Conference Book - Fryske Akademy

Conference Book 

13th International 

Conference on Language and 

Social Psychology (ICLASP) 

20 - 23 June 2012 

Leeuwarden 

Fryslân 

The Netherlands 

2

CONTENTS 

CONTENTS 

KEYNOTE SPEAKERS 

Multilingual speakers: proficiencies, practices and identities 

Durk Gorter & Jasone Cenoz .......................................................................................... 16 

Comprehending Conversational Utterances: Experimental Studies of the Comprehension 

of Speaker Meaning 

Thomas Holtgraves ......................................................................................................... 18 

“French was wedged between the cobblestones and my flowered dress” The symbolic 

world of multilinguals 

Claire Kramsch ................................................................................................................ 19 

Language Maintenance in/and Cyberspace: A wake up call for dormant bilinguals 

Anne Pauwels .................................................................................................................. 20 

Reclaiming, Protecting and Growing Minority Languages: A “Genuine” Community-Based 

Approach 

Donald M Taylor ............................................................................................................... 21 

Making Contact? Verbal Play and Multilingual Display in Tourism 

Crispin Thurlow and Adam Jaworski ............................................................................. 22 

Communication Across Diverse Health Contexts: A Language and Social Psychology 

Approach 

Bernadette M Watson ...................................................................................................... 23 

Intercultural traits and intercultural training 

Karen van der Zee, Jan Pieter van Oudenhoven .......................................................... 24 

SYMPOSIUM Multicultural Perspectives on Linguistic Landscapes 

Multicultural Perspectives on Linguistic Landscapes 

Durk Gorter and Jasone Ceñoz ...................................................................................... 25 

The multilingual cityscape of Donostia/San Sebastián 

Durk Gorter and Jasone Ceñoz ...................................................................................... 26 

Legislating the linguistic landscape for competing language groups: A Quebec case study. 

Richard Y. Bourhis .......................................................................................................... 27 

3

Linguistic Landscapes: Studies of Languages in Societies 

Olga Bever ........................................................................................................................ 28 

SYMPOSIUM : Diversity in health communication research: 

Perspectives on patients, carers and analyzing discourse 

Introduction 

Bernadette Watson .......................................................................................................... 29 

Discursis, a Visual Discourse Analysis Technique. 

Daniel Angus .................................................................................................................... 30 

Visualizing Doctor and Patient Communication: Insights into Effective Doctor-Patient 

Consultations 

Daniel Angus .................................................................................................................... 31 

Open Disclosure Analysis using Discursis 

Bernadette Watson .......................................................................................................... 32 

Visualising Conversations between People with Dementia and Residential Care Staff 

Cindy Gallois .................................................................................................................... 33 

Politeness in Adult Children‟s Conversation Openers with Parents about Later Life Health 

Care 

Margaret J. Pitts ............................................................................................................... 34 

Does it matter who translates your feelings? The deaf person in therapy 

Renata Meuter .................................................................................................................. 35 

The role of patient willingness to communicate in the health care experience 

Susan C. Baker ................................................................................................................ 36 

Intentional or unintentional influence? How language use shapes medical treatment 

decisions 

Janice L. Krieger .............................................................................................................. 37 

SYMPOSIUM: Pupils’ anxiety, self confidence, attitude and motivation to 

speak a foreign language 

Introduction 

Jildou Popma, Mirjam Günther-van der Meij ................................................................. 38 

Improving Self-confidence and English Speaking Performances through Multilingual 

Education 

Marrit Jansma .................................................................................................................. 39 

4

Attitude and Motivation of Frisian and Basque Secondary School Pupils towards learning 

English 

Truus de Vries .................................................................................................................. 40 

“I don‟t dare speaking this language”: Applicability of Cognitive Behavioural Therapy on 

Anxiety to use a Foreign Language 

Rob Faltin ......................................................................................................................... 41 

SYMPOSIUM: Language effects: cognitive, evaluative and identity 

impacts 

Introduction 

Richard Clément .............................................................................................................. 42 

Investigating language, ethnicity and space in Flanders: indexicality and space perception 

Evy Ceuleers .................................................................................................................... 43 

Disentangling the LIB from the LEB: The Unexpected Role of Social Judgement and 

Social Norms 

Katherine A. Collins ......................................................................................................... 44 

Bilingualism in minority French Canadians: Assimilation or fusion? 

Nathalie Freynet ............................................................................................................... 45 

SYMPOSIUM: Extracting lexical retrieval information from word 

association data: A users’ guide 

Extracting lexical retrieval information from word association data: A users‟ guide 

Tess Fitzpatrick ............................................................................................................... 46 

Lexical retrieval and age 

David Playfoot .................................................................................................................. 47 

Lexical retrieval and cognition 

Cristina Izura .................................................................................................................... 48 

Lexical Retrieval in Semantic Dementia 

Jeremy Tree ..................................................................................................................... 49 

SYMPOSIUM: How can Caretakers Influence Children’s Multilingual 

Language Development? 

Introduction 

Mirjam Günther-van der Meij .......................................................................................... 50 

5

Parental Beliefs of Bilingual Antillean Mothers: Stability of the Construct and Comparison 

with Monolingual Dutch Group 

Nienke Boomstra ............................................................................................................. 52 

Early Multilingual Transmission and Learning from the Perspective of European Regional 

and Minority Language Communities 

Idske Bangma .................................................................................................................. 53 

Motivations and attitudes of stakeholders in bilingual kindergarten programs: prestige vs. 

migrant languages 

Katarina Wagner (presenter 1) 1 , Astrid Rothe ............................................................... 54 

SYMPOSIUM: Bicultural identities and language attitudes and use 

Bicultural identities and language attitudes and use 

Kimberly A. Noels ............................................................................................................ 56 

Building a bilingual profile: A bi-dimensional approach 

Sinthujaa Sampasivam .................................................................................................... 57 

How to be a Franco-Albertan without Speaking French: Ethnolinguistic Vitality, Sense of 

Community, and Bicultural Identity in a Minority Language Group 

Kimberly A. Noels ............................................................................................................ 58 

European identity and attitudes to multilingualism in three contexts 

Ruxandra-Silvia Comanaru ............................................................................................. 59 

SYMPOSIUM: Context of Language Attitudes 

Explicit and implicit answers to the question why non-standard speakers are warmer than 

standard speakers 

Christiane Schoel ............................................................................................................ 61 

“To speak or not to speak?” Expectancy violations and the interplay of accent and 

appearance in impression formation 

Karolina Hansen .............................................................................................................. 62 

The “Affect Behavior Cognition” of accent perception – On the role of negative affect in the 

perception and evaluation of accented speakers in persuasion 

Janin Roessel .................................................................................................................. 63 

Gender in style. On the influence of gender and speech style on speaker evaluation 

Tamara Rakić ................................................................................................................... 64 

Panel for "Language and Tourism"Task Force 

6

IALSP Task Force Language and Tourism 

Crispin Thurlow and Adam Jaworski ............................................................................. 65 

Talking about Tourism and Touring Around Its Talk: An Intergroup Communication 

Accommodation Perspective 

Heritage and authenticity in tourism 

Linguistic commodification in tourism 

Tourism, multilingualism and minority language spaces 

Performing tourist in travel spaces 

SYMPOSIUM: ‘Travelling to learn’: New conceptual, temporal and 

thematic perspectives on the ‘international’ student experience 

Introduction 

Tony Young ...................................................................................................................... 72 

From the decision to study abroad to the arrival in the host country: Exploring the role of 

pre-arrival factors in the international student experience 

Alina Schartner ................................................................................................................ 73 

Home is no longer far away for international students: Communication and support from 

family and friends „back home‟ 

Sik hung Ng ...................................................................................................................... 74 

A Model of International Students‟ Adjustment to Life and Study in Higher Education in the 

UK 

Tony Young ...................................................................................................................... 75 

Cross-Sectional and Time Sequential Analysis of Re-entry Narratives from US Student 

Sojourners 

Margaret Jane Pitts.......................................................................................................... 76 

SYMPOSIUM sponsored by the Asian Association of Social Psychology 

(AASP) 

How do Aussies Respond to the Use of Australian Slang by the Cultural Newcomers? 

Emiko Kashima ................................................................................................................ 77 

Relational Stress in a Hierarchic Society: The case of Korea 

Gyuseog Han ................................................................................................................... 78 

The Perception of Linguistic Distance from Ingroup and Outgroup Members is Calibrated 

to the Costs of Infection Risk 

7

Scott A. Reid .................................................................................................................... 79 

Mother/Daughter-In-Law Conflicts: Retrospective Accounts by Taiwanese Daughters-inlaw 

Yan Bing Zhang ............................................................................................................... 80 

Language and Culture: Can the Priming of a Linguistic Practice Affect Holistic and Analytic 

Cognitive Style? 

Yoshihisa Kashima .......................................................................................................... 81 

Which is More Important in Trust Decisions, an Intermediary or Shared Group 

Membership? A comparison between Chinese and Australians 

Jiawen Ye ......................................................................................................................... 82 

Cultural Knowledge and Interpersonal Relationship as Bases of Cultural Identification 

Ching Wan ........................................................................................................................ 83 

Acculturation Strategies, Social Support, and Cross-Cultural Adaptation among Mainland 

Chinese University Students in Hong Kong 

Ting Kin Ng ...................................................................................................................... 84 

INDIVIDUAL PAPERS 

Language Use, Sign Intent, and Health Access: Linguistic Landscape of San Antonio‟s 

Public Transit System 

Donald N. Allison ............................................................................................................. 85 

Establishing New Norms of Language Use in the Home; how is family language policy 

renegotiated as both parents and children learn a second language? 

Timothy Currie Armstrong .............................................................................................. 86 

Qualitative Word production analysis of Native speakers and Second language learners‟ 

by phonemic and categorical Verbal Fluency Test 

Keiko Asano ..................................................................................................................... 87 

The influence of printed media on the construction of Hezbollah‟s representations 

Pascale Asmar ................................................................................................................. 88 

When using of linguistic abstraction leads to a speaker being seen as a good member: 

Examining the linguistic intergroup bias from a normative perspective 

Yvette Assilaméhou ......................................................................................................... 89 

Incorporating World Englishes into a Teacher Education Course 

Burcu Ates ....................................................................................................................... 90 

The boundaries of a word: dialectical meanings in the term barebacking 

8

Rubén Ávila ...................................................................................................................... 91 

Timing Control of Japanese Speech and Temporal Fluctuation of Music Performance 

Junichi Azuma ................................................................................................................. 93 

Necessity of Universal Symbolic Language for Disaster Alert and Warning 

Junichi Azuma ................................................................................................................. 94 

How do I Say it? The Relationship Between Impression Management Concerns and 

Advice Seeking Behavior for Message Construction in Social Predicaments 

Krystyna Aune ................................................................................................................. 95 

Being victim of Linguicism in Québec and Canada 

Richard Y. Bourhis 1 ......................................................................................................... 96 

“Our Languages re-visited: presentation of new research into the evolving attitudes of 

young Londoners to issues of language and identity” 

Sarah Cartwright .............................................................................................................. 97 

Presence, role and value of crossborder contacts and meaningful relationships 

development in neighbouring language classroom. The case of mainstream primary 

schools of the Littoral zone of Slovenian-Italian border. 

Irina Moira Cavaion.......................................................................................................... 98 

A cross-cultural comparison of apologies by native speakers of American and Chinese 

Yuh-Fang Chang .............................................................................................................. 99 

The war on language: A content analysis of how modern U.S. presidents have used “war” 

as a metaphor in political addresses 

Sarah Chenoweth .......................................................................................................... 100 

Building Blocks of Identities in The EFL Classroom: Frames And Footings 

Hatice Çubukçu ............................................................................................................. 101 

Cultural Bias in Language Assessment: English as a French examination 

Martine Derivry .............................................................................................................. 103 

Parental reading attitudes versus the child‟s bilingual vocabulary growth 

Jelske Dijkstra ............................................................................................................... 105 

The On-going Changes in Turkish as a Minority Language in the Netherlands 

A. Seza Doğruöz ............................................................................................................ 106 

Native brittophones and the néo-bretonnants: constructions of the linguistic identity 

Nicole Dolowy-Rybinska ............................................................................................... 107 

9

Does Radon Gas Kill or Do People Lose Their Life to It? Effects of Linguistic Agency 

Assignment in Health Messages 

Marko Dragojevic ........................................................................................................... 108 

The potential contributory role of Critical Welsh Language Awareness Training in 

transforming civil society and the development of post-colonial identity in Wales 

Steve Eaves .................................................................................................................... 110 

Language attitudes of young Estonians in 2003 and 2012 

Martin Ehala ................................................................................................................... 111 

Language Technology for Multilingual Automatized Content Analysis in Group Research 

Bea Ehmann ................................................................................................................... 112 

An Artistic View on Onomatopoeia 

Ingeborg Entrop ............................................................................................................. 114 

Mentalization and interaction analysis. Integrating language and psychology. 

Christina Fogtmann Fosgerau ...................................................................................... 115 

Side effects of gender-fair language 

Magdalena Formanowicz .............................................................................................. 117 

Study of verbal communication of improvised music 

Lara Frisch ..................................................................................................................... 118 

“I Was Impolite to Her Because That‟s How She Was to Me”: Effects of Attributions of 

Motive on Responses to Non-Accommodation 

Jessica Gasiorek ........................................................................................................... 120 

The implications of accented speech and cultural representations: When implicit and 

explicit attitudes affect real‐life choices 

Sabrina Goh ................................................................................................................... 121 

The Use of Information Technology for the Safeguarding and Teaching of Siberian 

Languages 

Tjeerd de Graaf .............................................................................................................. 122 

Where fiction becomes reality: A narrative of language learning motivation 

Lou Harvey ..................................................................................................................... 124 

Standardised Language and Regional Dialect Levelling 

Nanna Haug Hilton......................................................................................................... 125 

10

The Lost Generation: Regaining the mother tongue for their children- Parental Incentives 

and Welsh-medium Education in the Rhymni Valley, south Wales. 

Rhian Siân Hodges ........................................................................................................ 126 

Easy to opt-in, hard to opt-out: A comparison of subscription and unsubscription messages 

in e-mails and websites 

Brian W. Horton ............................................................................................................. 127 

Communication of and about spiritual/religious identity in the workplace 

Brian W. Horton ............................................................................................................. 128 

Hidden Ukrainian minorities in the South-West Russia. 

Nadja Iskoussova .......................................................................................................... 129 

Ethnic and Sex Bias in Televised Non-Verbal Behaviors? 

Lucy Johnston ............................................................................................................... 130 

History of intergroup communication 

Liz Jones ........................................................................................................................ 132 

Language policy, language strategy and multilingualism 

René J. Jorna ................................................................................................................. 133 

A diachronic perspective on language prestige and language attitudes in Catalan and 

Occitan 

Aurélie Joubert .............................................................................................................. 134 

An Investigation children‟s responses to unanswerable questions 

Claire Keogh .................................................................................................................. 135 

Legal language Manipulation in War and Peace Contexts: The Israeli-Palestinian Conflict . 

Rajai Khanji .................................................................................................................... 136 

Forming impressions of others from the nonverbal gestures they use while speaking 

different languages 

Jeanette King ................................................................................................................. 137 

Māori language revitalisation: new generation, different motivators? 

Jeanette King ................................................................................................................. 138 

Language attitudes and social identities in Montreal: a contemporary perspective 

Ruth Kircher ................................................................................................................... 139 

Exploring the narrative organization of social identity category related experiences 

11

Tibor Pólya ..................................................................................................................... 140 

Do Men have a lot to Bitch about? Analysing the Language of Metrosexuals 

Mohd Khushairi Bin Tohiar ........................................................................................... 142 

Language policy of the European Union - Cementing the minority language status? 

Láncos Petra Lea ........................................................................................................... 143 

The project on Nomadic Education in the Yamal-Nenets Autonomous District 

Roza Laptander .............................................................................................................. 144 

The effectiveness of apologies and thanks in favor asking messages: A cross-cultural 

comparison between Korea and the United States 

Hye Eun Lee ................................................................................................................... 146 

Types of Prototype Descriptions about Support Group Attendees Elicited by Women with 

Breast Cancer 

Legg, M. .......................................................................................................................... 147 

Port worker‟s retirement experience, language use and intergroup relations 

Laura Camara Lima ....................................................................................................... 148 

The acquisition of the Irish language by pupils in Irish-medium schools in Belfast 

Dr Seán Mac Corraidh ................................................................................................... 150 

Importance of contextual biases in argumentation processing 

Jens Koed Madsen ........................................................................................................ 151 

Learning relativity: creating knowledge in the cosmic world 

Arthur Brogden Male ..................................................................................................... 153 

Role of Intergroup Contact and Friendship in Learning and Speaking a Minority Language 

Enikő Marton .................................................................................................................. 155 

Semi-automated content similarity analysis as an innovative approach to examining 

attitudes: the case lay explanations for the 2011 London Riots 

Eric Mayor ...................................................................................................................... 157 

Preventing prostate cancer through early detection: The importance of understanding how 

men integrate information about prostate cancer into judgements about risk and screening 

McDowell, ME ................................................................................................................. 158 

Constructing masculinities: A discourse analysis of the accounts of single-at-midlife 

women 

Jennifer A. Moore .......................................................................................................... 159 

12

Spanish scholars‟ perceived difficulties writing research articles for publication in Englishmedium 

journals: the impact of language proficiency versus publication experience. 

Ana I. Moreno ................................................................................................................. 160 

Conversation table as an environment for (re)signification of subjectivity and identities in 

Portuguese as a Foreign Language 

Ricardo Moutinho .......................................................................................................... 161 

What motivates men to participate in PSA testing? The appeal of information. 

Occhipinti, S ................................................................................................................... 162 

Insights into the Social Psychology of Ethnolinguistic Decay 

Conchúr Ó Giollagáin .................................................................................................... 163 

Sharing responsibility after error occurrence? The effect of group membership on 

intergroup communication about errors 

Annemiek van Os........................................................................................................... 164 

The effect of out-of-school exposure on children‟s foreign language learning 

Liv Persson .................................................................................................................... 165 

« You really don‟t sound like us » Effect of proper names on listener expectations 

Alexei Prikhodkine......................................................................................................... 166 

Separation and Connection: A Discourse Analysis of Young Men‟s Talk about Their 

Mothers 

H. Lorraine Radtke ......................................................................................................... 167 

Urban Multingualism and Language Attitudes in Lithuania 

Meilutė Ramonienė ........................................................................................................ 168 

Sports fan identity and basking in reflected glory: a content analysis of pronominal usage 

and expressions of emotion by social networking users 

George B. Ray ................................................................................................................ 169 

Trilingual primary and secondary education in Friesland: developments and challenges 

Alex M.J. Riemersma ..................................................................................................... 170 

Research on identity issues by using a combined social theoretical approach in a case 

study of adult female migrants learning English in the U.K.‟ 

Luz Alma Rodriguez-Tsuda .......................................................................................... 172 

Spanish Researchers Publishing in English-medium Scientific Journals: attitudes and 

motivations across disciplinary areas 

13

Itesh Sachdev ................................................................................................................ 174 

Pronouns, Address Forms and Politeness Strategies in Odia 

Kalyanamalini Sahoo ..................................................................................................... 175 

Fostering Multilingualism through (Public) Bilingual Education in Spain: Projects, 

Prospects... and Complications! 

Ignacio Gregorio Sales .................................................................................................. 176 

Reporting on the 2009 „Burqa Ban‟: Deconstructing Ideology 

Nadia Sarkhoh ............................................................................................................... 177 

Transnational comparability of degree programmes: Global policy and local practices 

Dr. Carole Sedgwick ...................................................................................................... 178 

Communication in neonatal nurseries: Differences in attributions and perceived support for 

adult and adolescent mothers. 

Nicola Sheeran ............................................................................................................... 179 

How the doc should (not) talk: When breaking bad news with negations influences 

patients' immediate responses and medical adherence intentions 

Lisa Sparks .................................................................................................................... 180 

The Effects of Language Attitudes on Semantic Processing: An Implicit Approach 

Stewart, C.M ................................................................................................................... 182 

Formulations in e-mental health chat sessions 

Wyke Stommel ............................................................................................................... 183 

Language management in context of social psychology 

Karolina Suchowolec .................................................................................................... 184 

The effects of identification with one‟s national in-group on implicit linguistic biases in an 

inter-ethnic context 

Zsolt Peter Szabo........................................................................................................... 186 

Gender-specific implicature comprehension and donation behavior in bilingual social 

marketing campaigns 

Dieter Thoma .................................................................................................................. 187 

Verka Serduchka as carnivalesque heteroglossia in post-Soviet Ukraine 

Alla V. Tovares ............................................................................................................... 188 

Dream Denied: Undocumented Mexican youths and the U.S. DREAM Act 

Raúl Tovares .................................................................................................................. 189 

14

Language attitudes among youngsters in Barcelona and Valencia 

Anna Tudela Isanta ........................................................................................................ 190 

Exploring the role of amount and type of exposure in bilingual acquisition 

Sharon Unsworth ........................................................................................................... 191 

Naming and referring: Doctors‟ and patients‟ use of medical vocabulary 

Stavroula Varella ........................................................................................................... 192 

Poles and Russians in Lithuania: Some Tendencies of Use and Proficiency of Mother 

Tongues and State Language 

Loreta Vilkienė ............................................................................................................... 193 

Ethnolinguistic Identity and Television Use in a Minority Language Setting 

László Vincze ................................................................................................................. 194 

Implying lesbian identity in everyday interaction 

Rowena Viney ................................................................................................................ 195 

Ethnic Minority, Heritage Tourism and Authenticity: Reinventing Tujia in China 

Xuan Wang ..................................................................................................................... 196 

Teachers‟ views on Putonghua Education in Hong Kong 

Yang Ruowei, Robin ...................................................................................................... 197 

Attitudes towards multilingual signs in biethnic Tallinn 

Anastassia Zabrodskaja ................................................................................................ 198 

Gender difference in secondary school graduates‟ views on Putonghua education in Hong 

Kong 

Zhang, Bennan ............................................................................................................... 199 

European Americans‟ Cultural Orientations and Intergenerational Conflict Management 

Styles: The Indirect Effects of Filial Obligations 

Yan Bing Zhang ............................................................................................................. 200 

Negotiating Masculine Identities Within Group Therapy For Men Victims of Abuse 

Michaela Zverina ............................................................................................................ 201 

15

Title 

KEYNOTE SPEAKERS 

Multilingual speakers: proficiencies, practices and identities 

Durk Gorter & Jasone Cenoz DATE: WED 20.06 

University of the Basque Country (UPV/EHU) TIME: 18.00-18.45 

BIOGRAPHICAL STATEMENT 

16 

ROOM: New York 1&2 

Durk Gorter is Ikerbasque research professor at the Faculty of Education of the University of the 

Basque Country UPV/EHU, Donostia-San Sebastián, Spain. Nowadays he does research on 

multilingual education, European minority languages and linguistic landscapes. 

