database METACITEC is provided. The metaphorical terms from the area of Aeronautics have been taken from specialised dictionaries and have been categorised according to the conceptual metaphors they respond to, by establishing the source domains and the target domains, as well as the semantic networks found. This information makes reference to the internal mappings underlying the discourse of aeronautics reflected in five aviation accident case studies which are related to accident reports from the National Transportation Safety Board (NTSB) and provides an important source for designing language teaching tasks. La Lingüística Cognitiva y el Análisis del Género han contribuido a la mejora de la enseñanza de segundas lenguas y, en particular, al desarrollo de la competencia lingüística de los alumnos de inglés para fines específicos. Este trabajo pretende perfeccionar los procesos de enseñanza y el aprendizaje del lenguaje empleado en el discurso aeronáutico por medio de la práctica de estrategias cognitivas y prestando atención a la Teoría del análisis del género y a la Teoría contemporánea de la metáfora (Lakoff y Johnson 1980; Lakoff 1993). Con el propósito de crear recursos didácticos en los que se apliquen estrategias metafóricas, se ha elaborado un listado de metáforas de imagen y de metáforas conceptuales proveniente de la base de datos terminológica META-CITEC. Estos términos se han clasificado de acuerdo con las metáforas conceptuales y de imagen existentes en esta área de conocimiento. Para la enseñanza de este lenguaje de especialidad, se proponen las correspondencias y las proyecciones entre el dominio origen y el dominio meta que se han hallado en los informes de accidentes aéreos tomados de la Junta federal de la Seguridad en el Transporte (NTSB)

Mobile assisted language learning : prototipo de la aplicación UP2B2

La forma de consumir contenidos en Internet ha cambiado durante los últimos años. Inicialmente se empleaban webs estáticas y con contenidos pobres visualmente. Con la evolución de las redes de comunicación, esta tendencia ha variado. A día de hoy, deseamos páginas agradables, accesibles y que nos presenten temas variados. Todo esto ha cambiado la forma de crear páginas web y en todos los casos se persigue el objetivo de atraer a los usuarios. El gran auge de los smartphones y las aplicaciones móviles que invaden el mercado actual han revolucionado el mundo del estudio de los idiomas permitiendo compatibilizar los recursos punteros con el aprendizaje tradicional. La popularidad de los dispositivos móviles y de las aplicaciones ha sido el principal motivo de la realización de este proyecto. En él se realizará un análisis de las diferentes tecnologías existentes y se elegirá la mejor opción que se ajuste a nuestras necesidades para poder desarrollar un sistema que implemente el enfoque llamado Mobile Assisted Language Learning (MALL) que supone una aproximación innovadora al aprendizaje de idiomas con la ayuda de un dispositivo móvil. En este documento se va a ofrecer una panorámica general acerca del desarrollo de aplicaciones para dispositivos móviles en el entorno del e-learning. Se estudiarán características técnicas de diferentes plataformas seleccionando la mejor opción para la implementación de un sistema que proporcione los contenidos básicos para el aprendizaje de un idioma, en este caso del inglés, de forma intuitiva y divertida. Dicho sistema permitirá al usuario mejorar su nivel de inglés mediante una interfaz web de forma dinámica y cercana empleando los recursos que ofrecen los dispositivos móviles y haciendo uso del diseño adaptativo. Este proyecto está pensado para los usuarios que dispongan de poco tiempo libre para realizar un curso de forma presencial o, mejor aún, para reforzar o repasar contenidos ya aprendidos por otros medios más tradicionales o no. La aplicación ofrece la posibilidad de que se haga uso del sistema de forma fácil y sencilla desde cualquier dispositivo móvil del que se disponga como es un smartphone, tablet o un ordenador personal, compitiendo con otros usuarios o contra uno mismo y mejorando así el nivel de partida a través de las actividades propuestas. Durante el proyecto se han comparado diversas soluciones, la mayoría de código abierto y de libre distribución que permiten desplegar servicios de almacenamiento accesibles mediante Internet. Se concluirá con un caso práctico analizando los requisitos técnicos y llevando a cabo las fases de análisis, diseño, creación de la base de datos, implementación y pruebas dentro del ciclo de vida del software. Finalmente, se migrará la aplicación con toda la información a un servidor en la nube. ABSTRACT. The way of consuming content on the Internet has changed over the past years. Initially, static websites were used with poor visual contents. Nevertheless, with the evolution of communication networks this trend has changed. Nowadays, we expect pleasant, accessible and varied topic pages and such expectations have changed the way to create web pages generally aiming at appealing and therefore, attracting users. The great boom of smartphones and mobile applications in the current market, have revolutionized the world of language learning as they make it possible to combine computing with traditional learning resources. The popularity of mobile devices and applications has been the main reason for the development of this project. Here, the different existing technologies will be examined and we will try to select the best option that adapts to our needs in order to develop a system that implements Mobile Assisted Language Learning (MALL) that in broad terms implies an approach to language learning with the help of a mobile device. This report provides an overview of the development of applications for mobile devices in the e-learning environment. We will study the technical characteristics of different platforms and we will select the best option for the implementation of a system that provide the basic content for learning a language, in this case English, by means of an intuitive and fun method. This system will allow the user to improve their level of English with a web interface in a dynamic and close way employing the resources offered by mobile devices using the adaptive design. This project is intended for users who do not have enough free time to make a classroom course or to review contents from more traditional courses as it offers the possibility to make use of the system quickly and easily from any mobile device available such as a smartphone, a tablet or a personal computer, competing with other users or against oneself and thus improving their departing level through different activities. During the project, different solutions have been compared. Most of them, open source and free distribution that allow to deploy storage services accessible via the Internet. It will conclude with a case study analyzing the technical requirements and conducting phases of analysis, design and creation of a database, implementation and testing in the software lifecycle. Finally, the application will be migrated with all the information to a server in the cloud.