From 1979 to 2007 he was a researcher in the sociology of language and 

head of the department of social sciences at the Fryske Akademy in 

Ljouwert/Leeuwarden, The Netherlands. From 1994 until 2008 he was 

also part-time full professor at the University of Amsterdam in the 

sociolinguistics of Frisian. He has been involved in sociolinguistic survey 

studies of the Frisian language situation and the analysis of language 

policy. He also did comparative work on European minority languages, in 

particular in education in the context of the Mercator-Education project. 

Among his recent publications are Focus on Multilingualism in School Contexts (2011, co-edited 

with Jasone Cenoz as a special issue of the Modern Language Journal) and Minority Languages in 

the Linguistic Landscape (2012, co-edited with Heiko Marten and Luk Van Mensel). He is the 

leader of DREAM, the Donostia Research Group on Education and Multilingualism. 

Further information on: www.ikerbasque.net/durk.gorter and http://multilingualeducation.eu/en/ 

Jasone Cenoz is Professor of Research Methods in Education at the University 

of the Basque Country. Her research focuses on multilingual education, 

bilingualism and multilingualism combining psycholinguistic, social psychological, 

sociolinguistic and educational perspectives. Her most recent book is Towards 

Multilingual Education (Multilingual Matters, 2009) got the Spanish Association 

of Applied Linguistics 2010 award. She has published extensively on 

multilingualism and multilingual education including the special issue of the 

Modern Language Journal Focus on Multilingualism in School Contexts (2011, 

co-edited with Durk Gorter). She is the coordinator of the European Master in 

Multilingualism and Education (EMME) at the University of the Basque Country. 

She is the vice-president of the International Association of Multilingualism (IAM) and has served on 

the boards of the International Association of Applied Linguistics (AILA) and the International 

Association for the Study of Child Language (IASCL). She is currently working on ―Focus on

Multilingualism‖ a research approach that looks at multilingual speakers and the interaction of the 

languages they learn and use rather than each language in isolation. 

ABSTRACT 

Globalisation goes hand in hand with an increasing use of English and the spread of 

multilingualism, even though the number of languages worldwide is diminishing. 

In our ―Focus on Multilingualism‖ approach we distinguish between the speakers, all the languages 

in their repertoire and the social context. We want to leave the traditional monolingual perspectives 

and move towards a holistic perspective on multilingualism. 

In this keynote address we will concentrate on multilingual speakers and their 

characteristics as a group. We will consider multilingual speakers in their own right. We will look 

into the issue of their competences in different languages and analyze how these proficiencies can 

be assessed. We will relate this to the use of more than one language in daily life and demonstrate 

how language practices shape different multilingual patterns such as codeswitching, receptive 

multilingualism and the use of English as a lingua franca. Important questions concern the identity 

of multilinguals and the way they see themselves or how they are perceived by others. We discuss 

if multilinguals can be treated as a group and whether or not they behave as such. 

Most of our research takes place in the Basque Country in Spain. This is a dynamic society 

where language relationships have fundamentally changed over the past 30 years. The Basque 

language was severely endangered, but has been revived in education, old and new media, 

government and other social fields. Spanish is still the dominant language in society, but also 

English is gradually expanding, as well as other foreign languages. At some points we can 

compare with the situation in the province of Friesland, The Netherlands and some other regions 

where a minority language is spoken in Europe. 

17

Title 

Comprehending Conversational Utterances: Experimental Studies of the Comprehension of 

Speaker Meaning 

Thomas Holtgraves DATE: SAT 23.06 

Department of Psychological Science, Ball State University TIME: 08.45-09.30 


18 

ROOM: New York 1&2 

Thomas Holtgraves is a professor of Psychological Science at Ball State 

University. His primary research program examines the social-cognitive 

underpinnings of language production and comprehension. Recently he has 

extended his language research into the applied and neurological realms by 

studying pragmatic language comprehension in people with Parkinson‘s 

disease and the lateralization of speaker meaning. This research program has 

been of interest to scholars working within a variety of disciplines and has 

helped foster cross-disciplinary awareness of the social psychological aspects 

of language use. His research has been supported by the National Science 

Foundation and National Institute of Health, and he is the author of Language 

as social action: Social psychology and language use (Erlbaum, 2001), as well as a chapter 

on language for the fifth edition of the Handbook of social psychology (Fiske, Gilbert, & Lindzey, 

2010). Currently, he is editing the Handbook of language and social psychology for Oxford 

University Press. 

ABSTRACT 

In this talk I provide an overview of studies conducted in my lab examining the social, cognitive, 

and neuropsychological processes involved in the comprehension of speaker meaning. 

Experimental studies of language processing typically examine the comprehension of isolated 

sentences. Conversation utterances, on the other hand, take place in an interpersonal, 

interactive context and these interpersonal processes should play a role in their comprehension. 

The goal of my research has been to examine experimentally how this occurs. I assume that 

conversations are demanding and that interactants will frequently generate a quick 

interpretation of a speaker‘s intention. In my research I have focused on both conversational 

implicatures , and the comprehension of illocutionary force (or speech act recognition). Our 

research has demonstrated that the recognition of illocutionary force is an important and 

automatic component of conversation comprehension. In terms of conversational implicatures, 

we have demonstrated that face management can play a critical role in the interpretation of 

certain types of remarks (e.g., indirect replies), and that a Gricean inference process is involved 

in the comprehension of these utterances. In terms of neuropsychological processes, our 

studies with Parkinson‘s Disease participants point to the important role played by executive 

function in both speech act recognition and the generation of conversational implicatures. Our 

research using a split screen procedure suggests that the Right Hemisphere (RH) plays an 

important, initial role in speech act processing, a result that helps explain why people with 

damage to their right hemisphere are sometimes deficient in pragmatic processing.

Title 

“French was wedged between the cobblestones and my flowered dress” 

The symbolic world of multilinguals 

Claire Kramsch DATE: THU 21.06 

UC Berkeley TIME: 08.45-09.30 


19 

ROOM: NEW YORK 1&2 

Claire Kramsch is Professor of German and Affiliate Professor of Education at UC Berkeley, and 

the former Director of the Berkeley Language Center, which she founded in 1994. She teaches 

second language acquisition and applied linguistics and directs PhD 

dissertations in the German Department and in the Graduate School of 

Education. She is the past president of the American Association of Applied 

Linguistics and the past editor of the international journal Applied Linguistics. 

Over the last thirty years, she has been active in foreign language teacher 

development and has written extensively on language, discourse, and culture 

in applied linguistics. In 1998, Prof. Kramsch received the Goethe Medal from 

the Goethe Institute in Weimar for her contributions to cross-cultural 

understanding between the United States and Europe. In 2002, she received 

the Distinguished Service Award from the American Modern Language 

Association as well as the Faculty Distinguished Teaching Award from UC 

Berkeley. She is the 2007 recipient of the Distinguished Scholarship and 

Service Award of the American Association for Applied Linguistics. Prof. 

Kramsch is the author of several books including Discourse Analysis and Second Language 

Teaching (1981), Language and Culture (1998), Context and Culture in Language Teaching (1993) 

and The Multilingual Subject (2009). These last two publications received the Mildenberger Prize 

from the MLA. She is the editor of Redrawing the Boundaries of Language Study (Heinle 1995) 

and Language Acquisition and Language Socialization. Ecological Perspectives (Continuum 2002). 

ABSTRACT 

Many adults, remembering their struggles with irregular verbs, unpronounceable ‗r‘s, and 

impossible grammar rules, cannot imagine that learning a foreign language has anything to do with 

emotions other than anger and frustration and the fear of making a fool of yourself. And yet 

adolescent language learners, when asked to describe their language learning experience, often 

seem to have a very intimate, affective relationship to the language, which they seem to imbue 

with their innermost yearnings and aspirations. 

What is it in the acquisition of a new symbolic system that can trigger such intense feelings of 

attraction or repulsion? While second language acquisition research has focused mainly on the 

cognitive and the social communicative aspects of acquisition, it has largely neglected the 

emotional domain that is so prominent in research on bilingualism. This paper shows that the 

emotional impact of learning another language, even in educational settings, holds aesthetic, 

cultural and political promise and is a force to be reckoned with.

Title 

Language Maintenance in/and Cyberspace: A wake up call for dormant bilinguals 

Anne Pauwels DATE: THU 21.06 

University of London TIME: 17.15-18.00 

20 



Anne Pauwels is Professor of Sociolinguistics and Dean of Languages and Cultures at the School 

of Oriental and African Studies, University of London. Her research over the past thirty years has 

focused on immigrant multilingualism with specific reference to Australia, language and gender 

and language policies in higher education. Her more recent books include Language and 

Communication: Diversity and Change (with M.Hellinger), Boys and language learning (with J. 

Carr) and Maintaining minority languages in transnational contexts (with J.Winter & J. Lo Bianco). 

ABSTRACT 

Advanced transport systems and communication technologies have had a profound impact on how 

we live our lives including how we communicate with each other. Constraints on travelling and 

communications across vast distances have been largely lifted thanks to increased virtual mobility. 

These developments have not bypassed language scholars. There is now a vast and ever growing 

body of research examining ‗language and/on the internet‘, on the use of communication 

technologies in language learning and more recently, on the impact of such communication 

advances on language revitalization and language maintenance. Perhaps least developed is the 

latter area: the role and impact of new communication technologies on language maintenance in 

situations of unstable (dynamic) bi-and multilingualism. In this presentation I shall build upon the 

findings of earlier research projects to examine the role and impact of new communication modes 

and technologies on the language use patterns and practices of a group of second generation 

Australians, i.e. Dutch-Australians. This group is characterized by low ethnolinguistic vitality with 

very high levels of language shift (around 90%). Yet members of this group have expressed 

renewed interest in the language and culture(s) linked to their parental heritage although they have 

shown little support for existing language maintenance ‗institutions‘ and initiatives (e.g., Dutch 

language classes, Dutch local media, Dutch social clubs). This makes them an interesting group 

in which to examine the impact of new modes of communication on bilingual practices. Here the 

focus will be on (1) establishing their awareness and knowledge of the availability of 

communication technologies and resources that could support language maintenance or continued 

bilingualism, (2) examining their use of such technologies and resources, and (3) establishing the 

impact this has on their continued bilingualism.

Title 

Reclaiming, Protecting and Growing Minority Languages: 

A “Genuine” Community-Based Approach 

Donald M Taylor DATE: FRI 22.06 

McGill University TIME: 08.45-09.30 


21 


Donald M. Taylor is professor of Psychology at McGill University, Montreal. He has conducted 

research in a variety of cultural and minority language settings including South Africa, Indonesia, 

Philippines, India and innercity Detroit and Miami. By far his longest term 

commitment has been with Aboriginal peoples with a special focus on the 

Inuit of Arctic Quebec (Nunavik). His most recent book is entitled ―The 

Quest for Identity‖ and is published by Praeger. 

ABSTRACT 

The ethics that surround conducting research and theory driven interventions in minority 

communities are formulated to make researchers appear entirely respectful. The problem is that 

what is now labeled ―community-based‖ research is not addressing the real issues. Using minority 

languages under threat as an example, a ―genuine‖ community-based model will be presented.

Title 

Making Contact? Verbal Play and Multilingual Display in Tourism 

Crispin Thurlow 1 and Adam Jaworski 2 DATE: THU 21.06 

1 School of Interdisciplinary Arts and Sciences at the 

University of Washington, 2 Centre for Language and 

Communication Research, Cardiff University, Wales, UK 


22 

TIME: 11.30-12.15 


Crispin Thurlow is Associate Professor in the School of Interdisciplinary Arts and Sciences at the 

University of Washington where he also holds adjunct appointments in 

Linguistics, Anthropology and Communication. Two of Crispin‘s recent books 

are Digital Discourse: Language in the New Media (2011, Oxford) and, with 

Adam Jaworski, Tourism Discourse: Language and Global Mobility (2010, 

Palgrave). In 2007, Crispin received the University of Washington‘s 

Distinguished Teaching Award. His website is at: 

faculty.washington.edu/thurlow/. 

Adam Jaworski is Professor at the Centre for Language and Communication 

Research, Cardiff University, Wales, UK (until July 2012). In August 2012 he is taking up the post 

of Professor at The School of English, University of Hong Kong. His books include The Power of 

Silence (Sage), Discourse, Communication and Tourism (with 

Annette Pritchard, Channel View) and The New 

Sociolinguistics Reader (with Nikolas Coupland, Palgrave 

Macmillan). He is co-editor of the book series Oxford Studies 

in Sociolinguistics (OUP). 

ABSTRACT 

Described as ‗one of the greatest population movements of all time‘, tourism is firmly established 

as a truly global cultural industry. And it‘s not just people who are on tour; language too is on the 

move. In this talk, we will examine a number of ways that we find language/s being taken up in 

tourism‘s search for difference, exoticity and authenticity. Specifically, we will present a series of 

common touristic genres (spoken and written) in which languages (local and global) are 

recontextualized, stylized and commodified for servicing the ideology of cosmopolitanism at the 

heart of tourism. These often playful productions (or stagings) of language are usually 

characterized by a highly ritualized, fleeting kind of intercultural contact which involves tourists 

being exposed to or using isolated words and linguistic formulae. This is undoubtedly a meaningful 

form of contact between tourists and hosts, but it is unlikely to be the kind of long-lasting, 

transformative contact to which social psychologist have long aspired. In fact, the ―sociolinguistics 

of tourism‖ reveals the kind of banal globalization that structures the ways many people learn what 

it means to be ‗global citizens‘.

Title 

Communication Across Diverse Health Contexts: A Language and Social Psychology 

Approach 

Bernadette M Watson DATE: FRI 22.06 

School of Psychology, The University of Queensland TIME: 15.30-16.15 

23 

ROOM: ON BOARD 


Bernadette Watson (PhD Queensland) is a senior lecturer in psychology at The University of 

Queensland. As a health psychologist her research focuses on the interpersonal and intergroup 

communication dynamics that exist between health professionals and their patients in the health 

setting. She investigates how a person‘s role or professional identity in clinical settings influences 

his or her communication behaviours with members of multidisciplinary teams and patients and 

how these behaviours reflect effective or ineffective communication. 

ABSTRACT 

In this talk I discuss my health communication research over the past ten years in. I describe my 

key findings on interactions between different types of health professionals and patients and 

specifically what they each define as effective communication. I look at what is most important for 

different health professionals in patient consultations and conversely examine what acute and 

chronic patients feel are the important features of a good interaction with a health professional. I 

focus on the challenging situations where a health professional has to disclose to a patient an 

adverse outcome. How is this difficult encounter managed well and what does that mean for the 

patient and the health professional? I expand on work my colleagues and I have been conducting 

in the hospital environment around the clinical handover of patient care. All these important health 

contexts can be understood from a language and social psychology perspective that bring to life 

the communication dynamics and interplay of the various health professional and patient 

identities. I conclude with my research directions for the next decade.

Title 

Intercultural traits and intercultural training 

Karen van der Zee 1 , Jan Pieter van Oudenhoven 2 DATE: SAT 23.06 

1 University of Twente, 2 University of Groningen TIME: 12.45-13.30 

24 



Karen van der Zee, is Dean of the Faculty of Behavioral Sciences at the University of Twente 

and Professor of Organizational Psychology, Cultural Diversity and Integration at the University of 

Groningen. Her research focuses on cultural diversity in organisations and determinants of 

successful secondment of employees to countries abroad. She authored and co-authored many 

articles in top-ranking international journals. She also is a member of the Supervisory Council of 

the University Campus Fryslan. 

ABSTRACT 

The world has increasingly become a place where people from different cultures meet. Some 

individuals appear to be better in having constructive intercultural contacts than others. William 

Gudykunst spent much of research to studying the behavior of a stranger adjusting to a new 

culture, as well as in examining how individuals communicate with strangers and often accurately 

predict their behavior. He has been a great example for us. On the basis of the literature and 

research we found a long list of relevant traits, which we could summarize into five key traits: 

Open-mindedness, Cultural Empathy, Social Initiative, Emotional Stability and Flexibility. People 

scoring high in the first three traits (the social-perceptual traits) see cultural diversity as a 

challenge; people scoring high in Emotional Stability and Flexibility (the stress buffering traits) do 

not easily feel threatened by cultural differences. The traits may be measured by the Multicultural 

Personality Questionnaire, an instrument that has been proven to be reliable, valid, and applicable 

in many different cultures. Interestingly, two intercultural traits, open-mindedness and cultural 

empathy, are predictors of foreign language acquisition. As another product of this intercultural trait 

approach traits an audiovisual intercultural training, the Intercultural Effectiveness Training, has 

been developed. This training focuses on the three social perceptual traits (open-mindedness, 

cultural empathy, social initiative), because they are particularly apt to be trained in role playing 

and social exercises.

Title 

SYMPOSIUM Multicultural Perspectives on 

Linguistic Landscapes 

Durk Gorter and Jasone Ceñoz (Co-presenting) 

Multicultural Perspectives on Linguistic Landscapes 

Richard Y. Bourhis (presenter) and Rana Sioufi (co-author) 

Olga Bever (presenter) 

25 

DATE: THU 21.06 

TIME: 09.30-11.10 

ROOM: NEW YORK 3 

ABSTRACT 

This panel brings together four scholars from around the world who have devoted a significant 

amount of attention to the study of Linguistic Landscapes. In this panel, they will present current 

research, challenges, and opportunities for the study of linguistic landscapes in a globalized era. 

Cumulatively, their data derive from several international scenes where physical, social borders, 

and identity borders are in flux. Presenters consider Basque language in Spain, Quebecois in 

Canada, and Ukrainian and Russian in post-soviet Ukraine as they are all juxtaposed to dominant 

languages in the area (i.e., Spanish, English).

Title 

The multilingual cityscape of Donostia/San Sebastián 

Durk Gorter and Jasone Ceñoz DATE: THU 21.06 

University of the Basque Country in Donostia - San Sebastián TIME: 9.30-11.10 



Durk Gorter is Ikerbasque research professor at the Faculty of Education of the University of the 

Basque Country UPV/EHU, Donostia-San Sebastián, Spain. Nowadays he does research on 

multilingual education, European minority languages and linguistic landscapes. 

From 1979 to 2007 he was a researcher in the sociology of language and head of the department 

of social sciences at the Fryske Akademy in Ljouwert/Leeuwarden, The Netherlands. From 1994 

until 2008 he was also part-time full professor at the University of Amsterdam in the sociolinguistics 

of Frisian. He has been involved in sociolinguistic survey studies of the Frisian language situation 

and the analysis of language policy. He also did comparative work on European minority 

languages, in particular in education in the context of the Mercator-Education project. Among his 

recent publications are Focus on Multilingualism in School Contexts (2011, co-edited with Jasone 

Cenoz as a special issue of the Modern Language Journal) and Minority Languages in the 

Linguistic Landscape (2012, co-edited with Heiko Marten and Luk Van Mensel). He is the leader 

of DREAM, the Donostia Research Group on Education and Multilingualism. 

Further information on: www.ikerbasque.net/durk.gorter and http://multilingualeducation.eu/en/ 

Jasone Cenoz is Professor of Research Methods in Education at the University of the Basque 

Country. Her research focuses on multilingual education, bilingualism and multilingualism 

combining psycholinguistic, social psychological, sociolinguistic and educational perspectives. Her 

most recent book is Towards Multilingual Education (Multilingual Matters, 2009) got the Spanish 

Association of Applied Linguistics 2010 award. She has published extensively on multilingualism 

and multilingual education including the special issue of the Modern Language Journal Focus on 

Multilingualism in School Contexts (2011, co-edited with Durk Gorter). She is the coordinator of the 

European Master in Multilingualism and Education (EMME) at the University of the Basque 

Country. She is the vice-president of the International Association of Multilingualism (IAM) and has 

served on the boards of the International Association of Applied Linguistics (AILA) and the 

International Association for the Study of Child Language (IASCL). She is currently working on 

―Focus on Multilingualism‖ a research approach that looks at multilingual speakers and the 

interaction of the languages they learn and use rather than each language in isolation. 

ABSTRACT 

In our research we investigate the interaction between the different languages on display in the 

public space. On the one hand the two official languages in the Basque Autonomous Community: 

Basque as the minority language and Spanish as the majority language. On the other hand, 

English as the global language along with other languages. These languages are allocated in 

various ways on and across the signs which can provide insights about the strategies and 

practices of various actors who shape the multilingual cityscape. 

26

Title 

Legislating the linguistic landscape for competing language groups: A Quebec case study. 

Richard Y. Bourhis (presenter) and Rana Sioufi DATE: THU 21.06 

Département de psychologie Université du Québec à Montréal, 

Canada 

27 

TIME: 09.30-11.10 



Richard Y. Bourhis was educated in the French and English school system in Montreal, obtained 

a BSc in Psychology at McGill University, Canada, and a PhD (1977) in Social Psychology at the 

University of Bristol, England. He was Associate Professor in the Psychology Department at 

McMaster University in Ontario until 1988 and is currently full professor at the Psychology 

Department of the Université du Québec à Montréal (UQAM). Richard Bourhis published in 

English/French 170 journal articles/chapters on cross-cultural communication, language planning, 

acculturation and immigrant/host community relations, social psychology of discrimination. He was 

director of the Concordia-UQAM Chair in Ethnic Studies in Montreal from 1996-2006 and director 

of the Centre des études ethniques des universités montréalaises (CEETUM) at the Université de 

Montréal from 2006-2009. He received the ‗Robert C. Gardner Award‘ for outstanding research on 

Bilingualism from International Association of Language and Social Psychology and an award from 

the Canadian Race Relations Foundation for excellence in anti-racism in Canada. He was elected 

Fellow of the Society for the Psychological Study of Social Issues and the Society for Experimental 

Social Psychology. He received a doctorate ‗Honoris causa‘ from Université de Lorraine, France. 

bourhis.richard@uqam.ca, http://bourhis.socialpsychology.org. 

ABSTRACT 

The linguistic landscape in Montreal was predominantly English for over 150 years, a situation 

which was partly reversed by Law 22 in 1974, which imposed French on all public signs while 

allowing bilingual French/English commercial signs. French nationalist decried bilingualism on 

commercial signs leading to the election of the separatist Parti Québécois which adopted Bill 101 

making French the only official language of Quebec. In addition to imposing French unilingualism 

on all road and government signs the law banned English and all other languages from commercial 

signs. Bill 101 established the ascendency of French in the Quebec linguistic landscape thus 

satisfying the Francophone majority while forcing the Anglophone minority to challenge the law as 

infringing Charters of Rights and Freedoms. The Canadian Supreme Court ruled that freedom of 

expression included not only the content of speech but also the freedom of language choice, thus 

invalidating French unilingualism on commercial signs. Faced with French nationalist outcry, the 

Quebec government adopted Bill 178 in 1988 maintaining French unilingualism on external 

commercial signs but allowing English signs inside stores as long as French was predominant. The 

Canadian Supreme Court forced the Quebec Government to change Bill 178. This paper presents 

the results of our 1993 linguistic landscape poll conducted with 830 Francophones, 95 

Anglophones and 39 Allophones commissioned by the Quebec Government. Results of this poll 

contributed to the adoption of Bill 86 in 1993 which allowed multilingual commercial signs as long 

as French was twice as predominant as all other languages combined.

Title 

Linguistic Landscapes: Studies of Languages in Societies 

Olga Bever DATE: THU 21.06 

Linguistics Department, The University of Arizona, USA 

TIME: 09.30-11.10 


ABSTRACT 

The foundational work on Linguistic Landscapes (LLs) by Landry and Bourhis (1997) stressed the 

importance of languages in the signage in the public spaces as a distinct marker of relative power 

of linguistic groups on a given territory and the informational and symbolic functions of language. 

The growing field of Linguistic Landscapes offers analysis of intersection of language policy and 

language use in a particular region through publicly displayed texts of advertising posters and 

billboards, shop signs, official notices, etc. These multilingual multimodal texts reveal the interplay 

between social, political, cultural and linguistic spaces. Research on LLs has turned into a vibrant 

interdisciplinary field, covering sociolinguistics, language policy, communication, advertising, etc. 

This paper examines how Linguistic Landscapes reflect the negotiation of ‗competing‘ and 

‗coexisting‘ local, national and global ideologies and discourses in an urban area of post-Soviet 

Ukraine. The multilingual multimodal texts use Ukrainian, Russian and English, and Cyrillic and 

Roman scripts, reflecting language choice and emphasizing the role of English as the language of 

globalization. 

The genetic closeness of Ukrainian and Russian allows a powerful textual tool, ‗bivalency‘. 

Bivalency contributes to negotiation of the local, national and global discourses and ideologies by 

reconciling linguistic conflicts through overlapping written elements on the different levels: 

alphabetic, phonological, morphological and syntactic. The paper presents and analyzes actual 

multilingual multimodal signs with the mixture of languages, orthographies and other visual 

representations. 

28

Title 

SYMPOSIUM : Diversity in health communication 

research: Perspectives on patients, carers and 

analyzing discourse 

Introduction 

Bernadette Watson - introduction DATE: THU 21.06 

The University of Queensland, Australia TIME: 9.30-15.10 

29 

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ABSTRACT 

Thematic Summary This panel explores the nature and dynamics of intergroup communication 

processes across a diverse range of theoretical perspectives, health contexts and analytic 

techniques. 

The first three papers investigate language and communication barriers that can occur between 

health care providers or carers and aging parents (paper 1), deaf patients (paper 2) and cancer 

patients facing clinical trials (paper 3). These papers highlight the importance of effective 

communication and the quality of the carer-patient relationship in patient care. The next two 

papers emphasize the significance of patient involvement in health care. They consider the 

patient‘s experience with the health care system by examining the patient‘s willingness to 

communicate (paper 4) and active patient participation (paper 5) in health care. The last three 

papers explore the utility of Discursis, a computer-based tool for analysing communication. This 

discourse analytic technique is employed to investigate health care professional consultation 

practices (paper 6), the challenges of doctor-patient interactions (paper 7) and the communication 

difficulties between patients with dementia and their carers (paper 8). 

These eight papers give an extensive picture of communication by health professionals, carers and 

patients. The papers all highlight the importance of effective and active communication to the 

quality of health care and perceptions of the health care experience. The papers presented in this 

panel extend our understanding of various communication dynamics in health environments. 

Although they all take differing theoretical and analytical approaches, they all aim to uncover the 

key variables and strategies that improve the effectiveness of health communication and the 

quality of the health care experience.

Title 

Discursis, a Visual Discourse Analysis Technique. 

Dr Daniel Angus DATE: THU 21.06 

The University of Queensland TIME: 09.30-11.10 


30 

ROOM: MADRID 

Dr Daniel Angus is a Lecturer with the University of Queensland who has spent the last three years 

working on a large interdisciplinary ARC project called Thinking Systems. In 2012, a UQ Vice- 

Chancellor's Strategic Initiative grant sees Dr Angus collaborating between the School of 

Journalism and Communication and School of Information Technology and Electrical Engineering. 

Dr Angus‘s research explores how conceptual information is processed and stored by mammals to 

inspire the development of conceptual mapping tools. An outcome of this research is the Discursis 

text analytic tool which is a useful way to visualise and obtain metrics from conversation transcripts. 

ABSTRACT 

Discursis is a new communication analytics technology that allows analysts to objectively analyse 

any text based communication data, in the form of conversations, web forums, training scenarios, 

and many more. Discursis quickly, and automatically, processes transcribed text to show 

participant interactions around specific topics and over the time-course of the conversation. 

Discursis can assist practitioners in understanding the structure, information content, and interspeaker 

relationships that are present within input data. Discursis also provides quantitative 

measures of key metrics, such as topic introduction; topic consistency; and topic novelty. In this 

workshop Dr Angus will offer a practical demonstration of the Discursis software.

Title 

Visualizing Doctor and Patient Communication: Insights into Effective Doctor-Patient 

Consultations 

Daniel Angus (presenter), Bernadette Watson, Andrew Smith, 

Cindy Gallois, & Janet Wiles 

31 




ROOM: MADRID 

Dr Daniel Angus is a Lecturer with the University of Queensland who has spent the last three years 

working on a large interdisciplinary ARC project called Thinking Systems. In 2012, a Vice- 

Chancellor's Strategic Initiative grant is allowing Dr Angus to collaborate between the School of 

Journalism and Communication and School of Information Technology and Electrical Engineering. 

Dr Angus‘s research explores how conceptual information is processed and stored by mammals to 

inspire the development of conceptual mapping tools. An outcome of this research is the Discursis 

text analytic tool which is a useful way to visualise and obtain metrics from conversation 

transcripts. Discursis assists practitioners in understanding the structure, information content, and 

inter-speaker relationships that are present within input data. 

Dr Angus has previously worked with the Complex Systems Laboratory at Swinburne University, 

Melbourne. There he completed his PhD thesis in Ant Colony Optimisation, a group of algorithms 

inspired by the foraging behaviour of Argentine ants that are useful for finding solutions to complex 

engineering problems. 

ABSTRACT 

Effective communication between healthcare professionals and patients is critical to patient health 

outcomes. The doctor/patient dialogue has been extensively researched from different 

perspectives, with findings emphasising a range of behaviours that lead to effective communication. 

Primarily these analyses rely on manual coding techniques that analyse conversation at the turnby-turn 

level and therefore have potential to miss details at the whole conversation level, and are 

limited to processing small numbers of transcripts due to time constraints. The use of 

computational text analysis software has potential to widen the scope of analyses and provide new 

insights into input data. The Discursis technique was specifically designed for analysis of topic 

usage patterns by conversation participants. Discursis displays a conversation turn-by-turn and 

analyses 

the extent to which participants are engaging in similar topics, repeating their own topics, or are 

unrelated. Conversation features are highlighted on a single interactive graphical display to allow 

an analyst to gain an overview of the conversation; filter the conversation based on popular topics; 

zoom into a specific section of the conversation; or obtain details such as the original spoken text, 

or degree of topic consistency. 

The findings from this study show that Discursis is effective at highlighting a range of consultation 

techniques, including accommodation, engagement and repetition.

Title 

Open Disclosure Analysis using Discursis 

*Bernadette Watson¹, Dan Angus¹, Jillann Farmer², Janet Wiles¹ 

& Andrew Smith¹, 

¹The University of Queensland 

²Queensland Health, Australia 

32 


TIME: 09.30-15.10 

ROOM: MADRID 








ABSTRACT 

In this study we used a text analysis tool called Discursis to analyse interactions between clinicians 

and patients who were involved in an open disclosure training program. Open disclosure is a 

difficult and challenging communication task which, if handled badly, may have negative 

consequences for both the clinician and patient affecting their ability to move forward. Discursis 

uses computer visualisation to map interactions across time to capture patterns and sequences in 

the discourse. These visualisations reveal a range of distinctive trends and features. This work 

was a preliminary evaluation of Discursis to determine if it could be used as a training tool in the 

program. Seven transcripts were analysed and it was found that Discursis was able to identify 

three important features within the interactions. These features related to i) the patterns of 

communication between the patient and clinician that clearly demonstrated effective and ineffective 

open disclosure management; ii) specific types of communication problems resulting from the 

clinician not managing the interaction in a way that provided support for the patient, and iii) those 

clinicians who may have potential to be trained as open disclosure consultants. The findings from 

this analysis have important implications for using Discursis as both a training aid and a screening 

tool for clinicians wishing to become competent in a difficult area of patient and clinician interaction.

Title 

Visualising Conversations between People with Dementia and Residential Care Staff 

Cindy Gallois*, Rosemary Baker, Daniel Angus, Erin Conway, 

Andrew Smith, Janet Wiles & Helen Chenery 

33 



ROOM: MADRID 


Cindy Gallois is Emeritus Professor in psychology and communication at The University of 

Queensland. She is a Fellow of the Academy of the Social Sciences in Australia, International 

Communication Association, Society of Experimental Social Psychology, and International 

Academy of Intercultural Relations, and past president of ICA, International Association of 

Language and Social Psychology, and Society of Australasian Social Psychologists. Her research 

encompasses intergroup communication in health, intercultural, and organisational contexts, 

including the impact of communication on quality of patient care. She is particularly interested in 

the role of communication accommodation through language and non-verbal behaviour in 

interactions between health providers and patients, as well as among different groups of health 

providers. Finally, she is interested in developing theory (including CAT) and methodology 

(including visualisation techniques) in health communication 

ABSTRACT 

Maintaining social interaction is important to the wellbeing of people with dementia, but many face 

the dual disadvantage of a progressive decline in discourse skills and reduced opportunities for 

conversation. In residential aged care settings, the communication skills of the care staff are key to 

enabling residents with dementia to engage in conversation and convey their meaning. The aim of 

this study was to investigate communicative behaviours by care staff that might facilitate (or 

impede) engagement by people with dementia. We analysed transcripts of individual ten-minute 

conversations between care staff-resident dyads using Discursis, an automated conversation 

visualisation tool that extracts the main semantic content (‗concepts‘), and displays it graphically 

across the time course of the conversation. This method allows visual inspection of the 

contributions of each speaker, accommodation (concepts recurring within and between speakers), 

and the overall conversational structure. Overall, there was relative paucity of content contributed 

by the participants with dementia. Most topics were initiated by care staff, and conversations 

tended to proceed as a series of separate topics rather than as a connected flow. Most recurrence 

of semantic content was attributed to care staff rather than to participants with dementia. However, 

there were striking sequences where participants with dementia engaged with and elaborated on 

topics, even in the face of marked communication impairment. Our case examples will illustrate 

this novel method for analysing and displaying the conversations, and we will discuss the care staff 

communicative behaviours that best support interactions with people with dementia.

Title 

Politeness in Adult Children‟s Conversation Openers with Parents about Later Life Health 

Care 

Margaret J. Pitts¹, Stephanie Smith¹ (presenter), Craig Fowler², & 

Carla Fisher³ 

¹University of Arizona, ²California State University – Fresno 

³George Mason University, United States 


34 


TIME: 09.30-15.10 

ROOM: MADRID 

Stephanie Smith, MSC, is a PhD student in Communication at The University of Arizona. She 

received her B.A. in Communication from DePaul University in Chicago, Illinois and earned a 

Masters of Science in Communication from Northwestern University in Evanston, Illinois. 

Stephanie‘s interests are in studying interpersonal and intergenerational communication. 

ABSTRACT 

This paper reports on the first phase of a larger research project designed to test message 

effectiveness of conversation openers between adult children and their aging parents concerning 

later life health care. Specifically, we coded 108 conversation openers generated by adult children 

with parents 65+years old to determine (a) the extent to which adult children attend to parents‘ 

positive and negative face needs, (b) the extent to which adult children use positive and negative 

politeness strategies, and (c) the contextual features prominent in conversation openers. We found 

the majority of adult children do create messages that attend to positive and negative face needs. 

Moreover, the majority of messages demonstrate use of both positive and negative politeness 

strategies, often in concert. However, many of the messages are composed of complex strings of 

face-threatening and face-supporting statements (i.e., messages that simultaneously threaten 

and/or honor positive and negative face). Finally, the context embedded in the messages are 

primarily (although not solely) concerned with decline and negative life changes. These findings 

demonstrate that although adult children are sensitive to some parental face needs in opening 

conversations in this difficult topic (e.g., honoring positive face by emphasizing love and concern 

for the parent), their messages also indicate an insensitivity toward other face needs (e.g., 

threatening negative face by emphasizing parent‘s dependence). We discuss implications of these 

findings in light of their potential to aid us in helping adult children construct conversation openers 

about later life health care that are effective, positive, and productive.

Title 

Does it matter who translates your feelings? The deaf person in therapy 

Renata Meuter (presenter) & Gillian K. Moore DATE: THU 21.06 

Queensland University of Technology, Australia TIME: 09.30-15.10 

35 

ROOM: MADRID 

ABSTRACT 

For deaf individuals in therapy the ease with which the therapeutic relationship develops, and the 

quality of this relationship, may be variably affected by the involvement of a signing interpreter. To 

establish the impact of an interpreter on the traditional client-therapist dyad, trainee psychologists 

viewed a videotaped therapy session between a deaf client and a hearing therapist assisted by a 

signing interpreter. A second videotaped session depicted a continuation of the therapy with the 

same or a different interpreter. Ratings of the therapeutic quality of the therapist-client relationship 

and the interpreter-client relationship indicate that the interpreter was seen as therapeutically 

important to the triad dynamic. The client was seen as forming a relationship with the interpreter 

across sessions, underscoring the importance of involving the same interpreter. Psychologists with 

experience in working with deaf clients were more likely to appreciate the interpreter‘s role in the 

triad. Importantly, interpreter presence was not believed to adversely affect the therapeutic 

relationship between therapist and client. Although client-interpreter engagement was perceived to 

be greater in the first session, compared to the client-therapist engagement, both relationships 

were rated as equally strong in the second session. Thus, while the interpreter is vital in facilitating 

communication, and while the client may form a relationship with the interpreter, the therapist-client 

relationship does not appear to be threatened. Whether deaf individuals perceive the therapy triad 

relationships similarly, remains to be established.

Title 

The role of patient willingness to communicate in the health care experience 

Susan C. Baker¹, Cindy Gallois (presenter)² , & Bernadette 

Watson² 

¹Cape Breton University, Canada 

²The University of Queensland, Australia 

36 


TIME: 09.30-15.10 

ROOM: MADRID 


Cindy Gallois is Emeritus Professor in psychology and communication at The University of 

Queensland. She is a Fellow of the Academy of the Social Sciences in Australia, International 

Communication Association, Society of Experimental Social Psychology, and International 

Academy of Intercultural Relations, and past president of ICA, International Association of 

Language and Social Psychology, and Society of Australasian Social Psychologists. Her research 

encompasses intergroup communication in health, intercultural, and organisational contexts, 

including the impact of communication on quality of patient care. She is particularly interested in 

the role of communication accommodation through language and non-verbal behaviour in 

interactions between health providers and patients, as well as among different groups of health 

providers. Finally, she is interested in developing theory (including CAT) and methodology 

(including visualisation techniques) in health communication. 

ABSTRACT 

This study represents the first in a larger project examining the role of patient willingness to 

communicate in shaping health care experiences. Specifically, the study is aimed at 

demonstrating that, while seeking medical services is an important part of participation in health 

care, a willingness to interact with the health care provider predicts key psychological outcomes 

derived from the doctor-patient relationship. In this study, we asked 195 participants to indicate 

their willingness to communicate with a variety of health care providers across different health 

contexts. Results show that participants who were more motivated to live a healthy lifestyle and 

who perceived greater personal control were significantly more willing to communicate with their 

health care providers. Further, higher willingness to communicate was significantly associated 

with higher general satisfaction with health care, adherence to treatment, understanding of 

information and health care options, seeking health information, perceived patient respect and 

satisfaction with the doctor, nurse and access to health care. It is suggested that a patient‘s 

willingness to interact with their health care provider is an important determinant of quality health 

care and that promoting active patient participation is a key step in achieving positive health care 

experiences.

Title 

Intentional or unintentional influence? How language use shapes medical treatment 

decisions 

Janice L. Krieger (presenter) & Angela Palmer-Wackerly DATE: THU 21.06 

Ohio State University, United States TIME: 09.30-15.10 

37 

ROOM: MADRID 

ABSTRACT 

Cancer is a leading cause of death in many countries, and as such, improving methods of cancer 

detection and treatment are a global health priority. Despite the large number of people who have 

cancer, many clinical research studies have difficulty recruiting a sufficient number of participants 

for clinical trials. Conversations with physicians, nurses, family and friends are all known to be 

important sources of influence when patients are making decisions about participation in a clinical 

trial. Previous research has identified the use of certain types of language as barriers to cancer 

clinical trial participation. For example, medical personnel might describe technical concepts, such 

as randomization, in demeaning or offensive ways. Likewise, friends and family members might 

have limited knowledge about medical research and rely on understandings based on common 

vernacular, such as clinical trial participants as ―lab rats‖ or ―guinea pigs.‖ Using in-depth 

qualitative interviews, the current study explores the association between language and decisionmaking 

in conversations between rural cancer patients and members of their social network (i.e., 

physicians, nurses, family, and friends) about their medical treatment choices. The rural cultural 

context is of particular interest because of the significant health disparities in rural areas with 

regard to cancer clinical trials. The results of this study have significant implications for both 

understanding the importance of language for health decision-making and for improving treatment 

for cancer patients.

Title 

SYMPOSIUM: Pupils’ anxiety, self confidence, 

attitude and motivation to speak a foreign 

language 

Introduction 

1st chair: Jildou Popma, 2nd chair: Mirjam Günther-van der Meij DATE: THU 21.06 

Mercator European Research Centre on Multilingualism 

and Language Learning c/o Fryske Akademy, The Netherlands 

38 

TIME: 13.30-15.10 

ROOM: BRUSSELS 

ABSTRACT 

The theme of this symposium is pupils‘ anxiety, self-confidence, attitude and motivation to speak a 

foreign language. The symposium offers a mix of theoretical and practical information on the topic 

combined with research in this area. In three presentations we will discuss and learn more about: 

1) the influence of multilingual education on primary pupils‘ level of selfconfidence to speak a 

foreign language; 

2) the attitude and motivation of secondary school pupils towards speaking a foreign language; 

3) how to reduce foreign language speaking anxiety amongst pupils. 

In the first presentation, Marrit Jansma will present her research in which she studied whether the 

type of school Frisian pupils attend (mono-, bi- or trilingual) influences their level of self-confidence 

in speaking English. In the second presentation, Truus de Vries will present her research on 

Frisian and Basque secondary school pupils‘ attitude and motivation towards English language 

learning. In the third presentation, Rob Faltin will provide theory on pupils‘ anxiety to speak a 

foreign language. He will also discuss techniques, from a theoretical and interdisciplinary 

perspective, that can reduce anxiety. After the three presentations, there will be room for further 

discussion between the speakers and the audience. With this symposium we want to contribute to 

understanding what aspects might influence pupils‘ success in foreign language learning.

Title 

Improving Self-confidence and English Speaking Performances through 

Multilingual Education 

Marrit Jansma DATE: THU 21.06 



39 

TIME: 13.30-15.10 



Marrit Jansma is a PhD student at the Fryske Akademy and the University of Groningen. She 

studied Remedial Education in Groningen. After that, since 2009, she is working as a PhD student 

on the English speaking performances and self-confidence of pupils of primary education in Fyslân. 

First results have been presented in national (Boppeslach) and international conferences (e.g. 

ISB8 and BMI). Within this longitudinal study, she will study whether there are differences in 

English speaking performances and self-confidence, between pupils of mono-, bi-, and trilingual 

schools. 

ABSTRACT 

The study presented in this paper, focuses on the effect of multilingual primary education on pupils‘ 

level of self-confidence when speaking in English. At multilingual schools, where pupils have 

knowledge of more languages and use these languages often, pupils could experience a lower 

level of anxiety (Dewaele, Petrides & Furnham, 2008). In other words, pupils could be more self 

confident when speaking a foreign language. In addition, from previous research can be 

hypothesized that there is more positive transfer when pupils, who already are educated bilingual, 

learn an additional language (Brohy, 2001; Cenoz & Genesee, 1998; Cummins, 1987). When this 

is applied to the multilingual language situation of this study, pupils of multilingual schools could be 

advantageous when learning English. 

In a cross-sectional comparison, we tested whether trilingual education indeed enhances the level 

of self-confidence during speaking in English. The study includes monolingual, bilingual and 

trilingual schools with a total of 600 participating pupils from 4th till 6th grade (age 9-12). Pupils‘ 

level of self-confidence was measured through a self-report questionnaire asking about their 

anxiety and self-perceived English speaking proficiency. Furthermore, the oral language 

competences were tested with a picture story. We found that pupils of trilingual schools, 9-11 years 

old, are more proficient in English compared to pupils of monolingual and bilingual schools. 

However, for 11-12 year old pupils, this effect does not seem to exist. During the presentation, 

details of the results concerning self-confidence will be presented and possible explanations will be 

discussed.

Title 

Attitude and Motivation of Frisian and Basque Secondary School Pupils towards learning 

English 

Truus de Vries DATE: THU 21.06 



40 

TIME: 13.30-15.10 



Truus de Vries works as a researcher at the Mercator Research Centre on Multilingualism and 

Language Learning (www.mercator-research.eu), which is part of the Fryske Akademy 

(www.fryske-akademy.nl/en). The project she works for is the FRY-EUS project. On behalf of this 

project she researches multilingualism in Fryslân (the Netherlands) and the Basque Autonomous 

Community (Spain). She has studied Communication and Information Science and Frisian 

Language and Culture. 

Her interest is in peoples‘ attitudes and motivations with respect to (learning) a certain language 

and the relationship with the proficiency level in this language. Furthermore, she is interested in 

sign language, as an alternative way of communicating. 

ABSTRACT 

English fulfills the function of a worldwide lingua franca, but how do secondary school pupils in 

Fryslân and the BAC feel about this foreign language? Our current research assessed the attitude 

of Frisian and Basque secondary school pupils towards English and their motivation to learn this 

language. The study belongs to a series on multilingualism in Fryslân (the Netherlands) and the 

Basque Autonomous Community (Spain). The questionnaire we used, inspired by Baker (1997) 

and Gardner (2001), contained items like ―If I get an English exam, I do my best to get a good 

grade‖ or ―I think that if you are good at English, this will help you in finding a job‖. In order to 

interpret the scores in a broader perspective, attitudes and motivation towards the minority 

language (Frisian/Basque) and the dominant language (Dutch/Spanish) were also taken into 

account. Next to the questionnaire, we asked pupils to keep a language diary about their English 

language use and exposure outside school. Although Basque pupils start learning English much 

earlier (around 5 years) than Frisian pupils (around 10 years), pupils in Fryslân proved to be far 

more exposed to English than pupils in the Basque Autonomous Community. This can have 

consequences for the attitude and motivation towards this language. In the presentation we will 

present and discuss the results.