Cerebellar language and cognitive functions in childhood: A comparative review of the clinical research

Background: Recent research addressing evidence from functional neuroimaging studies, neurophysiological research, and new advances in neuropsychology together with traditional cerebellar lesion studies have recently implicated the cerebellum in adult language and cognitive functions. However, more limited information is currently available in describing the functional connectivity present in the paediatric population. Aims: It is the purpose of this paper to review recent clinical research pertaining to paediatric populations, outlining the impact of site of lesion and specific associated clinical changes in children with cerebellar disturbances. Main contribution: The specific contribution of the right cerebellar hemisphere to language function is identified to also exist in the paediatric population, highlighting the existence of functional connections between this region of the brain and left frontal cortical areas early in development. Conclusions: Implications for future research in paediatric populations are extensive, as a greater awareness and an understanding of the recently acknowledged involvement of the cerebellum in cognition and nonmotor linguistic function is anticipated to also add new dimension and direction to the analysis of childhood language outcomes associated with the cerebellum.

Successes and failures in assessing acquired language disorders using an Internet-based telerehabilitation system

We have used a telerehabilitation system (eREHAB) to remotely assess acquired language disorders via the Internet. The system was used to establish a 128 kbit/s videoconference between two sites and allowed a remote language assessment to be conducted using the standardized Boston Diagnostic Aphasia Examination (BDAE). The system had the capacity to display text and images, and could play pre-recorded instructions to the participant via various built-in tools. A touch screen allowed tasks involving picture identification to be completed easily. Eighteen participants with a diagnosis of an acquired language disorder were simultaneously assessed using the eREHAB system, and in the traditional face-to-face manner by two speech pathologists. There was very high agreement between the two assessors, with weighted kappa scores of 0.8–1.0 for 88% of the sub-tests of the BDAE. There was also high agreement (80–100%) and high kappa scores (0.67–0.90) between assessors on the six rating scales relating to language characteristics. The agreement between the two assessors for the diagnosis of the type of aphasia was 83%. Limitations of the system related mainly to problems inherent in IP videoconferencing. The inability to maintain the preferred speed of 128 kbit/s for the duration of the videoconference and the resultant increase in video and audio breakup and latency affected the clinician’s ability to administer the BDAE with the same ease and accuracy as in face-to-face administration. These difficulties were exacerbated when participants presented with a moderate to severe language disorder, auditory comprehension deficits or significant hearing loss. Despite these limitations, a valid assessment of language disorder was found to be feasible via this telerehabilitation application.