Title 

“I don‟t dare speaking this language”: Applicability of Cognitive 

Behavioural Therapy on Anxiety to use a Foreign Language 

Rob Faltin DATE: THU 21.06 

GGZ ingest, Amsterdam, The Netherlands TIME: 13.30-15.10 

41 



Rob Faltin is behaviour therapist, psychologist and psychotherapist. He works at the anxiety 

department of the GGZ inGeest/Vumc in Amsterdam. His therapies can be individual, systemic or 

in group, but they are always evidence based, empowering exposure and cognitive methods. He 

gives regularly workshops and master classes about exposure and cognitive therapy for anxiety 

disorders. Particular interests of Rob are the application of evidence based psychotherapy 

methods in atypical cases, motivation techniques, and therapies with patients who do not share a 

common language with the therapist. Inside and outside work, he daily applies principles of 

learning through participating/exposure, for example by speaking several languages partly 

correctly, partly with mistakes but generally with his French accent. 

ABSTRACT 

Amongst pupils, anxiety to use a foreign language is a well-known issue (see Horwitz, Tallon, Luo, 

2010 for a theoretical and empirical overview). Symptoms can manifest in automatic frightening 

thoughts (i.e. ―they will laugh at me‖, ―I‘m incompetent‖) and in avoidance strategies (i.e. not 

speaking a language, or using ―safe‖ expressions). 

Cognitive Behavioural Therapy (CBT; Craske, 1999, Trimbos Instituut, 2011) is one of the best 

evidence based therapy methods for treating anxiety disorders. However, the application of CBT 

on foreign language anxiety does not seem to have been researched yet. 

The present lecture will address the possibilities of applying CBT interventions in reducing anxiety 

from a theoretical and interdisciplinary perspective. We will discuss: 

(1) techniques in order to increase motivation to use a foreign language, (2) cognitive restructuring 

and (3) exposure techniques.

Title 

SYMPOSIUM: Language effects: cognitive, 

evaluative and identity impacts 

Introduction 

Richard Clément (chair and introduction) 1 , Kimberly Noels 

(discussant) 2 

42 


University of Ottowa, Canada 2 University of Alberta, Canada TIME: 13:30 - 15:10 

ABSTRACT 


Over the past 50 years, the role of language in influencing social behaviour has received 

increasing attention, much in contrast with the early stand of social psychologist relegating it to 

peripheral concerns or even treating it as nuisance in well-designed experiments. From early 

matched-guise to more recent priming experiments it has now been established that a wide array 

of social phenomena cannot be understood outside paradigms including language and 

communication. The papers included in this symposium each exploit a different facet of this 

phenomenon. The first one by Ceulers and Marzo looks at the perception people have of a specific 

Dutch dialect as a function of varied settings. The second paper by Collins and Clément examines 

how the social context biases the impact of the linguistic intergroup bias and the linguistic 

expectancy bas. It is specifically shown that the logic underlying predictions from both models is 

thwarted by social judgments and norms. Finally, the last paper by Freynet and Clément looks at 

the impact of language on identity in the context of the presence/absence of a second language. 

Bilinguals show singular patterns of identity across a number of regions. All in all, all three studies 

point to the strong influence of the social context on three phenomena which are at the core of the 

relationship between language and social behaviour.

Title 

Investigating language, ethnicity and space in Flanders: indexicality and space perception 

Evy Ceuleers (presenter) 1 , Stefania Marzo 2 DATE: THU 21.06 

1 University College Ghent/Ghent University; Vrije Universiteit 

Brussel, Belgium, 2 University of Leuven, Belgium 

ABSTRACT 

43 

TIME: 13:30 - 15:10 


Citétaal is a label that is used to refer to a variety of Dutch spoken by (local and multiethnic) 

youngster in the Eastern part of Flanders (Limburg). It is a melting pot language, based on Dutch 

but with a high amount of code mixture from immigrant languages, mostly Italian, Turkish and 

Moroccan. In a previous study (Marzo - Ceuleers 2011) we have demonstrated that Citétaal seems 

to be spreading among speakers in Limburg and that it is shifting from marking ethnicity to 

indexing a new, localized identity: a sense of belonging to and identifying with the local 

neighbourhoods or cités were these youngsters live and hang around. Moreover, our data 

suggests that the emergence of this new identity seems to be related to the mechanism of 

enregisterment (Johnstone et al. 2006). 

In the present paper, we will focus on the perception of the Citétaal variety by people (youngsters 

and adults). By means of different techniques (a.o. matched guise, an adapted matched guise 

technique and focus groups) we aim at understanding (a) how the Citétaal variety (in terms of the 

Citétaal accent) is perceived, by people living both in Limburg as well as in other Belgian provinces 

and (b) to which extent youngsters and people link the Citétaal accent to a certain locality, viz. the 

cité or neighbourhood.

Title 

Disentangling the LIB from the LEB: 

The Unexpected Role of Social Judgement and Social Norms 

Katherine A. Collins (Presenter), Richard Clément DATE: THU 21.06 

University of Ottaw TIME: 13:30 - 15:10 

44 



Katherine Collins (HBSc, University of Toronto) is a doctoral candidate in experimental social 

psychology at the University of Ottawa, under the supervision of Dr. Richard Clément. As a 

member of the Social Psychology of Language and Communication Laboratory, she conducts 

research on the causes and consequences of linguistic bias. Her research interests include 

intergroup relations and communication, stereotypes, prejudice, and research methods and 

statistics. 

ABSTRACT 

The Linguistic Category Model (Semin & Fiedler, 1988) provided an objective measure of linguistic 

abstraction, which has since been used to define two linguistic biases. The Linguistic Expectancy 

Bias (LEB) refers to the tendency to describe expected behaviours of ingroup and outgroup 

members at a higher level of abstraction than unexpected behaviours, regardless of behaviour 

valence. The Linguistic Intergroup Bias (LIB), in contrast, describes the tendency to describe 

positive ingroup and negative outgroup behaviours at a higher level of abstraction, which may 

reflect systematically distorted expectations for groups based on stereotypes or implicitly held 

prejudices. Research has yet to conclusively explicate both the causes and consequences of both 

linguistic biases, a state which may be the result of linguistic tasks that cannot adequately measure 

both typicality and behaviour valence. In this study, 63 Canadian participants completed a newly 

developed linguistic task, featuring 16 items that varied along both typicality and behavioural 

valence. Although this task succeeds in distinguishing between the LIB and LEB, preliminary data 

shows unexpected interactions between typicality, group, and behavioural valence, suggesting that 

the phenomenon may be influenced by social judgement and norms thus highlighting the important 

role of social context.

Title 

Bilingualism in minority French Canadians: Assimilation or fusion? 

Nathalie Freynet (Presenter), Richard Clément DATE: THU 21.06 

University of Ottawa 

45 

TIME: 13:30 - 15:10 



Nathalie Freynet is a graduate student in Experimental Psychology at the University of Ottawa, 

Ottawa, Ontario, Canada. Her current research interests include the effects of intergroup 

interactions and ethnolinguistic vitality on psychosocial components such as identity, attitudes, 

language confidence and retention. 

ABSTRACT 

Recent ethnographic studies of the French Canadian minority have consistently reported a 

tendency for youth to identify as ―bilingual‖. While some suggest bilingual identification serves as a 

stepping-stone to the anglo-dominant end of an identity continuum, others suggest it is a legitimate 

and distinct form of identity encompassing francophone and anglophone identities. The current 

study aims to explore whether bilingualism can be distinguished from unilingual predominance on 

factors considered important for the maintenance of identity. Specifically, the purposes here are (1) 

to validate language confidence as an indicator of identification; (2) to explore whether bilingual 

(high levels of confidence in both languages) participants can be significantly distinguished from 

predominantly unilingual (high levels of confidence in one language) individuals on various factors 

related to the maintenance of linguistic identity and (3) to verify if the results vary based on the 

ethnolinguistic vitality of a particular. Data from Francophones living outside of Quebec (N= 4847) 

collected via the SVOLM survey (Statistics Canada) were analyzed. Results revealed that 

language confidence does predict levels of identity and that bilinguals are significantly distinct from 

anglo- and usually franco-dominant participants on all factors for maintenance of linguistic identity 

except evolution of vitality, in all regions studied. The implications of these findings on the 

understanding of the nature of bilingual identity will be discussed.

Title 

SYMPOSIUM: Extracting lexical retrieval 

information from word association data: A users’ 

guide 

Extracting lexical retrieval information from word association data: A users‟ guide 

Tess Fitzpatrick DATE: THU 21.06 

Swansea University, United Kingdom TIME: 13.30-15.510 

46 

ROOM: PARIS 


Tess Fitzpatrick is a Reader in Applied Linguistics at Swansea University, Wales, UK. Her 

research interests are in the areas of lexical acquisition, storage and retrieval, with a specific focus 

on word association studies and vocabulary measurement tools. She has recently led research 

projects investigating the effects of variables such as age, cognitive performance, cognitive decline 

and heredity on lexical retrieval behaviour. An experienced EFL teacher and teacher trainer, she 

has also worked on projects exploring extreme language-learning methodologies and the role of 

formulaic sequences in second language use. Her publications include a number of book chapters 

and articles in journals such as Studies in Second Language Acquisition, Language Testing, 

Language Learning Journal and International Journal of Applied Linguistics. She is co-editor of 

Lexical Processing in Second Language Learners (2009). 

ABSTRACT 

The word association task has the potential to reveal important information about lexical retrieval 

and as such has been employed in linguistics and psychology for over 100 years, in relation to 

neuropsychology, psychosis, dementia, ageing, and language acquisition. However, findings in all 

these areas have been somewhat inconclusive, and we argue that this is due to a lack of 

consistency and validity in the research paradigms underlying these studies. By revealing ways in 

which differences in the treatment of data may radically alter findings, we demonstrate the need to 

address important methodological issues in word association research. 

This paper presents a novel framework for collecting, scoring and analysing word association 

responses, which is informed by protocols and theoretical approaches from psychology and 

linguistics. The framework produces a profile for each respondent‘s data, based on both the 

stereotypy of their responses (i.e. the similarity to their reference cohort) and the type of cueresponse 

link made (e.g. synonym, collocation). The validity of the framework is tested using new 

data sets with two important characteristics. Firstly, two data sets, from twins, are matched for all 

major environmental variables including age, allowing for near-exact replication. Secondly, two 

data sets collected two years apart, from the same informants, allow for a test-retest analysis. 

Findings indicate that the new analytic framework has a high degree of validity and reliability, and 

can be used to assess the relative influence on lexical retrieval of variables such as age and 

cognition.

Title 

Lexical retrieval and age 

David Playfoot (presenter) and Tess Fitzpatrick DATE: THU 21.06 

College of Arts and Humanities, Swansea University, United 

Kingdom 

47 

TIME: 13.30-15.10 

ROOM: PARIS 


David Playfoot: I 

achieved my PhD in Psychology from Swansea University in April 2012, and have worked as a 

research assistant on several funded projects alongside my studies. My research to date has 

focussed on two main issues. The subject of my thesis was the processes involved in reading and 

recognising a special case of written language, that of acronyms. The research examined the 

characteristics of acronyms which particularly influenced the speed and accuracy with which they 

are processed, and drew comparisons with mainstream words. The findings from the acronym 

research suggest that currently influential models of single word reading may require adjustment 

before acronym reading can be accommodated. The second issue addressed by my work to date 

is the processing involved in lexical storage and retrieval, and how it is affected by age, cognitive 

performance and neuropsychological presentation. I am currently in an administrative role in 

Swansea University while I seek out post-doctoral research and funding opportunities. 

ABSTRACT 

Word association response data have the potential to reveal patterns of lexical retrieval behaviour 

in ageing and dementia (e.g. Gollan et al 2006; Hirsh and Tree 2001). Identifying age-related 

differences in associative links will contribute to creating ―healthy ageing‖ profiles of lexical retrieval 

patterns and an improved understanding of semantic and lexical networks. However, the findings 

of research carried out in this area to date have been limited by conventions of norms list 

compilation. Further, the types of association which are generated by participants have not yet 

been considered in relation to ageing. This paper reports the findings of a project which aims to 

examine the impact of age on both the stereotypy of word association responses and the types of 

association that participants generate, using a novel method which is reliable and robust. 

Comparisons are made between participants from two distinct age cohorts (adolescents versus 

over-65s). The results are consistent with age being an important factor in the production of 

unusual responses, form-based responses and collocations. The ways in which healthy ageing 

affects lexical retrieval are discussed in relation to dementia and cognitive decline.

Title 

Lexical retrieval and cognition 

Cristina Izura 1 (presenter) and David Playfoot 2 DATE: THU 21.06 

1 Department of Psychology, Swansea University, United 

Kingdom 2 College of Arts and Humanities, Swansea University, 

United Kingdom 

48 

TIME: 13.30-15.10 

ROOM: PARIS 


Dr. Cristina Izura Cognitive Psychologist trained at the University Pontificia of Salamanca, Spain 

(BSc) and at the University of York (PhD). My doctoral work was on ―The age of acquisition effects 

in first and second languages”. In 2004 I took a full time position as a lecturer at Swansea 

University. During this time I have authored sixteen journal articles and book chapters and 

supervised three PhD students. I have received over £200,000 in research grants. In May 2012 I 

received the prize of ‗the best paper of the year 2011‘ as the first author of the article: Izura, C., 

Pérez, MA., Agallou, E., Wright V.C., Marín, J., Stadthagen-González, H., & Ellis, A.W. (2011). 

Age/order of acquisition effects and the cumulative learning of foreign words: A word training 

study. Journal of Memory and Language, 64, 32-58. 

ABSTRACT 

Word association studies began as a diagnostic tool for psychological disorders, and as a result 

the literature demonstrates differences in response patterns between individuals due to 

psychoticism (Merten 1993), criminality (Banay 1943), dementia (Gewirth et al 1984) and 

schizophrenia (Schwartz 1978). Differences between individuals from non-clinical populations have 

also been reported. For example, research findings indicate that while some individuals 

demonstrate a preference for semantically-related word association responses, others tend to 

generate collocations (Fitzpatrick 2007). These preferences appear consistent across time 

(Fitzpatrick 2007) and across a participant‘s first and second languages (Fitzpatrick 2009). While 

the reasons for exhibiting a particular response style remain unclear, it is possible that word 

association responses are affected by aspects of cognitive ability. This paper reports findings from 

a project which analyses the word association responses of 315 participants in relation to working 

memory and verbal comprehension scores on the Wechsler Adult Intelligence Scale. The results 

revealed that stereotypy scores for word association responses were affected by working memory, 

and individuals‘ response type profiles were influenced by verbal comprehension. The relevance of 

these findings for models of lexical access and research into conditions associated with cognitive 

impairment such as dementia will be discussed.

Title 

Lexical Retrieval in Semantic Dementia 

Jeremy Tree 1 (presenter) and David Playfoot 2 DATE: THU 21.06 

1 Department of Psychology, Swansea University United 

Kingdom, 2 College of Arts and Humanities, Swansea University, 

United Kingdom 

49 

TIME: 13.30-15.10 

ROOM: PARIS 


Jeremy Tree is a Senior Lecturer in Neuropsychology at Swansea University, Wales, UK. He has a 

broad range on interests linked to acquired disorders of language in neuropsychological 

populations such as stroke, neurodegenerative disease and head injury. He has more than two 

dozen peer reviewed publications in a number of neuroscience journals and In each case the work 

seeks to better illuminate the processing components of specific cognitive functions (such as 

speech production, reading and spelling) in the normal population. 

ABSTRACT 

Semantic dementia is a focal neurodegenerative condition in which patients become progressively 

less able to remember the meaning of words and to use them correctly. As the name implies, this 

fronto-temporal dementia involves the progressive deterioration of the semantic memory system: 

at the early stage cases have word-naming problems but eventually lose all comprehension of 

language form. Such cases enable researchers to have a window into understanding the storage 

and retrieval routes of lexical items and the degree to which these are vulnerable to, or resistant to 

change. This work is fundamental to understanding the mechanisms underlying such processes 

and those linked to other conditions associated with cognitive degeneration. Greater understanding 

of semantic dementia is also vital to the promotion of early differential diagnosis and potential 

effective intervention in cases of language dysfunction. This paper analyses the word association 

responses collected from a semantic dementia patient every 6 months across a two-year period. It 

aims to discover the impact of semantic decline on word association stereotypy and on the types of 

association response generated. Further, an assessment of the characteristics of words which are 

retained is offered.

Title 

SYMPOSIUM: How can Caretakers Influence 

Children’s Multilingual Language Development? 

Introduction 

Dr. Alex Riemersma (discussant), Name chair: Mirjam Günthervan 

der Meij 

Mercator European Research Centre on Multilingualism and 

Language Learning c/o Fryske Akademy 

50 


TIME: 15.30-17.10 



Mirjam Günther-van der Meij completed a Bachelor‘s International Degree in English and 

Education (Amsterdam Faculty of Education/University of Wolverhampton) and a Master‘s Degree 

in Applied Linguistics (VU University Amsterdam). She specialised in language learning disabilities 

and multilingual education. For her master thesis she looked at the oral language proficiency in 

Frisian, Dutch and English of primary school pupils, comparing pupils from bilingual (Frisian-Dutch) 

and trilingual (Frisian-Dutch-English) schools. She worked as a trainee in the Trilingual School 

project and later as a research assistant in the F-TARSP (Frisian Language Assessment 

Remediation Screening Procedure) project at the Frisian Academy. Since 2010 she is a PhD 

candidate at the Mercator Research Centre of the Frisian Academy. She is involved in the FRY- 

EUS project, a comparative research project of the linguistic situation in the province of Fryslân in 

the Netherlands and in the Basque Autonomous Community in Spain. Within this project she 

studies the English language development of beginning secondary school pupils in the two regions, 

looking at pupils‘ proficiency as well as cognitive processes that are involved in English language 

development. The PhD-thesis is planned to be finished in 2014. 

ABSTRACT 

The central question of this symposium is how caretakers can influence children‘s multilingual 

language development. The symposium offers a mix of theoretical and practical information on the 

topic combined with research in this area. In three presentations we will discuss and learn more 

about: 

1) how parents‘ beliefs on the use of several languages can change; 

2) how pre-school education and parents together can contribute to children‘s language 

development; 

3) the influence of parents (informal setting) and the role of educators (formal setting) in 

the implementation and success of bilingual kindergarten programs and language 

programs. 

The central theme of our symposium evolves around the cooperation between parents and 

educators in the bilingual language development of pre-schoolers. 

In the first presentation, Nienke Boomstra will present her research on enhancing the parental 

beliefs of bilingual Antillean mothers on book reading and language development of their children.

In the second presentation, Idske Bangma will present more information about the MELT 

project. This project looks at the early years provision in four bilingual language communities, 

taking into account approaches to language immersion and the resources available to parents and 

practitioners. 

In the third presentation, Katarina Wagner and Astrid Rothe will present their research on 

the motivations and attitudes of parents and educators in bilingual kindergarten programs. Their 

research looked at prestige and migrant bilingual kindergarten programs: German-Turkish and 

German-English. 

After the three presentations, there will be room for further discussion between the 

speakers and the audience, led by our discussant Alex Riemersma. We will discuss several 

statements on best practises and pros and cons of how caretakers can influence and guide 

children‘s multilingual language development: at home and through preschool programs, and in 

that way learn from each other‘s experiences. To round off the symposium, we will try and come to 

a conceptual model showing the outcomes of our discussion and in that way answer our 

symposium title question. 

51

Title 

Parental Beliefs of Bilingual Antillean Mothers: Stability of the Construct and Comparison 

with Monolingual Dutch Group 

Nienke Boomstra DATE: THU 21.06 



52 

TIME: 15.30-17.10 



Nienke Boomstra completed her Masters‘ degree in Child and Educational Studies at Leiden 

University in the Netherlands (2007). She has special interest in cultural anthropology and 

(dynamic) family systems. The master thesis combined these interests in a research with a group 

of international adoptees. Since 2009, she is a PhD candidate at the Frisian Academy (Mercator 

European Research Centre on Multilingualism and Language Learning) and the University of 

Groningen. In this research, she focusses on the bilingual language development of Antillean 

toddlers and the influences several family characteristics have on the language development. To 

improve the interactional skills in these families, Nienke Boomstra used characteristics of several 

existing preschool interventions to develop a tailored intervention for the Antillean target group. 

The intervention and the PhD research again combine both interests, cultural perspectives and 

family systems. The PhD-thesis is planned to be finished in 2013. 

ABSTRACT 

―More languages, more opportunities‖ is an intervention program in which Antillean families are 

stimulated to use both Papiamentu and Dutch at home. Through the means of role models - here, 

language coaches - who visit the families, the primary caretakers receive guidance in bilingual 

language transmission with their toddlers. The project started in 2009 and is performed in 

Leeuwarden and Rotterdam, with a total of 23 mother-child dyads. 

The research focusses on three constructs: parental beliefs, mother-child interaction and 

bilingual language development. This presentation will only discuss the beliefs. Parental beliefs 

can be defined as: ideas, knowledge, cognition, values, goals and attitudes parents have about 

child rearing, child development, children in general and parents‘ own role. This is a broad area, 

but for this study, the parental beliefs concerning the child‘s language development are studied. 

Beliefs are considered to be leading in the actions of the mothers. The purpose of the intervention 

is that ―More language, more opportunities‖ may change the parental beliefs towards the positive 

end, which might lead to a more diverse language input from the mother, both in Papiamentu and 

in Dutch. The focus in this presentation is on 1) the parental beliefs of the participants in the 

intervention, 2) how these beliefs change over time, and 3) how the beliefs of the bilingual Antillean 

mothers relate to the beliefs of a monolingual Dutch comparison group. An adaptation of the 

Parent Reading Belief Inventory (DeBaryshe & Binder, 1995) is used as the primary research 

instrument.

Title 

Early Multilingual Transmission and Learning from the Perspective of European Regional 

and Minority Language Communities 

Idske Bangma DATE: THU 21.06 



53 

TIME: 15.30-17.10 



Mrs. Idske Bangma is a researcher at the Mercator European Research Centre on Multilingualism 

and Language Learning / Fryske Akademy in Leeuwarden. She completed her Masters‘ degree in 

Pedagogy and Educational Studies at the University of Groningen in the Netherlands (2009). In 

2011, she was responsible for carrying out the MELT (Multilingual Early Language Transmission) 

research on current best practices in pre-school education for children 0-4 years old in a minority 

language environment in four European MELT project regions. The partners represent four 

multilingual communities: Welsh/ English in Wales, United Kingdom; Breton/French in Brittany, 

France; Swedish/Finnish in Finland and Frisian/Dutch in Fryslân, the Netherlands. All products and 

results of the MELT project (2009-2011) are available at: http://www.mercatorresearch.eu/research-projects/melt. 

ABSTRACT 

It is widely accepted that the early years is an advantageous time to acquire language skills 

simultaneously in additional languages. The promotion of regional and minority languages from an 

early age is crucial for the long term future of those languages, particularly in an age of ever 

increasing globalisation. To stimulate this, parents and professional workers in pre-school 

provisions need to be better informed about the positive effects of a multilingual start for their 

children. 

This is what the Multilingual Early Language Transmission (MELT) project tried to achieve. 

MELT (LLP Comenius, 2009-2011) was a project initiated by the Network to Promote Linguistic 

Diversity (NPLD) and a partnership between four language communities – Breton in Brittany 

(France), Frisian in Friesland (Netherlands), Welsh in Wales (UK) and the Swedish community in 

Finland. 

The main products were: a Brochure for parents, a Guide for pre-school practitioners and a 

Research paper. This MELT publication was augmented by three contributions of international 

experts (Dr. De Houwer- Germany, Dr. Holm- Finland and Dr. Hickey- Ireland). 

The presentation will summarise the similarities and differences concerning multilingual preschool 

education (in particular 0-4 years) and the different immersion strategies, starting with the 

key concepts and common perspectives of multilingual education. Also, divergent perspectives 

towards total immersion and two-way immersion, related to the four project regions involved will be 

discussed. ―Immersion‖ in these communities refers to mother-tongue education in minority 

languages. Finally, recommendations concerning early language learning and training of preschool 

practitioners as well as topics for further research, data gathering and development of 

didactic concepts will be discussed.

Title 

Motivations and attitudes of stakeholders in bilingual kindergarten programs: prestige vs. 

migrant languages 

Katarina Wagner (presenter 1) 1 , Astrid Rothe (presenter 2) 2 DATE: THU 21.06 

1 Institut für Deutsche Sprache und Literatur I, Germany, 2 Institut 

für Deutsche Sprache, Germany 

54 

TIME: 15.30-17.10 



Katarina Wagner works as a research assistant at the University of Cologne since 2009. In her 

studies of German language and literature and European Linguistics she focused on applied 

linguistics and sociolinguistics. Her main areas of interest are language acquisition, multilingualism 

and language policy. In addition to her work at the university Katarina Wagner holds workshops on 

multilingualism, multilingual education and language acquisition for parents and educators. She is 

currently doing her PhD thesis on ―Child-child-interaction in a bilingual German-Turkish 

kindergarten group‖. Since 2010 she is a member of the a.r.t.e.s. Research School at the 

University of Cologne and since 2011 a member of the Research and Study Program on Education 

in Early Childhood of the Robert Bosch Stiftung. 

Astrid Rothe: After her undergraduate studies at the University of Cologne (Germany), Astrid 

Rothe completed her Masters degree in Paris (France) at the Sorbonne-Nouvelle in 2005 and her 

PhD on gender and language mixings at the University of Mannheim (Germany). She has been 

working as a researcher at the University of Cologne and at the Institut für Deutsche Sprache in 

Mannheim. There, she has been working in a project on language attitudes funded by the 

Volkswagen-Stiftung. Currently she is working as a project assistant to the director of the Institut 

für Deutsche Sprache. Her interests lie e.g. in language attitudes, grammatical gender and 

language mixings, especially the distinction of code-switching and borrowing. 

ABSTRACT 

Bilingual kindergarten programs are becoming increasingly popular in Germany, but mostly they 

offer prestigious languages such as English or Spanish and they mostly target monolingual parents 

who wish their children to become bilingual. Bilingual programs for migrant languages such as 

Turkish or Russian are seldom offered and oftentimes met with controversy. 

Our paper investigates stakeholders‘ attitudes, i.e. parents and educators, towards so called 

prestige languages and migrant languages on the macro and micro level. Therefore, we outline the 

sociopolitical background of bilingual education in Germany and analyze the results of several 

studies on language attitudes. 

The role of parents and educators is very important for the implementation and success of bilingual 

kindergarten programs and language programs (cf. Kiziak et al. 2012). Hence, we examine their 

language attitudes, their expectations and concerns towards the bilingual kindergarten program 

based on the results of a current questionnaire study amongst parents and educators of bilingual 

kindergartens – two German-Turkish kindergarten groups and two German-English kindergarten 

groups. We then compare these results with the results of a representative public opinion poll 

(N=2004) and a study amongst pupils (N=628) about language attitudes.

References 

Kiziak, T./Kreuter, V./Klingholz, R. (2012): Dem Nachwuchs eine Sprache geben. Was 

frühkindliche Sprachförderung leisten kann. Discussion Paper 6. Berlin-Institut für Bevölkerung und 

Entwicklung. 

55

Title 

SYMPOSIUM: Bicultural identities and language 

attitudes and use 

Bicultural identities and language attitudes and use 

Kimberly A. Noels 1 (chair and introduction), Richard Clément 2 

(discussant) 

56 


1 University of Alberta, Canada, 2 University of Ottawa, Canada TIME: 15.30-17.10 



KIMBERLY A. NOELS is a professor in the Social and Cultural Psychology area of the Department 

of Psychology and an adjunct professor in the Department of Educational Psychology at the 

University of Alberta, Canada. Her research concerns the psychology of language and 

communication processes, with a focus on intercultural communication. Her current program of 

research involves two lines of inquiry. The first concerns motivation for language learning, with a 

focus on how the social context affects people‘s experience of intrinsic and self-determined 

motivation. The second centers on the role of communication in the process of cross-cultural 

adaptation, particularly how the languages we speak are linked to feelings of ethnic identity. Her 

research has been recognized through awards from the Modern Language Association, the 

International Association of Language and Social Psychology, the International Communication 

Association, and the Society for the Psychological Study of Social Issues. 

ABSTRACT 

In recent years, studies of ethnic identity have shifted from conceptualizing identity as a categorical 

or bipolar construct to a multidimensional phenomenon. It is assumed that people can have 

multiple, dynamic identities, which are configured in different ways depending on a variety of 

factors. Because language processes are central to the negotiation of identities, the studies in this 

symposium look at the link between multi- and bicultural identities and language use and attitudes. 

Sampasivam and Clément found that French Canadians‘ attitudes towards English depend upon 

the configuration of their first and second identities, such that those who reported strong 

Anglophone and weak Francophone identities have more positive attitudes towards English than 

people with other identity profiles. In a second study of French Canadians Noels, Gaudet, and 

Marchak found that, for French users, the correlations between Francophone and Anglophone 

identities were negative, suggesting a polarization of identities, although the magnitude of the 

relation was stronger in more private domains than in more public domains. For French non-users, 

there were no relations between the two identities in any domain, consistent with their claim that 

these identities are complementary. Comanaru and Dewaele examined the relations between 

European and national identities of people from Romania, Belgium and Britain. Across these 

countries, people felt that the two identities were compatible, although other evidence indicated 

that some internalized their identity more than others. The implications of these various patterns of 

identity opposition, alternation, complementarity, and hybridity for language are discussed by 

Richard Clément.

Title 

Building a bilingual profile: A bi-dimensional approach 

Sinthujaa Sampasivam (presenter) & Richard Clément DATE: THU 21.06 

University of Ottawa, Canada TIME: 15.30-17.10 

57 



Sinthujaa Sampasivam is a graduate student in the School of Psychology at the University of 

Ottawa. Her research interests include the social psychological determinants of first language shift 

and maintenance, as well as the processes influencing second language communication. 

ABSTRACT 

Researchers often assess identity using a unidimensional approach, such that identification varies 

from affiliating with one group to affiliating with another group, passing through a forcibly volatile 

state of belonging to both groups. In the case of bilingualism, where people adopt an identity 

associated with each language, a unidimensional measure fails, however, to capture the fact that a 

bilingual identity can be a stable characteristic. The present study applies a bidimensional 

approach to bilingualism, assessing identification to each language group independently and 

evaluating the relation of different bilingual profiles to attitudes and motivation. Francophone 

students (n=589) responded to measures assessing their, attitudes and motivations towards their 

first language group (French) and their second language group (English). They were then 

classified into one of four groups depending on their level of identification (high or low) to each 

group. Results suggest that bilingual participants‘ attitudinal and motivational profiles differed as a 

result of their linguistic identity. High second language identity was related to more positive 

attitudes towards the second language group, but only for students with low first language identity. 

These results are discussed with reference to both uni-dimensional and bi-dimensional 

approaches to identity, and current conceptualizations of the consequences of having a bilingual 

identity.

Title 

How to be a Franco-Albertan without Speaking French: Ethnolinguistic Vitality, Sense of 

Community, and Bicultural Identity in a Minority Language Group 

Kimberly A. Noels (presenter) 1 , Sophie Gaudet 2 , Kristan 

Marchak³ 

1 University of Alberta, Canada, 2 University of Alberta, Canada, 

³University of British Columbia, Canada 

58 


TIME: 15.30-17.10 



Kimberly A. Noels is a professor in the Social and Cultural Psychology area of the Department of 

Psychology and an adjunct professor in the Department of Educational Psychology at the 

University of Alberta, Canada. Her research concerns the psychology of language and 

communication processes, with a focus on intercultural communication. Her current program of 

research involves two lines of inquiry. The first concerns motivation for language learning, with a 

focus on how the social context affects people‘s experience of intrinsic and self-determined 

motivation. The second centers on the role of communication in the process of cross-cultural 

adaptation, particularly how the languages we speak are linked to feelings of ethnic identity. Her 

research has been recognized through awards from the Modern Language Association, the 

International Association of Language and Social Psychology, the International Communication 

Association, and the Society for the Psychological Study of Social Issues. 

ABSTRACT 

Although some minority language group members might cease to use their heritage language, they 

do not necessarily cease to identify with that community. This study considered how language use 

is linked to ethnic identities, and how this relation depends upon perceptions of the community's 

vitality and people‘s sense of belonging with that community. Self-identified French Canadians in 

Alberta (N = 200) participated in a telephone survey that assessed their Francophone and 

Anglophone identities and perceptions of how the identities to related to each other (e.g., 

conflictual, alternating, blended); their use of French; and their sense of belonging to the regional 

Francophone community and its current and future vitality. Path analyses showed that objective 

vitality predicted subjective perceptions of vitality, which in turn predicted a sense of community. 

For the French-users, objective vitality also predicted greater French language use, which 

predicted Francophone identity positively and Anglophone identity negatively, and these two 

identities were polarized. For the French non-users, Francophone identity was unrelated to 

Anglophone identity, which was consistent with their reports that the two identities were 

complementary. Moreover, although Francophone identity was supported by French use, it was 

also bolstered by a sense of belonging to the Francophone community. These results are 

discussed with reference to models of language maintenance and acculturation.

Title 

European identity and attitudes to multilingualism in three contexts 

Ruxandra-Silvia Comanaru (presenter), Prof. Jean-Marc Dewaele DATE: THU 21.06 

Birkbeck College, University of London, UK TIME: 15.30-17.10 

59 



Ruxandra-Silvia Comanaru is a doctoral research student at Birkbeck College, University of 

London, in the Department of Applied Linguistics and Communication. She is nearing the 

completion of her doctoral studies, in which she investigates the influence of multilingual attitudes 

and practices on the emergence of European identity in different contexts. Her research interests 

include the relation between identity construction and change, and multilingualism, from the 

perspectives of socio-linguistics and socio-psychology. Her research makes use of mixed 

methodologies due to the fluidity and processual nature of concepts such as bicultural, national or 

European identity. 

ABSTRACT 

The language policies proposed by the European Union aims at encouraging the member 

countries to implement multilingual policies (White Paper 1995). The increasing importance of 

English as a lingua franca between EU citizens seems to challenge these policies (see Wei, 

Dewaele & Housen 2002, Jenkins 2007). Language plays an important role in understanding 

cultural and linguistic contact, since through it people construct social interactions and identities 

(see Pavlenko & Blackledge 2004, Dewaele & van Oudenhoven 2009). We investigated the 

relation between language attitudes, and proficiency in multiple languages and the feelings of 

European identity (Bruter, 2005) using online surveys and interviews. The contexts chosen added 

depth to the study: Romania, one of the newest member-states of the EU (N = 300), Belgium (N = 

337), one of the oldest members, and Britain, where English is the mother tongue (N=119). These 

countries have a complex linguistic landscape, which influences the construction of regional, 

national and European identity. A bicultural identity scale (Comanaru & Noels, in preparation) was 

adapted to reflect the relation between these layers of identity. The results indicate that most 

participants endorse a compatible relation between their identities. Results of the comparison of 

their levels of European identity suggested the newest EU members feel significantly more 

European than the other participants. Nonetheless, the interview data indicates the Belgian 

participants have internalised their European identity, while the British participants still have more 

distant feelings towards Europe, and the Romanian participants see Europe as an opportunity to 

grow personally and professionally.

Title 

SYMPOSIUM: Context of Language Attitudes 

Context of Language Attitudes 

Speakers: Christiane Schoel, Karolina Hansen, Janin Roessel, 

Tamara Rakić, Jessica Gasiorek (discussant) 

60 

DATE: FRI 22.06 

TIME: 09.30-11.10 


ABSTRACT 

The aim of this symposium is to give an integrative approach to language attitudes. 

The first talk looks at the evaluation of competence and warmth for standard and nonstandard 

speakers. Thereby the role of a compensatory mechanism is taken into account to explain why 

particularly after competence devaluation of nonstandard speakers, a positive evaluation of 

warmth for the same group occurs. 

The second talk deals with the interaction of non-native (native) accent and foreign (German) looks 

on target evaluation; again, the order of presentation of two stimuli is important in creating 

expectancies about the person and consequently for the final evaluation outcome. 

The third talk investigates the mediating role of feelings and stereotypes on the evaluation of 

German-accented English speakers. Whereas negative feelings triggered by a strong accent 

instigated downgrading evaluations among a non-native English speaking German audience, the 

same was not the case in the United States 

where positive stereotypes seemed to influence evaluations. 

Finally, the last talk addresses the use of speech style by standard speakers. Results showed that 

especially women tend to use significantly more powerless-speech-style-cues and in return this 

caused lower competence attributions. Whereas accents have until now received most attention 

for language attitudes we show that also other cues, such as appearance and speech style, as well 

as the context and the perceiver, play an important role in person perception and evaluation. 

Keywords: 

language attitudes, stereotype content model, non-standard speakers, speech style.

Title 

Explicit and implicit answers to the question why non-standard speakers are warmer than 

standard speakers 

Christiane Schoel (presenter), & Dagmar Stahlberg DATE: FRI 22.06 

University of Mannheim TIME: 09.30-11.10 

61 



Christiane Schoel is a research associate in social psychology at the University of Mannheim, 

Germany. Her research interests include language attitudes and speaker evaluations, leadership 

preferences and power motivation as well as consequences of social exclusion. 

ABSTRACT 

A typical research finding is that status and competence are attributed to standard 

speakers, whereas solidarity and warmth are attributed to non-standard speakers. In four studies, 

we address the question why particularly non-standard speakers often receive better warmth 

ratings. We show that this is particularly the case when a devaluation of this group on the 

competence dimension precedes the evaluation on the warmth dimension and argue for a 

compensation mechanism. Study 1 and 2 show on explicit measures that evaluating the 

competence of standard speakers before evaluating the warmth of non-standard speakers leads to 

a stronger preference for the non-standard speakers on the warmth dimension than in the 

opposite order. Study 3 replicates and extends these findings by employing implicit measures 

revealing that the compensation process is at least in part automatic. Finally, Study 4 investigates 

the interplay of explicit and implicit judgments.

Title 

“To speak or not to speak?” Expectancy violations and the interplay of accent and 

appearance in impression formation 

Karolina Hansen (presenter), Tamara Rakić, & Melanie C. 

Steffens 

Friedrich Schiller 

62 


University Jena, Germany TIME: 09.30-11.10 



Karolina Hansen received her MSc in psychology from University of Warsaw, Poland. In her MSc 

thesis she explored influence of language and culture on interpersonal distance in conversation. 

Currently she is a last year PhD student at the Friedrich Schiller University in Jena, Germany. Her 

PhD thesis examines interaction of appearance and accent on social categorization and 

impression formation. Her research interests are in the fields of social psychology, sociolinguistics, 

intercultural psychology, and experimental economics. 

ABSTRACT 

Ethnicity-based impressions are at times unambiguous, but not always: Speech styles may violate 

expectations people hold about ethnicity. In our experiments, we examined how varying auditory 

(accent) and visual (appearance) information about others affects people‘s evaluations of the 

targets. We presented targets who spoke with an accent either congruent or incongruent to their 

(German or Turkish) appearance. Based on the ethnolinguistic identity theory (Giles & Johnson, 

1981, 1987), which posits that language and accent are important social markers, we hypothesized 

that accent would influence evaluations more than appearance. Furthermore, based on the 

expectancy violations theory (Burgoon & Jones, 

1976), we predicted that incongruent targets (e.g., Turkish appearance/German accent) would 

violate participants‘ expectations and lead to extreme evaluations. Our predictions were confirmed. 

Turkish-looking job candidates speaking with a German accent were evaluated as most competent 

and German-looking candidates with a Turkish accent, as least (Experiment 1). Experiments 2a 

and 2b replicated these findings using our new dynamic approach to expectancy violation theory, 

which shows differences between what is expected and how the impressions change. Results also 

showed order effects: Turkish-looking standard speakers were evaluated better if seen first, rather 

than heard first. With a new approach we obtained stronger support for the expectancy violations 

theory and showed that bringing together visual and auditory information yields a more complete 

picture of the processes underlying impression formation.

Title 

The “Affect Behavior Cognition” of accent perception – On the role of negative affect in the 

perception and evaluation of accented speakers in persuasion 

Janin Roessel (presenter), Christiane Schoel, & Dagmar 

Stahlberg 

63 


University of Mannheim TIME: 09.30-11.10 



Janin Roessel received her Diploma in Psychology at the University of Mannheim, Germany. In her 

diploma thesis, she investigated means of reducing discrimination against accented speakers in 

international English communication. At present, Janin is a research assistant at the Chair of 

Social Psychology (Prof. Dr. Dagmar Stahlberg) and a PhD student in Psychology at the Graduate 

School of Economic and Social Sciences at the University of Mannheim. Her research focuses on 

the impact of accents in international English communication and the role of affect in accent 

perception. Further interests lie in the areas of social cognition, methodology, and culture. 

ABSTRACT 

Strong foreign accents commonly elicit pejorative evaluations, especially regarding competence 

and status dimensions. In the light of internationalization, this draws a dark picture for global 

communicators who try to present themselves and their ideas in accented English at universities or 

at the job market. Will their qualification be considered? Or do automatic processes trigger 

negative reactions no matter how qualified an accented speaker is? In a series of studies we 

investigated how Germans are evaluated when speaking English with a German accent. In Study 1, 

we presented German participants with the recordings of an ostensible job candidate (for a junior 

professorship at a German university). We orthogonally manipulated the candidates‘ German 

accent (strong vs. weak) and the candidates‘ quality of arguments (high vs. low). Although 

participants were informed that classes would be held in German, candidates speaking with a 

strong German accent received low qualification ratings end few positive hiring decisions 

regardless of the argument quality. Pejorative reactions toward the strong accent were driven by 

negative feelings. Study 2 replicated this finding and demonstrated that the hint to control ones 

stereotypes and feelings was potent to reduce discrimination. Studies 3 and 4 applied the same 

experimental material in the United States and found a major effect of argument quality and the 

tendency of a favorable evaluation for the German accent.

Title 

Gender in style. On the influence of gender and speech style on speaker evaluation 

Tamara Rakić (presenter), Irena D. Ebert & Melanie C. Steffens 

Friedrich Schiller 

64 


University Jena TIME: 09.30-11.10 



Tamara Rakic received her PhD in Social Psychology at the Friedrich Schiller University Jena in 

2009. Currently she is a research associate at Person Perception Research Unit (FSU Jena). Her 

research interests include: influence of accents on person perception and categorization, different 

language and cross-cultural aspects of Social Psychology. 

ABSTRACT 

The aim of this study was to test the influence of participants‘ speech style usage on the evaluation 

of personality traits. We additionally manipulated whether the audience was responsive or nonresponsive 

to the participant‘s speech. Participants had approximately 3 minutes to present 

verbally their strengths and weaknesses. Presentations were video-taped, typewritten and coded 

for indicators of powerless speech style (e.g., intensifiers, disclaimers) as an increased number of 

these cues is related to lower status and competence. Our results showed that women ―suffered‖ 

more from a non-responsive audience and used more disclaimers and intensifiers than men did. 

Generally women tended to use more powerlessspeech- style-cues than men regardless of type of 

audience. They were also perceived as being less competent than men by independent raters.

Panel for "Language and Tourism"Task Force 

IALSP Task Force Language and Tourism 

Crispin Thurlow and Adam Jaworski DATE: FRI 22.6 

University of Washington, USA and Cardiff University, Wales 

65 

TIME: 9.30-11.10 


Background 

Arguably the largest international trade in the world, the great population movement of tourism 

affects almost everyone these days, be it those people privileged enough to ―tour‖ or those who 

are ―toured‖. Tourism is certainly a major – truly global – cultural industry shaping a wide range of 

social, political and economic processes. This is one good reason why the academic study of 

tourism has already become so important to fields like sociology, anthropology, geography and 

cultural studies. What sociologists like Mimi Sheller & John Urry fail to note, however, is that 

language and languages too are on the move in tourism. A small but growing number of 

sociolinguists and discourse analysts have started to situate the analysis of language squarely 

within the field of tourism studies, and to consider what tourism reveals about language and social 

interaction in contemporary life. Typically, these scholars of language and tourism are interested in 

the role of language/s in representing and constituting identities, relationships and communities in 

the context of tourism. There is often also a concern for the ideologies of difference and relations 

of inequality reproduced in tourism discourse, and the role of language as a commodity in ―new‖ 

service and information-based economies. 

For scholars of language and communication, tourism is a particularly rewarding domain for 

research: not only is tourism a major global cultural industry, but it is also a key site for intergroup 

encounter, for language contact, for the construction and negotiation of social identities, and for the 

reproduction (or perhaps reformation) of cultural attitudes, stereotypes and prejudices. Indeed, 

host–tourist interactions embody the very essence of intercultural and globalizing processes. It is in 

communication with each other, in every particular instance of contact, that hosts and tourists 

negotiate the nature of the tourist experience, the meaning of culture and place, their own identities 

and their relationship with each other. Any such interpersonal, face-to-face encounter is also 

heavily pre-figured at any number of discursive moments in the tourist enterprise; for example, in 

reading holiday brochures, travel guides and newspaper travelogues, watching TV holiday shows, 

flicking through inflight magazines or friends‘ Flickr albums, etc. 

As a major service-based industry, tourism also helps drive postindustrial economies in which 

goods are discursively mediated and increasingly semioticized. Not only does tourism involve faceto-face 

(or more mediated) forms of visitor-host interaction, but the ―products‖ purchased by 

tourists during their travels are symbols, ideals, memories, stories – the fantasy and performance 

of ―going native‖, having ―safe adventures‖, meeting new peoples and experiencing ―exotic‖ 

cultures. This is where language and communication become both commodities and the vehicle for 

their exchange; it is also where the traditional places of language are dislocated. Snippets of

language formulae, not unlike material goods such as souvenirs, are brought back from foreign 

trips as useful props in the enactment of tourist narratives. 

The IALSP task force 

In constituting this Task Force, our goal is to bring to highlight the scholarly significance of tourism 

in general, and its relevance to social psychology in particular. Such a vast and complex social 

domain – with an equally extensive and varied interdisciplinary coverage – makes it difficult to 

address everything. As we‘ve noted before (Thurlow & Jaworski, 2010; cf also Jaworski & Thurlow, 

2010), there are as many tourisms as there are tourists, and it is only ever for analytic or 

commercial convenience that they come to be organized into ―types‖ or ―modes‖ of travel. As such, 

the Task Force cannot possibly hope to account for all tourisms or all tourists. Nor can it cover the 

numerous ways in which language/s figure in contemporary tourism or the many different ways 

scholars choose to feature tourism in their work. Nonetheless, our goal is to offer a variety of 

perspectives focused on the role of language in tourism – what we ourselves dub ―the 

sociolinguistics of fleeting relationships‖ (Jaworski & Thurlow, forth.). These, then, are some of the 

most typical and/or most relevant topics: 

66

Title 

Talking about Tourism and Touring Around Its Talk: An Intergroup Communication 

Accommodation Perspective 

Howard Giles¹, Hiroshi Ota² DATE: FRI 22.6 

¹University of California, Santa Barbara, USA; ²Aichi Shukutoku 

University, Japan 

67 

TIME: 09.30 – 11.10 


ABSTRACT 

Tourism is big business globally, as witnessed recently by the World Tourism Organization that 

predicts that there will be more than billion tourists in 2012. It can also be construed an arena of 

intercultural communication as tourists engage (and sometimes impose themselves on) host 

communities. Perhaps surprisingly, the fields of intergroup and intercultural communication and 

relations have, as yet, only spawned a few studies invested in understanding the processes of 

host-tourist language practices. In this paper, and drawing on recent interculturally-defined 

contributions to intergroup communication accommodation theory, we propose a new model for not 

only understanding past cross-disciplinary research on resident-host relations, but also for it being 

a blueprint to guide further research of this genre.

Title 

Heritage and authenticity in tourism 

Bethan Coupland¹, Nikolas Coupland², Crispin Thurlow 

(presenter) 

68 


¹University of Exeter, England; ²Cardiff University, Wales TIME: 09.30 – 11.10 


ABSTRACT 

Heritage tourism commonly involves displays designed to represent - typically to celebrate and 

commemorate - a valued cultural past. Our particular focus in this paper is mining heritage, and 

how it has been developed in Wales and Cornwall to reflect their rather different, but nationally 

defining, industrial histories. From some historical and critical perspectives, heritage is a 

controversial concept. To what extent can a performative cultural display capture the valued 

essence of a distinctive cultural place and time? Is 'heritageisation' inevitably deauthenticating? 

We try to meet the theoretical challenge of modelling authenticity and inauthenticity in a heritage 

context. In our Welsh and Cornish data, heritage sites are promoted largely in terms of their 

authentic value. Visitors can 'experience' the past (e.g. by going underground, being guided by 

'real miners' and engaging with material artifacts of mining) not merely observe it. Heritage sites 

necessarily perform authenticity, as they can only display representations or reconstructions of the 

past. Nonetheless, curatorial integrity strives for historical authenticity, and consumers bring their 

own contexts of consumption to heritage, often finding value that meets their own criteria of 

authentic experience.

Title 

Linguistic commodification in tourism 

Monica Heller¹, Alexandre Duchêne², Joan Pujolar³, DATE: FRI 22.6 

¹University of Toronto, Canada, ²Institute of Multilingualism, 

Switzerland, ³Universitat Oberta de Catalunya, Spain 

69 

TIME: 09.30 – 11.10 


ABSTRACT 

One of the characteristics of the globalized new economy is the commodification of language and 

identity, complexifying and transforming modern ideologies linking language to authentic 

belonging, to the nation, the State and the land. Tourism is arguably the most important terrain for 

the development of this process, as it turns in late capitalism to greater investments in symbolic 

added value and to niche markets, as manifested in particular in the growth of heritage and cultural 

tourism. In these areas, symbolic capital developed through modern nationalist inventions of 

traditions, cultural practices, canons (even vernacular ones), languages and identities is mobilized 

as marketable. Language thereby becomes both a means of attributing authenticating value to the 

tourist product, and a means of selling it, requiring stakeholders to take into account the complex 

nature of the consumer market as well as the production one. One result is that language becomes 

a constitutive work practice in tourism worksites, and needs to be understood in those terms. In 

this chapter, we will review what is known about how these processes have been unfolding in the 

past few decades, why they take the shape they do, and what their con sequences are for the 

reshaping of ideologies of language and identity in late capitalism.

Title 

Tourism, multilingualism and minority language spaces 

Sari Pietikäinen¹, Helen Kelly-Holmes², Máiréad Moriarty², DATE: FRI 22.6 

¹University of Jyväskylä, Finland; ²University of Limerick, Ireland; 

²University of Limerick, Ireland 

70 

TIME: 09.30 – 11.10 


ABSTRACT 

The desire for ―new‖ and ―unspoilt‖ destinations in contemporary cultural tourism is leading to a 

transformation of minority language spaces and communities. Previously peripheralised and even 

stigmatised languages have come to have increased capital as a source of authenticity for tourists 

in an ever more homogenised market. While the relevant minority language may be used to market 

and to differentiate these destinations, these spaces are multilingual, not only as a part of the 

minority language community language politics and practices, but also related to tourism, 

commerce and technology, creating markets for various language skills. Multilingualism in such 

spaces is multilayered, dynamic and often contentious. It also has a history with tourism, since 

services and tourism have, throughout the 20th century, formed at least some part of the income 

earned by many people living in minority language spaces. In this article, we draw on our longstanding 

work in two minority language tourist destinations, namely Sámiland in northern Finland 

and the Gaeltacht area in western Ireland. Both of these places are simultaneously popular tourist 

destinations and designated areas for minority languages, and hence subject to complex and 

evolving language ideological processes related to access, ownership and legitimacy.

Title 

Performing tourist in travel spaces 

Adam Jaworski¹, Crispin Thurlow² DATE: FRI 22.6 

¹Cardiff University, Wales; ²University of Washington, USA TIME: 09.30 – 11.10 

71 


ABSTRACT 

In laying claim to their identity as ―tourist‖ and to the cultural capital it bestows, travellers must 

commit to an ongoing series of performances or narrative enactments. This might start in 

conversation with friends about potential destinations or in service encounters with travel agents; it 

typically ends in the ―tourist haze‖ created as they return home with their travel stories, souvenirs 

and photos. Clearly organized through language, these performances are also grounded in 

multisensory encounters with the tourist sites – in other words, through visitors‘ embodied 

interactions with space/place. In this paper, we therefore take a more multimodal approach to 

thinking about ―language and tourism‖, although we remain focused on social interaction and 

communicative practice. Referring to allied work in anthropology, performance studies and 

geography, we consider tourists‘ nonverbal, mediating actions and their mediatized (or 

remediating) identity displays in online photo albums. 

Discussant 

Itesh Sachdev, School of Oriental and African Studies, University of London, UK 

Objectives 

The International Association for Language and Social Psychology (IALSP) regularly arranges for 

a select group of scholars to put together a ―state of the field‖ report to share with the broader 

academic community oriented to the social psychology of language, sociolinguistics, discourse 

analysis, etc. The main outcomes of these task forces are presented in a panel at the International 

Conference on Language and Social Psychology and in a special issue (or colloquy) of the Journal 

of Language and Social Psychology. The task force chairs usually also present a summary at the 

International Communication Association conference. The results of the current Task Force on 

Language and Tourism will be presented first at the IALSP 13 conference in mid-June 2012 at the 

Fryske Akademy, Leeuwarden, Netherlands – hosted by the Mercator European Research Centre 

on Multilingualism and Language Learning.

Title 

SYMPOSIUM: ‘Travelling to learn’: New 

conceptual, temporal and thematic perspectives 

on the ‘international’ student experience 

Introduction 

Tony Young DATE: FRI 22.06 

72 

TIME: 11.30-13.10 


ABSTRACT 

Introduction The adjustment of ‗international‘ students to higher education (HE) is a phenomenon 

of increasing importance to researchers, educators and policy makers worldwide. Over the past 

decade, the number of people ‗travelling to learn‘ through higher education has increased year-on 

year: in 2009 almost 3.7 million students were enrolled in HE institutions outside their country of 

origin, an increase of 77% since 2000. Projections indicate that this number could grow to 7.2 

million by 2025, representing a further increase of over 250%. (OECD, 2011). These students 

make a large financial contribution to host institutions, and to the diversity of student bodies around 

the world. 

The small but burgeoning literature on the challenges facing international students has 

consistently shown these to be greater than those faced by their local counterparts, even when 

they are of a similar nature – loneliness and social acceptance, and adjustment to the specific 

demands of university study, for example (Andrade 2006). Challenges more particularly salient to 

international students include issues of language and intercultural adjustment, and high levels of 

stress and anxiety. Social networks have received some attention, but their nature and influence 

remains under-explored. 

The four interlinked studies presented here aimed to broaden the conceptual, temporal and 

thematic perspectives currently being taken, and to bring a truly international perspective to bear, 

both in terms of research context and in terms of students‘ points of origin and their destination. 

Schartner‘s study explores the hitherto neglected period encompassing decision to sojourn, 

embarkation and the first phase of adjustment of a diverse cohort who studied in the UK. Ng, 

Rochelle, Shardlow, and Chan investigate the role of ‗distant‘ support networks in the adjustment 

of East Asian students to predominantly English-speaking countries. Young and Sachdev explore 

the role of a range of predispositional, psycho-social and language ability contributory factors to 

various adjustment indices among a group of international students to life and study in the UK. 

Pitts examines the re-entry processes and identity and adjustment trajectory of a group of US 

student sojourners. A brief discussion of issues arising will follow the presentation of papers. 

Reference OECD (2011). Education at a Glance. http://www.oecd.org/dataoecd/61/2/48631582.pdf. 

Accessed 31 January 2012.

Title 

From the decision to study abroad to the arrival in the host country: Exploring the role of prearrival 

factors in the international student experience 

Alina Schartner DATE: FRI 22.06 

Newcastle University, UK TIME: 11.30-13.10 

73 


ABSTRACT 

The international student experience goes beyond the time spent abroad and begins before the 

actual arrival in the host country, an issue that is often overlooked by researchers and educators. A 

consideration of this ‗pre-arrival‘ phase is crucial in order to develop an empirical understanding of 

international students‘ motivations, goals, expectations and wellbeing. The purpose of the present 

study is to investigate a range of ‗pre-arrival‘ factors; including cross-cultural personality 

dispositions, motivation and goals for study abroad, English language proficiency and overall 

wellbeing; and their interrelationships. This enquiry widens the scope of previous research in the 

field by examining the crucial phase between the decision to embark on a sojourn abroad; 

integrating elements leading to this decision; and the first few weeks in the new environment. 

Scholarly work on sojourner adjustment has pointed to the importance of motivation (Chirkov et al., 

2007; Chirkov et al., 2008), however investigations into the link with personality characteristics are 

scarce. 

This study was multimethodological, involving a quantitative survey, including the Multicultural 

Personality Questionnaire (MPQ, Van Oudenhoven and Van der Zee, 2002), and semi-structured 

interviews. A cohort of 104 international postgraduate students undertaking Masters programmes 

in the humanities and social sciences at a UK university were surveyed at the very start of their 

programme; additionally, a sub-sample of 20 students took part in individual interviews within three 

weeks of their arrival. Results suggest that aspects of intercultural competence, self-determined 

motivation to study abroad, English language proficiency and wellbeing upon arrival are 

inextricably linked.

Title 

Home is no longer far away for international students: Communication and support from 

family and friends „back home‟ 

Sik hung Ng*, Tina Rochelle,* Steven M. Shardlow**, and On 

Fung Chan* 

* City University of Hong Kong, Hong Kong, ** University of 

Salford, UK. 

74 


TIME: 11.30-13.10 


ABSTRACT 

International students, especially those from East Asia studying at Western, English-speaking 

universities, are an increasingly numerous group of sojourners. They are keenly sought after by 

host countries for their fee income and also because of their contribution to the realization of 

internationalization strategies of host universities. Their overseas experience in recent years has 

outstripped traditional models of research that have overlooked the role of friends and relatives 

living in the country/city of origin, although these models have been successful in showing the 

roles of social networks within the host country in students‘ cultural, communicative and psychosocial 

adjustments (e.g., Berry, Kim, Minde, & Mok, 1987; Bochner, McLeod, & Lin,1977; Ward, 

Bochner, & Furnham, 2001). 

To explore the roles of home networks, we surveyed Hong Kong Chinese students studying at 

universities in England and, through the cooperation of about half of them (N=20), successfully 

contacted their friends or relatives in Hong Kong for interview. Bringing the home networks into the 

research provided a relatively unique perspective for the study of international students. In this 

paper, we report results bearing on communication, social support, and relational development 

from this perspective. 

Contact from relatives, especially parents, was more frequent than those from friends. Means of 

communication used by relatives included both traditional (e.g., phone), computer-based (e.g., 

email., msn, facebook and skype) and smart phone (e.g., Whatsapp and Talkbox), whereas those 

used by friends were mostly restricted to computer-based means and smart phone. Support 

rendered by relatives covered emotional (e.g., on adjustment problem, study and work-related 

problems) and financial support, advice on health care, and couriering of foods and other daily 

necessities. Some parents escorted their sons or daughters to the UK, or visited them when they 

fell ill. By comparison, friends‘ support was narrower and focused mainly on emotional and 

practical support revolving around study. Relational development varied a great deal from person 

to person and showed both gains and losses. The overall results showed that the home networks 

continued to be a source of the students‘ emotional and relational support as well as a referential 

in-group, suggesting the need to include home networks into research on international students‘ 

adjustment and development. 

Acknowledgements: The work described in this paper was fully supported by a grant from the ESRC/RGC 

Joint Research Scheme sponsored by the Research Grants Council of Hong Kong and the Economic & 

Social Research Council (Project No: RES-000-22-3656)

Title 

A Model of International Students‟ Adjustment to Life and Study in Higher Education in the 

UK 

Tony Young*, Itesh Sachdev** DATE: FRI 22.06 

*Newcastle University, UK 

** School of Oriental and African Studies, University of London, 

UK. 

ABSTRACT 

75 

TIME: 11.30-13.10 


This study considerably widened the scope of previous investigations of the adjustment of 

‗international‘ students by integrating associations between a broad range of adjustment indices – 

academic grades (here, measured as the products of both taught and research assignments) , 

psychological wellbeing, and satisfaction with life in the new environment – and contributory 

factors such as aspects of participants‘ intercultural competence, their language proficiency, and 

the degree, quality and patterns of social contact during their sojourn. Investigation was 

multimethodological, involving a questionnaire with both quantitative and qualitative responses, 

triangulated with the findings from semi-structured interviews over the period of study. Participants 

were 108 non-UK postgraduate students from a variety of countries worldwide studying in the UK. 

Analysis showed significant associations between participants‘ language proficiency, cultural 

empathy, openmindedness, social initiative and degree of contact with non conational international 

students, and their academic achievement. There were also significant associations between 

language proficiency, emotional stability, amount of social contact with the host community and the 

quality of social support (both in the UK and from home), and participants‘ psychological wellbeing 

during the sojourn. Participants‘ general satisfaction with life in the new environment was 

significantly associated with their proficiency in English, their emotional stability and their degree of 

social contact with hosts. 

Results provided empirical foundation for a new Model of International Student Adjustment, which 

adds considerably to our understanding of the interrelationships between contributory factors and 

outcomes. We will detail the model and discuss its implications for researchers, educators and 

policy makers.

Title 

Cross-Sectional and Time Sequential Analysis of Re-entry Narratives from US Student 

Sojourners 

Margaret Jane Pitts DATE: FRI 22.06 

University of Arizona, USA TIME: 11.30-13.10 

ABSTRACT 

76 


The international sojourning experience encompasses much more than the actual time spent 

abroad. Serious inquiry into the adjustment and acculturation processes of sojourners must now 

move beyond the sojourn proper to account for the full trajectory of the sojourning experience 

including the sojourners‘ re-entry process and long-term identity and adjustment trajectory. 

Although models of acculturation and adjustment gesture at these process elements (predeparture 

honeymoon phase or re-entry shock) there is very little scholarly investigation in these 

processes. As Szkudlarek (2010) notes in her comprehensive review of sojourner re-entry, despite 

a number of substantial concerns regarding the re-entry experience – including, for some, 

significant social, physiological, and psychological difficulties – re-entry has been neglected in the 

scholarly literature. The purpose of the investigation abstracted here is to analyze re-entry 

narratives from two groups of US student sojourners – students who completed a short-term 

sojourn in 2005 and students who completed a short-term sojourn in 2011. I use a time-sequence 

design to capture longitudinal re-entry experiences among the 2005 cohort by comparing time one 

re-entry narratives (collected within 3 months of initial re-entry) with time two re-entry narratives 

(collected 6 years later). I also use a cross-sectional design to capture re-entry narratives from a 

new (2011)cohort of student sojourners. My data collection processes include focus group and 

individual interviews, as well as participant journaling. Participant narratives are analyzed using 

thematic and narrative analysis techniques (e.g.Riessman, 1993) to uncover ways participants give 

meaning to their re-entry experience. Comparisons are made within and across groups and time. 

References 

Reissman, C. K. (1993). Narrative Analysis: Qualitative Research Methods, vol. 30. Newbury Park, CA: Sage. 

Szkudlarek, B. (2010). Re-entry – A review of the literature. International Journal of Intercultural Relations, 

34, 1-21.

Title 

SYMPOSIUM sponsored by the Asian Association 

of Social Psychology (AASP) 

How do Aussies Respond to the Use of Australian Slang by the Cultural Newcomers? 

Emiko Kashima (presenter) 1 , Evan Kidd 2 , Sara Quinn 2 , and 

Nenagh Kemp 3 

1 La Trobe University, 2 Australian National University, 3 The 

University of Tasmania 

77 

DATE: SAT 23.06 

TIME: 09.30-12.45 

ROOM: MILAN 


Emi Kashima received her PhD in 1989 from the University of Illinois, Urbana-Champaign. She is 

currently a senior lecturer at La Trobe University in Melbourne, Australia. Her research interests 

include the effects of culture and language-use on the self and identity, and the role of 

psychological threats in the maintenance of culture. 

ABSTRACT 

Language use is an important vehicle for the transmission and maintenance of culture and identity. 

Newcomers learn the local culture through the use of local tongue. However, among cultural oldtimers, 

sharing the local linguistic practices with newcomers may pose issues concerning their 

ingroup identity and group boundaries. To shed greater light on the implications of shared linguistic 

practices in multicultural context, we examined Australians‘ reactions to the use of Australian slang 

by a cultural newcomer. The Australian dialect has a large number of hypocoristics (e.g., Aussie, 

brekkie, cuppa) that are frequently used and are believed to communicate the cultural ideals of 

informality, mateship, and egalitarianism emphasized in Australia. Sixty-one Australian subjects 

engaged in a map-direction task with a female Japanese confederate who spoke in the Australian 

accent or a Japanese accent, using hypocoristics or not (a 2 × 2 design). As anticipated, 

confederate‘s hypocoristic-use was often reciprocated, and moreover, it increased the subjects‘ 

perception that they shared cultural knowledge with the confederate. This nevertheless occurred 

only when confederate spoke in the local accent, suggesting that slang-use enhanced the sense of 

shared culture only with highly-acculturated newcomers. Further, when the confederate used 

hypocoristics, subjects with Australia-born fathers perceived her as more similar to the self than 

when she did not.

Title 

Relational Stress in a Hierarchic Society: The case of Korea 

Chanki Moon & Gyuseog Han (presenter) DATE: SAT 23.06 

Chonnam National University, Gwangju, S. Korea TIME: 09.30-12.45 

78 

ROOM: MILAN 


Currently Prof. Han is a professor of psychology of the Chonnam National University in Gwangju of 

South Korea. His primary research area is socio-cultural psychology of Korean people. More 

specifically, he works on the social hierarchy, interpersonal stress, and indigenous construction of 

mind. His previous publication covers social values, indigenous psychology, history of psychology 

in Korea, and theoretical issues in psychology. 

ABSTRACT 

An implicit conversation rule among Koreans is that a person in an inferior position (younger age 

and/or lower social status) has to observe honorific when conversing with a superior partner to 

avoid challenging the status hierarchy. Three studies were conducted to test this relational stress 

of hierarchy. In the first study, 30 university students were asked to write a letter requesting a 

recommendation letter from a hypothetical partner who was either superior, equal, or inferior to 

oneself. The number of words written was almost 1.5 times as many in the superior compared to 

the inferior condition. Participants reported greater uneasy feelings of writing to a superior than to 

an inferior. Three naive raters evaluated the letters as more politely written in the superior than in 

the inferior condition. The former also contained more ritualistic expressions than the latter. In a 

second study, 100 students were asked to write an email to decline a request for a 

recommendation letter sent by a hypothetical partner who was senior or junior to oneself. Email 

writing took much longer time in the superior than in the junior condition. A third study provided a 

number of incidents violating hierarchy norms against the participants. When the violations were 

committed by a junior or by an unfamiliar partner, participants reported greater relational stress. 

Overall the results show that Koreans experience relational stress of hierarchy in daily interaction. 

Understanding this stress will foster more smooth interactional flow during intercultural interactions.

Title 

The Perception of Linguistic Distance from Ingroup and Outgroup Members 

is Calibrated to the Costs of Infection Risk 

Scott A. Reid (presenter) 1 , Jinguang Zhang 1 , Grace Anderson 2 , 

Jessica Gasiorek 1 , Susana Peinado 1 , and Marko Dragojevic 1 

79 


1 University of California, Santa Barbara, 2 Samford University TIME: 09.30-12.45 

ROOM: MILAN 

ABSTRACT 

To avoid disease, people should keep close to ingroup members but away from outgroup 

members who possess novel pathogens. Consistent with this disease-avoidance hypothesis, 

pathogenic stimuli and increased personal vulnerability to disease are associated with xenophobic 

and ethnocentric attitudes, leading to the widely held assumption that the disease-avoidance 

process is an automatic emotional response that compels negative attitudes and behavioral 

avoidance. However, findings from five studies show that the process is not just an automatic 

disgust-based reaction; it also operates through the cognitive appraisal of social distance. We 

predicted that the perception of linguistic similarity to ingroup speakers and dissimilarity from 

outgroup speakers would increase with individual differences in pathogen disgust, and that this 

association would be most apparent when threat of disease was salient. In Study 1, individual 

differences in pathogen disgust but not sexual or moral disgust predicted accent distance between 

ingroup and outgroup-accented speakers. In Studies 2 and 3 this linkage between pathogen 

disgust and perceived linguistic distance was stronger under a disease than violence prime. In 

Study 4, people perceived less similarity and ease of understanding of both ingroup and outgroup 

accented speakers when they were exposed to images of diseased white people. In Study 5, 

women judged the physical attractiveness of 16 white male voices and were afterwards asked to 

estimate the proportion of the speakers who were white. The more women were disgusted by sex 

acts, the fewer white males they perceived.

Title 

Mother/Daughter-In-Law Conflicts: 

Retrospective Accounts by Taiwanese Daughters-in-law 

Yan Bing Zhang (presenter) 1 , Shu-Chin Lien 2 DATE: SAT 23.06 

1 University of Kansas, 2 Taiwan University of Arts TIME: 09.30-12.45 

80 

ROOM: MILAN 


Yan Bing Zhang is an Associate Professor in the Department of Communication Studies at the 

University of Kansas. From a broad perspective, Dr. Zhang studies communication, culture, and 

intergroup relations. One specific area of Dr. Zhang‘s research has focused on the influence of 

cultural values and stereotypes of age groups on intergenerational communication. A closely 

related area of her research has also focused on the influence of mass media on individuals‘ value 

systems and mass communication portrayals of cultural values and aging. Another area of her 

research has focused on contact and intergroup/intercultural relations, in which she examines the 

ways that personal and mediated contact impacts intergroup relationships and attitudes in 

intercultural contexts. In addition to experimental and survey studies, Dr. Zhang‘s research 

includes contextually-grounded qualitative analysis in the form of discourse/thematic analytic work. 

Dr. Zhang‘s work has been published in U.S. and international communication journals such as 

Journal of Intercultural and International Communication, Journal of Communication, 

Communication Monographs, Journal of Broadcasting & Electronic Media, Asian Journal of 

Communication, Journal of Asian Pacific Communication, Journal of Cross-Cultural Gerontology, 

New Media & Society, and Journal of Language and Social Psychology. 

ABSTRACT 

Grounded in attribution theory, interpersonal and intergroup conflict frameworks, this study 

examined the written accounts of intergenerational communication in mother/daughter-in-law 

conflicts from 120 Taiwanese daughters-in-law (M age = 40.81, SD = 8.94; age range 22-60). 

Specifically, this study investigated the associations among relational closeness, general beliefs of 

filial obligations, attribution of responsibility, communication satisfaction, and participants' reported 

use of intergenerational conflict management styles. Participants were first asked to think of their 

relationship with their mother-in-law and a recent conflict in that relationship. In order to identify 

conflict initiating factors and management styles in greater detail, participants were explicitly 

instructed to write down their communication exchange during the conflict. Using a content 

analytic approach, the written accounts were coded for conflict initiating factors (e.g., criticism) and 

management styles (e.g., accommodative, competitive). In addition, age salience, attribution of 

responsibility, and communication satisfaction during the reported conflict were also measured. 

Implications of the findings are discussed with reference to the prior literature on intergenerational 

communication research, conflict management, family relationships, as well as culture change in 

Taiwan.

Title 

Language and Culture: Can the Priming of a Linguistic Practice Affect Holistic and Analytic 

Cognitive Style? 

Yoshihisa Kashima (presenter) 1 , Matt Pennell 1 , Evan Kidd 2 , and 

Emiko Kashima 3 

1 University of Melbourne, 2 Australian National University, 3 La 

Trobe University – Australia 

81 


TIME: 09.30-12.45 

ROOM: MILAN 


Yoshi Kashima is Professor of social psychology at the University of Melbourne in Australia. After 

completing his undergraduate degree in law at the University of Tokyo, he changed his career and 

completed his psychology undergraduate degree at the University of California, Santa Cruz, and 

PhD in psychology at the University of Illinois, Urbana-Champaign. He then migrated to Australia 

for his job in 1985, and has stayed there ever since. His main research area is social psychology of 

cultural dynamics; believing that language use plays a prominent role in the formation, 

maintenance, and transformation of culture, his current research explores the interplay between 

embodiment, language use in social interaction, and macro-level cultural processes. 

ABSTRACT 

Ever since Benjamin Whorf‘s theorizing, the relationship between language and thought has been 

a critical question for those who are interested in language and culture. Recent research suggests 

that there is a correlation between language use and cognitive style. On the one hand, East Asians 

tend to have more holistic and less analytic cognitive styles. On the other hand, East Asian 

language users tend to have more contextualizing linguistic practices than Western European 

language users. Namely, East Asian language users tend to drop personal pronouns as the 

subject of a sentence, to use verbs (e.g., talks a lot vs. talkative) rather than adjectives, and 

include more contextual qualifiers (e.g., when John is with his friends, at home) in describing social 

objects. In light of the work on culture priming, we surmised that a contextualizing vs. 

decontextualizing linguistic practices can also be primed to affect cognitive styles as well. An 

experiment was conducted with those who were born in Australia and from a Western European 

background with English as the first language, in which scrambled sentence tasks were used to 

prime the linguistic practice of verb (vs. adjective) use and the linguistic practice of contextual 

qualifier use (vs. no use) in a factorial design. Participants then worked on a visual memory task, 

which examined the effect of context change on recognition memory. The results showed that 

visual recognition was affected by context change more when the linguistic practices of verb and 

contextual qualifier uses were both primed (i.e., East Asian linguistic practice) relative to the other 

conditions. This suggests that a holistic style of information processing was observed when the 

East Asian linguistic practice was primed in English speakers. This provides novel evidence for 

linguistic effects on cognition, shedding some light on the question of language-thought 

relationship.

Title 

Which is More Important in Trust Decisions, an Intermediary or Shared Group Membership? 

A comparison between Chinese and Australians 

Jiawen Ye DATE: SAT 23.06 

City University of Hong Kong, Hong Kong SAR, China TIME: 09.30-12.45 

82 

ROOM: MILAN 


Jiawen Ye (master‘s degree of education, developmental and educational psychology, South 

China Normal University) is a PhD candidate at the City University of Hong Kong. Her research 

interests include trust in Chinese and Western cultures and biculturalism in Hong Kong. She is a 

student member of the Asian Association of Social Psychology. 

ABSTRACT 

Trust has long been regarded by psychologists and other social scientists as a fundamental 

component of social competence and social functioning. It has attracted even stronger attention in 

recent years as globalization spreads and calls for greater understanding of trust across cultures. 

The present research draws from social identity theory and cross-cultural communication research 

to form hypotheses concerning the effects on trust decision due to shared group membership and 

an intermediary (between the trustor and the trustee). In support of the hypotheses, results of a 

trust game showed, first, that both Chinese and Australians trusted ingroup more than outgroup 

strangers. Second, Chinese were more inclined than Australians to trust strangers through an 

intermediary, especially when the stranger was an outgroup than an ingroup member. The cultural 

difference in the influence of an intermediary on trust decisions is discussed in terms of different 

communication styles between Chinese and Australians in expanding social networks.

Title 

Cultural Knowledge and Interpersonal Relationship as Bases of Cultural Identification 

Ching Wan (presenter) and Pony Yuen Ga Chew DATE: SAT 23.06 

Nanyang Technological University, Singapore TIME: 09.30-12.45 

83 

ROOM: MILAN 


Ching Wan is currently an associate professor at Nanyang Technological University, Singapore. 

She received her PhD in social psychology from the University of Illinois, Urbana-Champaign. Her 

research focuses on understanding culture as shared knowledge representations. She is 

interested in the creation and maintenance of shared knowledge representations in a culture, and 

the interactive role that cultural knowledge representations play in individual psychological 

processes. Her current research concerns the social functions of shared knowledge 

representations and the effects of the representations on decision-making. 

ABSTRACT 

Cultural identification entails an individual‘s emotional attachment to a culture. In this research, we 

examined two possible bases of cultural identification – knowledge-based cultural identification and 

relationship-based cultural identification. Knowledge-based cultural identification relies on the 

alignment between individuals‘ personal characteristics and the characteristics perceived to be 

important to the culture. In contrast, relationship-based cultural identification relies on the 

alignment between individuals‘ personal characteristics and the characteristics held by the 

individuals‘ close others. The former basis of cultural identification has been examined in research 

on the link between intersubjective cultural representations and cultural identification. The latter 

basis, however, has not been examined in the literature on cultural identification. 

The present research provides preliminary evidence in demonstrating that close interpersonal 

relationships can serve as a distinct basis of cultural identification. Singaporean undergraduates 

responded to items pertaining to their personal endorsement of their family and significant others‘ 

values and beliefs. They also rated their personal endorsement of Singapore culture‘s values and 

beliefs. Results showed that the degree to which the participants personally agreed with their 

family and significant others‘ values and beliefs had unique predictive effect on their identification 

with Singapore culture and that the relationship was moderated by the participants‘ need for 

belongingness. Implications of the findings for furthering research on cultural identification and 

understanding of enculturation processes will be discussed.

Title 

Acculturation Strategies, Social Support, and Cross-Cultural Adaptation 

among Mainland Chinese University Students in Hong Kong 

Ting Kin Ng (presenter) 1 , Yi Lian and Kwok-kuen Tsang 2 DATE: SAT 23.06 

1 City University of Hong Kong, Hong Kong SAR, China, 2 The 

University of Hong Kong, Hong Kong SAR, China 

84 

TIME: 09.30-12.45 

ROOM: MILAN 


Ting Kin Ng is a PhD candidate at the Department of Applied Social Studies, City University of 

Hong Kong, currently undertaking research on the social psychology of biculturalism, individual 

and collective self-esteems. 

ABSTRACT 

The present study aimed at examining the relationships among acculturation strategies, social 

support, and cross-cultural adaptation of Mainland Chinese university students in Hong Kong. 

Specifically, it was hypothesized that social support would enhance the positive effect of 

integration strategy and buffer the negative effect of marginalization strategy on cross-cultural 

adaptation. A total of 188 Mainland Chinese studying at universities in Hong Kong completed 

scales measuring (a) integration and marginalization strategies, (b) social support from family, 

local friends, and non-local friends, and (c) sociocultural and psychological adaptation. Results 

indicated that sociocultural adaptation was predicted by integration strategy and family support, 

whereas psychological adaptation was predicted by integration and marginalization strategies, and 

social support from family and local friends. Concerning the moderating effects of social support, 

local friends support was found to strength the positive effect of integration strategy and weaken 

the negative effect of marginalization strategy on sociocultural and psychological adaptation. 

Contrary to the prediction, it was revealed that support from non-local friends impaired the 

contribution of integration strategy to psychological adaptation.

Title 

INDIVIDUAL PAPERS 

Language Use, Sign Intent, and Health Access: Linguistic Landscape of San Antonio‟s 

Public Transit System 

Donald N. Allison PA-C, MPAS DATE: FRI 22.06 

University of Texas at San Antonio 

Culture, Literacy, and Language College of Education and 

Human Development 

Department of Bicultual and Bilingual Studies 

85 

TIME: 09.55-10.20 

ROOM: MADRID 


Donald Allison, MPAS, PA-C has practiced medicine as a physician assistant for 20 years with an 

interest in caring for the medically underserved in Migrant Community Health and Emergency 

Room settings in Colorado and England. He is currently working on his PhD in Culture, Literacy, 

and Language at The University of Texas at San Antonio. Mr. Allison‘s research focuses on the 

role of culture, language, and gender as it intersects with health and health disparity. His research 

interest includes the concept of linguistic landscape, specifically as it corresponds to language use 

and medical intent. 

ABSTRACT 

San Antonio is a multilingual, multicultural community in southwest Texas. Of the 44% Spanishspeaking 

inhabitants, 15% are low-English proficient (LEP), requiring Spanish-language 

accommodation. Medical care is a basic human right for all individuals. Without accommodation, 

language barriers impede health care access. There is insufficient research evaluating language 

use as it relates to health intent signage. Linguistic landscape (LL) refers to linguistic objects that 

mark the public space. It represents the relative power and significance of a language within a 

given sociolinguistic setting and impacts policymaking. 

The conceptual practice of linguistic landscape is utilized to determine if the public space of the 

transit system provides an environment conducive to linguistic needs of individuals using buses to 

access two major medical centers. Two questions guide this research: First, is there a difference 

in the frequency of language use among English and Spanish as represented by linguistic 

landscape (LL)? Second, is the use of English and Spanish independent of sign type as it relates 

to health or non-health? 

Results of Descriptive and Chi Square analysis demonstrate that there is a difference in language 

use of LL in public spaces of buses surrounding San Antonio‘s medical centers. Secondly, there is 

no difference in sign intent for health as compared to non-health. Findings indicate that English is 

the prominent language of LL in San Antonio, suggesting lack of accommodation for LEP Spanishspeakers.

Title 

Establishing New Norms of Language Use in the Home; how is family language policy 

renegotiated as both parents and children learn a second language? 

Timothy Currie Armstrong DATE: THU 21.06 

Sabhal Mòr Ostaig, the Gaelic College on the Isle of Skye 

86 

TIME: 15.30-15.55 

ROOM: PRAGUE 


Timothy Currie Armstrong is the Soillse Research Fellow based at Sabhal Mòr Ostaig, the Gaelic 

College on the Isle of Skye. His research focuses on language policy and planning at the micro 

level, in communities, in education, in the home and in small organizations, and he is particularly 

interested in language ideology and the ways in which different ideologies influence the outcome of 

language redevelopment. His PhD thesis was a study of new Irish-language communities in 

Northern Ireland and the Republic of Ireland, and he is currently involved in research on adult 

learners of Gaelic, their identities and language use. 

ABSTRACT 

Parents who send their children to be educated through a threatened minority language frequently 

do not speak that language themselves and classes in the language are sometimes offered to 

parents in the expectation that this will help them to support their children's education and to use 

the minority language in the home. Providing language-learning opportunities for parents with 

children in minority-language education is understood as good practice in language 

redevelopment, but there is little research on the efficacy of this practice. Parents who hope to 

change language use in the home have to establish and enforce a new language norm in the 

family in opposition to a common background ideology that understands language as a natural 

object, and therefore, that it is wrong and bad parenting to 'force' a language on a child. Can 

parents realistically hope to succeed in this difficult task and what are some of the strategies they 

might follow? I will present data from narrative, life-history interviews with parents who are 

learning Scottish Gaelic and who have children who attend Gaelic-medium education, and I will 

discuss the difficulties they encounter in establishing new norms of language use in the family and 

the strategies they used to effect a new language policy in the home.

Title 

Qualitative Word production analysis of Native speakers and Second language learners‟ by 

phonemic and categorical Verbal Fluency Test 

Keiko Asano DATE: THU 21.06 

Juntendo University, School of Medicine TIME: 15.55-16.20 

87 

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Keiko Asano was graduated from the doctor course in Tokyo University, Graduate School of 

Medicine in 1997. Since 2004, She is hired as an associate professor of Juntendo University, 

School of Medicine, Tokyo, Japan. She belongs to the Liberal Arts departments in the University 

and has taught a lecture course of Communication and Medical related English. She obtained her 

Degree of Ph.D. of Information Science in Tohoku University, Graduate School in 2009. Her 

specialized research field is originally about Phonetics especially speech perception and 

production for Japanese as second language learners of English. The recent her research area is 

expanded to examine the brain mechanism of language activated areas used by fMRI. She is a 

member of Acoustical Society of America and Phonetic Society of Japan. 

ABSTRACT 

This cross-linguistics study investigated how different Japanese, Arabic and Thai second language 

learners orally produce words from their native languages aspects of Verbal Fluency Test. This 

test, which is widely spread using as clinical and language developmental assessments, is 

consisted on two different tasks: phonemic and categorical sections. As for phonemic procedure, 

the participants were to produce orally as many different words as possible beginning with the 

certain letter within a 1 minute. With regards of categorical one, specified item‘s names such as 

animals were asked to produce. These scores used in clinical field are only adopted as quantitative 

information. However, in this study, the qualitative relationship between the phonemic and 

categorical sections is also analyzed as the ability of second and native language learners‘ word 

production. 

As for the second language learners‘ phonemic Verbal Fluency aspects, there are different 

tendency that the characteristics of the generated words varied from the different proficiency level 

groups: the higher proficiency group produce similar words as what the native participants did 

while the intermediate group learners produced far less the 10-most common words of natives. 

On the contrary to the phonemic sections, despite the different cultural linguistic backgrounds, 

remarkable similarities were found between three groups in their native languages categorical 

Verbal Fluency performance. It was concluded that culture and language differences do not 

contribute to categorical Verbal Fluency performance. The further studies will be focused on the 

way how the words are clustered and switched to generate among the different groups.

Title 

The influence of printed media on the construction of Hezbollah‟s representations 

Pascale Asmar DATE: FRI 22.06 

Language Sciences Paris III – Sorbonne Nouvelle 

Lebanese University of Beirut 

88 

TIME: 12.45-13.10 

ROOM: MILAN 


Joint PhD student in Language Sciences at Paris III – Sorbonne Nouvelle and the Lebanese 

University under the joint supervision of Sonia Branca (Pr.) and Leila Osseiran (Pr.) since 

September 2010 Master‘s of Research in Language Sciences in 2010 from Paris III – Sorbonne 

Nouvelle. Grade: Very Good 

« La subjectivisation de la représentation du Hezbollah dans la presse française et la 

presse libanaise francophone. Le cas du Monde et de L’Orient-Le Jour » under the 

supervision of Sandrine Reboul-Touré (MC, SYLED-Cediscor) 

Bachelor‘s degree in 2008 from the Lebanese University in French language and literature 

ABSTRACT 

In this paper, we will focus on the construction and fixation of the identity of the Other in the press. 

Through our corpus‘ examples, we will identify the differences in representing the same object of 

discourse – Hezbollah – in a selected range of newspapers: Lebanese, French and American 

newspapers. This study aims to demonstrate the use – and abuse – of language by media despite 

a claim of objectivity and distance to reality. The media is not representing the Reality itself; it‘s 

about the way it sees and identifies this R/reality according to a specific linguistic, cultural and 

political system that helps in shaping stereotypes and opinions, as well as oneself representation 

when representing the other‘s. 

Thesis: « Les diverses représentations du Hezbollah dans la presse libanaise et 

internationale »

Title 

When using of linguistic abstraction leads to a speaker being seen as a good member: 

Examining the linguistic intergroup bias from a normative perspective 

Yvette Assilaméhou (presenter) and Benoît Testé DATE: FRI 22.06 

University of Rennes 2, France TIME: 10.45-11.10 

89 

ROOM: PARIS 


Yvette Assilaméhou is a PhD student in social psychology at the University of Rennes 2 (France). 

Her work focuses on the consequences of subtle linguistic discrimination, such as the linguistic 

intergroup bias, on the perpetuation of ingroup bias and prejudice. Her thesis is supervised by 

Benoît Testé, who is an associate professor of the University of Rennes 2 and co-director of the 

CRPCC-LAUREPS, the laboratory of social psychology of the University of Rennes 2. His research 

interests include ideology, social norms, intergroup relations, social cognition and language. 

ABSTRACT 

The Linguistic Intergroup Bias (LIB, Maass, Salvi, Arcuri, & Semin, 1989) is a systematic bias in 

language use, wherein people describe positive ingroup and negative outgroup behaviors 

abstractly (e.g. ingroup members are altruistic; outgroup members are aggressive), but use 

concrete language for positive outgroup and negative ingroup behaviors (e.g. outgroup members 

are helping somebody; ingroup members are hurting somebody). Our goal was to show that using 

the LIB corresponds to a normative behavior in intergroup contexts, in that it is a cue to attribute 

social value to speakers. We hypothesized that speakers using descriptions congruent with the LIB 

will be judged better group members than speakers using descriptions reversed with respect to the 

LIB. In two studies, French university students (N = 64 in each study) evaluated speakers using a 

congruent-LIB vs. reverse-LIB description of a positive vs. negative behavior by the speaker‘s 

ingroup vs. outgroup. The speakers were members of either the participants‘ ingroup or the 

participants‘ outgroup. The intergroup context was based on participants‘ nationality (i.e. French vs. 

Italian). In study 1, participants evaluated speakers‘ group member attractiveness (Marques et al., 

2001). In study 2, participants evaluated in addition the social reactions the speakers would elicit 

among the other group members. Results supported our hypothesis, as they showed social 

approval for speakers using the LIB when describing the ingroup. Our hypothesis was not 

supported when speakers described the outgroup. Social approval of applying the LIB when 

describing the ingroup throws light onto the normativity of the LIB.

Title 

Incorporating World Englishes into a Teacher Education Course 

Burcu Ates 1 & Zohreh Eslami 2 DATE: THU 21.06 

1 Department of Language, Literacy and Special Populations 

Sam Houston State University,Huntsville, TX 

2 Department of Teaching, Learning & Culture 

Texas A&M University, College Station, TX 

90 

TIME: 13.30-13.55 

ROOM: PRAGUE 


Burcu Ates is an Assistant Professor of ESL/Bilingual Education at Sam Houston State University, 

Huntsville, Texas, U.S.A. Her research interests include ESL/EFL education, teacher education, 

native English speaking (NES) and nonnative English speaking (NNES) language and teacher 

educators, World Englishes, and English as a Lingua Franca. She has a B.A in Foreign Languages 

Education, M.A. in TESOL, and Ph.D. in ESL and multicultural education. Burcu‘s first language is 

Turkish. 

Zohreh Eslami is an Associate Professor of ESL Education at Texas A&M University, College 

Station, Texas, U.S.A. Her research interests include ESL/EFL teacher education, cross-cultural 

pragmatics, pragmatics and language teaching and intercultural communication. She has more 

than 25 years of experience in ESL/EFL teacher education both in the USA and overseas Zohreh‘s 

first language is Farsi. 

ABSTRACT 

The colonial and postcolonial spread of English worldwide has created a number of varieties of 

world Englishes (WE). The global spread of English has increased opportunities for native English 

speakers in the United States to interact with other speakers of world English (Kubota, 2001). 

However, native speakers are rarely encouraged to develop the knowledge and skills necessary 

for intercultural communication, often resulting in a one-way communicative burden imposed on 

the WE speakers (Kubota, 2001). 

This paper focuses on a study conducted in spring 2011 involving 261 preservice teachers in five 

English as Second Language (ESL) Education courses. The aim of the study is to create 

awareness among future teachers on WE and have them explore ways to communicate effectively 

with WE speakers. ESL Education courses generally focus on language acquisition and ESL 

methodology topics and fell short in including the topic of world Englishes. 

The researchers implemented a semester long activities to educate preservice teachers about 

issues related to world Englishes and diversity. The activities researchers created on WE 

consisted of six sessions (60 minutes each) and were taught every other week throughout the 

semester. A pre and a post survey were given to preservice teachers to evaluate the effectiveness 

of the activities used and to determine if preservice teachers' awareness towards world Englishes 

has increased. This study employed a qualitative and quantitative methods approach. The data 

was collected through classroom observations, discussions, activities and pre-post surveys. The 

qualitative data was analyzed using thematic analysis. Descriptive statistics was used to report the 

survey results. 

Ideas and practices in helping the future teachers understand WE in their journey to become global 

citizens are discussed in the light of the results of the data analysis.

Title 

The boundaries of a word: dialectical meanings in the term barebacking 

Rubén Ávila DATE: THU 21.06 

Social Psychology Department, 

Universitat Autònoma de Barcelona 

TIME: 16.45-17.10 

ROOM: PARIS 


Rubén Ávila is a junior research fellow in the Social Psychology Department at the Universitat 

Autònoma de Barcelona (UAB). He is working on a PhD at the same Department about 

barebacking in Spain. He is also a member of the Fractalities in Critical Inquiry research group. His 

research interests include power and resistance movements, biopolitics, sexual health, situated 

knowledge and narrative inquiry. 

He has also worked for a few years as a sexual health promotion specialist at different official 

organisms and NGO‘s. His work has dealt with HIV prevention for men who have sex with men 

(MSM), especially young men and sexual workers. 

ABSTRACT 

Selecting a word to designate a social phenomenon is not a mere linguistic decision. It carries 

psychosocial implications for the identity of those included in the category defined in that particular 

word. Social naming, indeed, involves dynamic processes in which conceptual boundaries stand 

out and act as ―barriers‖ or limits between what and who is included or excluded in the category 1 . 

The present paper addresses these processes of social naming, focusing specifically on the 

meanings associated with the term bareback. 

In recent years, barebacking has become a popular term to refer to intended risky sexual activity 

between Men who have Sex with Men (MSM). Many studies have been devoted to the definition of 

barebacking leading to the following standard definition: barebacking is intentional anal sex without 

a condom with men who are not a primary partner 2 . 

This definition, however, easily comes into question when confronted with the evidence, for 

instance, of sex video websites for MSM, in which oral sex is also referred to as barebacking. Such 

cases show that there is a sharp contrast between the conventional definition of barebacking and 

the meanings of this term for those who practice it. 

In this paper, I explore the concept of barebacking through a qualitative analysis of a corpus of 

personal narratives produced by barebackers. A core of dialectical meanings of barebacking 

1 

Romero Bachiller, Carmen (2003): ―Of differences, excluding hierarchisations, and materialities in 

culture: an approach to precariousness from the standardpoint of feminism and the queer theory‖ 

in Cuadernos de relaciones Laborales, 20(1), 33-60. 

2 

Halkitis, Perry N.; Wilton, Leo & Drescher, Jack (2005): Barebacking: Psychosocial and Public 

Health Approaches. New York: The Haworth Medical Press. 

91

emerges from the personal narratives, and sheds light on the current boundaries between 

individual practices and mainstream sexual health promotion practices addressed to MSM. 

Keywords: Signification; Dialectical; Exclusion; Narratives; Sexual health. 

92

Title 

Timing Control of Japanese Speech and Temporal Fluctuation of Music Performance 

Junichi Azuma DATE: FRI 22.06 

Juntendo University, School of Medicine, Tokyo and Chiba, 

Japan 

93 

TIME: 10.20-10.45 

ROOM: MILAN 


Junichi Azuma is currently a professor of English as a foreign language and media and 

communication studies at Juntendo University, School of Medicine, Tokyo and Chiba, Japan. His 

research area covers the use of ICT and innovative media in teaching English as a foreign 

language, e-Learning and future communication system employing universal visual symbols. He is 

also known as a researcher of phonetics (especially, prosodic features of Japanese and English) 

and is currently conducting research in timing control of Japanese speech. 

ABSTRACT 

Short Japanese sentences uttered by a Tokyo dialect speaker were analyzed acoustically to 

investigate the temporal fluctuation of syntactic phrases within an utterance. Each analyzed phrase, 

called "bunsetsu" in Japanese linguistics, comprise one lexical unit and one particle, such as 

"Kariya-de" (meaning in Japanese "in Kariya" (name of a town)). With reference to the average 

duration of the phrase-only utterances, the duration of each phrase within the sentence utterance 

was analyzed to observe the temporal deviation supposedly caused by the syntactic environment 

of the relevant phrase. Overall, the "Final-lengthening" phenomenon was verified, and a sentencefinal 

phrase or a phrase just before a deep syntactic boundary was relatively uttered slower. 

However, it was also found that a phrase just before a slowly-uttered one was in most cases given 

a relatively shorter duration. 

Within a sentence with four phrases, a durational patten of "Short-Long-Short-Long" was often 

observed. Actual measured duration of each bar of some classical music performances with 

seemingly regular tempo (for example, the beginning of the fourth movement of Beethoven's 7th 

Symphony) also shows the tendency of "Final-lengthening" at the end of a musical phrase but in 

most cases the duration of the third bar within a four-bar phrase is significantly short. A "Short- 

Long-Short-Long" pattern was also observed in such music performances. These facts suggest our 

temporal activities are not only constrained by the structure of a sentence or a musical phrase but 

also by some fundamental mechanism controlling our overall temporal and rhythmic activities.

Title 

Necessity of Universal Symbolic Language for Disaster Alert and Warning 

Junichi Azuma DATE: THU 21.06 

Juntendo University, School of Medicine, Tokyo and Chiba, 

Japan 

94 

TIME: 10.45-11.10 



Junichi Azuma is currently a professor of English as a foreign language and media and 

communication studies at Juntendo University, School of Medicine, Tokyo and Chiba, Japan. His 

research area covers the use of ICT and innovative media in teaching English as a foreign 

language, e-Learning and future communication system employing universal visual symbols. He is 

also known as a researcher of phonetics (especially, prosodic features of Japanese and English) 

and is currently conducting research in timing control of Japanese speech. 

ABSTRACT 

This research will discuss the necessity of a new type of universal symbolic language for disaster 

alert/warning. Some tentative syntactic and semantic rules for such universal visual language will 

be proposed and actual icon-like universal visual signs meant for disaster-related alerts/warnings 

will be also illustrated which are supposed to match the development of today's digital technology. 

If we consider today's cruel reality that even the metropolises in highly developed countries are not 

immune from large-scale natural disasters, local governments in question and the related media 

are supposed to ensure that the transmitted disaster alert/warning is reliably received and 

understood by all people in the relevant metropolitan area, where people with varied linguistic and 

physical backgrounds live. With the possible use in local government and the relevant media in 

mind, an experimental Web-based disaster management language repository is being developed. 

It is hoped this language repository system with multi-lingual disaster alert/warning descriptions, 

audio files for each description in each language and universal visual signs will contribute toward 

more efficient transmission of disaster alerts/warnings when the metropolitan area encounters a 

large-scale disaster in the future.

Title 

How do I Say it? The Relationship Between Impression Management Concerns and Advice 

Seeking Behavior for Message Construction in Social Predicaments 

Krystyna Aune – Presenter, Lisa van Raalte DATE: FRI 22.06 

University of Hawaii at Manoa TIME: 10.45-11.10 

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Krystyna Aune has been at the University of Hawaii at Manoa since 1991. For the past three years, 

she has been serving as Associate Vice Chancellor for Academic Affairs. Prior to that, she was 

Associate Dean of the College of Arts and Humanities. Her academic home is the Department of 

Communicology where she is a professor and has served as Chair as well as Director of Graduate 

Studies. She teaches courses on Interpersonal Relations, Family Communication, and Theories in 

Communication. She was awarded the Board of Regents Medal for Teaching Excellence in 2004. 

Dr. Aune‘s research examines emotion expression in romantic relationships, adult play, jealousy in 

different types of relationships, and how couples negotiate the division of household labor 

ABSTRACT 

This study examined the extent to which individuals seek advice for message construction in social 

predicaments and how face concerns impact this behavior. Hypotheses predicted a positive 

relationship between self-/other-/mutual-face and advice seeking behavior in the construction of 

messages directed at others within the context of social predicaments. In an online survey, 84.3% 

participants (N=134) indicated that they engage in such advice seeking behavior. Face concern 

(self, other, and mutual) was assessed using Ting-Toomey and Oetzel‘s (2001) 22 item scale. 

Significant positive correlations were found between self and other face with advice seeking 

behavior, but not for mutual face concern. Regression analysis showed the concern for other face 

was the most predictive of advice seeking behavior, followed by self face concern and then mutual 

face concern. Implications are discussed.

Title 

Being victim of Linguicism in Québec and Canada 

Richard Y. Bourhis 1 , Nicole Carignan 2 DATE: FRI 22.06 

Université du Québec à Montréal Canada 1 Département de 

Psychologie 2 Faculté des Sciences de l‘Éducation 

96 

TIME: 11.30-11.55 



Richard Y. Bourhis was educated in the French and English school system in Montreal, obtained 

a BSc in Psychology at McGill University, Canada, and a PhD (1977) in Social Psychology at the 

University of Bristol, England. He was Associate Professor in the Psychology Department at 

McMaster University in Ontario until 1988 and is currently full professor at the Psychology 

Department of the Université du Québec à Montréal (UQAM). Richard Bourhis published in 

English/French 170 journal articles/chapters on cross-cultural communication, language planning, 

acculturation and immigrant/host community relations, social psychology of discrimination. He was 

director of the Concordia-UQAM Chair in Ethnic Studies in Montreal from 1996-2006 and director 

of the Centre des études ethniques des universités montréalaises (CEETUM) at the Université de 

Montréal from 2006-2009. He received the ‗Robert C. Gardner Award‘ for outstanding research on 

Bilingualism from International Association of Language and Social Psychology and an award from 

the Canadian Race Relations Foundation for excellence in anti-racism in Canada. He was elected 

Fellow of the Society for the Psychological Study of Social Issues and the Society for Experimental 

Social Psychology. He received a doctorate ‗Honoris causa‘ from Université de Lorraine, France. 

bourhis.richard@uqam.ca, http://bourhis.socialpsychology.org. 

ABSTRACT 

The paper first documents actual income differentials suffered by Anglophones (English L1) 

Allophones (other language L1) compared to the Francophone (French L1) dominant majority in 

Quebec. We present results from the post census Ethnic Diversity Survey (2003) conducted by 

Statistics Canada (N = 42,000) dealing with experiencing discrimination/linguicism in Quebec and 

rest of Canada (ROC). Results show that in Quebec, Anglophones (25%) and Allophones (20%) 

are more likely to report being victim of discrimination than Francophones (7%). Visible minorities 

whose L1 is English are more likely to report being victim of discrimination (41%) than visible 

minorities whose L1 is French (28%), attesting to the double jeopardy suffered by visible minority 

Anglophones in Quebec. Compared to skin colour and cultural background, language/accent is 

seen as the main cause of discrimination for the three language groups attesting to enduring 

linguistic tensions in Quebec. In the ROC, Allophones (22%) are more likely to report being victim 

of discrimination than Francophones (12%) and Anglophones (12%). Visible minorities with English 

as L1 are more likely to report being victim of discrimination (47%) than those with French L1 

(32%). In the ROC, skin colour is seen as the main cause of discrimination for Anglophones and 

Allophones, while Francophones see language/accent as the main cause of discrimination. In both 

Quebec and the ROC discrimination is most likely to be experienced in the work setting followed 

by public settings such as stores, banks and restaurants. This Canadian data calls for more 

research on linguicism in multilingual states worldwide.

Title 

“Our Languages re-visited: presentation of new research into the evolving attitudes of young 

Londoners to issues of language and identity” 

Sarah Cartwright DATE: THU 21.06 

Freelance Teacher Educator TIME: 09.55-10.20 

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Sarah Cartwright worked at CILT, the National Centre for Languages, 2006-2011. In 2010 she was 

working on secondment at SOAS where she fulfilled the role of ―research facilitator‖ for six months. 

From 2007 to 2009 Sarah led a major UK government project, ―Our Languages‖, promoting the 

benefits of bilingualism and supporting the teaching of ―community‖ languages which are known as 

―migrant languages‖ in Europe. The project and its website www.ourlanguages.org.uk was 

awarded the Threlford Cup by the Institute of Linguists. 

Sarah concurrently managed ITT MFL which provided support for universities involved in Initial 

Teacher Education (ITE) through a web-based network, a bi-annual publication, the ―Links bulletin‖, 

of which she is the editor and a dedicated website. 

Before joining CILT, Sarah was PGCE Course Leader for Modern Languages/Senior Lecturer in 

Education at London Metropolitan University. 

She holds a BA Hons from the University of Leeds in French with subsidiary Italian, 1976, and an 

MA in French from Pennsylvania State University, USA, 1978. Her MA thesis focused on the 

Venice 4 version of the ―Chanson de Roland‖. 

ABSTRACT 

In 2007 a group of plurilingual 17 year old school pupils were interviewed on video as part of the 

Our Languages project, a UK government sponsored initiative aiming to support the teaching and 

learning of community languages. The series of video clips, entitled ―Bright & Bilingual‖, were 

hosted on the project website and have been extensively used in teacher training in the UK to 

challenge the notion of any link between bilingualism and educational underachievement. For, on 

the contrary, these state school students were articulate, high-achieving and ambitious. This 

positive message seemed of paramount importance in an educational culture in the state system 

where the label ―English as an Additional Language‖ (EAL) had almost become synonymous with 

Special Educational Needs (SEN). 

Over 4 years later the subjects are re-interviewed using the same sets of questions to explore 

whether there has been any shift in their sense of social identity now that they have graduated 

from university and are entering the workplace - in a very difficult economic climate.

Title 

Presence, role and value of crossborder contacts and meaningful relationships development 

in neighbouring language classroom. 

The case of mainstream primary schools of the Littoral zone of Slovenian-Italian border. 

Irina Moira Cavaion DATE: THU 21.06 

Faculty of Education, University of Primorska, Koper - Slovenia TIME: 16.20-16.45 

98 

ROOM: PRAGUE 


Irina Moira Cavaion is a Ph.D candidate in Plurilingualism and Intercultural Communication Studies, 

at Faculty of Education - University of Primorska, Koper. She is a primary English teacher in Triest 

– Italy, also engaged in projects supported by the Italian Ministry of Education, aiming at improving 

neighbouring language teaching at primary level. Her doctoral research investigates crossborder 

contacts as a key strategy to implement neighbouring language learning and teaching 

methodology with a focus on meaningful relationships development. She is also involved in 

research investigating the role of empathic understanding in the educational relationship, and 

committed to spread the idea of empathic understanding as a key value in postmodern school 

environments. 

ABSTRACT 

Contact with the target language speakers is the most desirable context for a second language 

classroom, a key strategy capable to respond to all the challenges foreign language teaching is 

nowadays called to answer: authenticity, sensitivity to otherness, linguistic communicative 

competence. More, if leaded towards a development of meaningful relationships among groups of 

teenagers, contacts between adolescences - learning each the language of the other - could 

answer the need of disclosing their personalities, transforming the foreign language classroom into 

highly motivated learning, as well as a means of social integration, both through personal and 

intergroup relationships development. 

This is even more possible in neighbouring language classrooms where geographical proximity of 

the languages taught allow crossborder contacts development but where there is a need to share a 

positive perception, a comfortable feeling of their feasibility and sustainability. The research in fact 

- within the framework of Allport (1959) and Pettigrew's (1998, 2008) intergroup contact theory - 

aims to assess the presence, the role and the value characterizing so far realized crossborder 

contacts in all the 11 mainstream primary schools of the Littoral zone of Slovenian/Italian border 

offering compulsory teaching of the neighbouring Italian language, in order to shed the foundations 

of a language teaching methodology based on the establishment of continue contacts and the 

development of meaningful relationships among students, respectful of the past experiences and 

beliefs identified throughout the survey, but also daring towards new experiences, that is, towards 

a more affective language learning approach.

Title 

A cross-cultural comparison of apologies by native speakers of American and Chinese 

Yuh-Fang Chang DATE: THU 21.06 

National Chung Hsing University TIME: 09.55-10.20 


99 

ROOM: PARIS 

Yuh-Fang Chang is an associate professor in the Department of Foreign languages and literatures 

at the National Chung Hsing University. Her research emphasis has been on interlanguage 

pragmatics, language transfer and teacher education. Among her recent publications are: 

Interlanguage pragmatic development: The relation between pragmalinguistic competence and 

sociopragmatic competence (in Language Sciences) and Refusing in a Foreign Language: An 

investigation of problems encountered by Chinese learners of English (in Multilingua: Journal of 

cross-cultural and interlanguage communication) 

ABSTRACT 

Several researchers have investigated cross-cultural differences of speech act realization. There is, 

however, relatively little research on the cross-cultural difference between apologies in Mandarin 

Chinese and English. American and Chinese cultures differ in many ways. When distinguishing 

cultures based on communication styles, American culture is placed toward the low-context 

communication end, whereas Chinese culture is placed toward the high-context communication 

end on a continuum of cultural communication differences (Ting-Toomey, 1988). The former has 

been characterized as ―valuing individual value orientation, line logic, direct verbal interaction‖; the 

latter as preferring ―group value orientation, spiral logic, indirect verbal interaction‖ (Ting-Toomey, 

1988, p.225). American and Chinese cultures also differ in that the former is classified as an 

individualistic culture, in which one considers the preservation of the autonomy of the individual 

significant and the latter as a collectivistic culture, in which one considers the preservation of the 

harmony within group important (Triandis, 1995). In cross-cultural communication, a lack of 

understanding of different sociolinguistic rules and principles of face-to-face interaction often 

results in cross-cultural misunderstanding and may affect interpersonal relationships. The present 

study examines the difference in the perception of and the reaction to situations that require an 

apology between English native speakers and native speakers of Mandarin Chinese. There were 

two groups of participants in this study: 100 Americans and 100 Chinese. The data were collected 

using discourse completion task. The results showed that Americans and Chinese differ in their 

perception of the severity of the offences and their use of apology strategies. 

References 

Ting-Toomey, S. (1988). Intercultural conflict styles: A face-negotiation theory. 

In Y.Y. Kim and W.B. Gudykunst (Eds.). Theories in intercultural communication (pp.213-235). 

Newbury Park, CA: Sage.Triandis, H.C. (1995). Individualism & collectivism. UK: Westview Press.

Title 

The war on language: A content analysis of how modern U.S. presidents have used “war” as 

a metaphor in political addresses 

Sarah Chenoweth DATE: SAT 23.06 

University of Arizona TIME: 10.20-10.45 


100 

ROOM: MADRID 

Sarah Chenoweth is a Ph.D. student in communication at the University of Arizona, in Tucson, 

Arizona. She has two M.A.s, one in communication and the other in English, from Pittsburg State 

University, in her hometown of Pittsburg, Kansas. Her current research interests are political in 

nature and include: presidential rhetoric with a focus on religious discourse, current social 

movements in the U.S, and moral foundations. Her past research has focused on communication 

law and policy with an emphasis on First Amendment issues and privacy laws. She can be 

contacted at: schenoweth@email.arizona.edu." 

ABSTRACT 

History is replete with descriptions of war. For millennia people have fought and died for the things 

they, or others to whom they are pledged, believe in. Certainly no one intentionally wishes to 

reduce the tragedy and experience of war, yet through the improper use of language, many 

Americans do so every day. The use of the word ―war‖ as a metaphor in U.S. culture does not 

carry with it the horror and death of historic war; rather, war has become a surrogate for any type 

of conflict or disagreement; including disagreements over economic policies, civil liberties, and 

even religious holidays. This paper examines the use of the word ―war‖ as a metaphor by the 

modern U.S presidents, 1933-2012. Because presidential rhetoric ―defines political reality‖ 

(Zaresky 611) for citizens of the U.S., the ways in which presidents use language can be seen as a 

reflection of how the nation understands political and social concepts. By doing a computer 

assisted content analysis of presidential speeches, from Franklin Roosevelt through Barak Obama, 

this paper identifies the ways in which these presidents have used ―war‖ as a metaphor for 

disagreements about policies on drugs, poverty, economics, etc. Additionally, comparisons of 

these presidents are made concerning their relation to historic war, including whether or not the 

president has military experience or is in office during war time. Finally, this paper makes a case 

as to how this misuse of language both desensitizes society and promotes the uninformed use of 

language in American culture.

Title 

Building Blocks of Identities in The EFL Classroom: Frames And Footings 

Hatice Çubukçu DATE: FRI 22.06 

Faculty of Communication of Çukurova Univesity, Adana , Turkey TIME: 11.30-11.55 

101 

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Hatice Çubukçu, currently a faculty member and Vice Dean at the Faculty of Communication of 

Çukurova Univesity, Adana , Turkey, previously taught for 10 years in the ELT department of the 

same university. She obtained her BA and MA degrees from Dept. of English Language and 

Literature, Hacettepe University, Ankara, and Ph.D, from Istanbul University in the field of 

Linguistics (2001). She served as the Local secretary for the Cambridge University English 

Language Certificate program (UCLES) for Adana region(1990-1995), and later as the Vice 

director of Center for Foreign Languages of Çukurova University (2004-2006). Her research 

interests mainly include: Pragmatics, Sociolinguistics and Conversation Analysis. Some of her 

recent publications are entitled:"Towards a dynamic model of ınterpersonal communication" , 

"Gender ideology in ELT coursebooks in Turkey", "Analyzing wedding invitations as a genre" , 

"Conversational Code switching in Turkish-Arabic bilingual talk", ―Asking for the hand of the girl: 

marrige arrangement discourse in Turkish culture",Power in disguise: women‘s strategies for 

mitigating a powerful self image in conversation‖, ―Beyond the borders of speech communities: 

construction of identity as members of the Global Discourse Community‖, ―Contruction of house 

wife identity through discourse.‖ 

ABSTRACT 

Recent scholarship has emphasized the vital relationship between social identities and language 

as rooted in the Social constructionist theories which suggest that identities develop and emerge 

through social interaction (Anderson,1991; Holland et al,1998; Auer,2005; Kiesling,2006 ). This 

dynamic view of identity has also opened new paths towards a better understanding of the 

nature of second/foreign language learning through the investigation ‗multiple identities of 

language users‘. However, it has been observed that while substantial amount of research was 

conducted on L2 learning in naturalistic (eg. immigrant) settings, studies in FLA classrooms are 

limited both in number and scope (Block 2007). 

With the above mentioned concern in mind, this paper tries to uncover the linguistic processes 

by which learners and teachers actively co-construct various social identities during the 

classroom interaction in the EFL context, with specific focus on footings. 

The conversational data were obtained from 3 language instructors and 65 students in six 

classroom hours and Frame Analysis (Riberio 2007) was employed to identify the types of social 

identities constructed by both teachers and learners during the classroom interaction. Also

described were the linguistic steps or so called footings that initiate, maintain and terminate the 

frames, and signal who participants think they are-and others are, during specific instances of the 

interaction. Findings suggest that participants co-construct a series of other social identities while 

performing institutionally defined teacher and learner identities. 

Key words: Identity, Frames, Footing, Positioning, Classroom Discourse, 

102

Title 

Cultural Bias in Language Assessment: English as a French examination 

Martine Derivry DATE: FRI 22.06 

UPMC, Paris, France TIME: 10.20-10.45 

103 

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Martine Derivry-Plard is a senior lecturer at UPMC, Paris 6 where she teaches EFL and Applied 

Linguistics and is involved in CLIL issues related to higher language education in Europe. She also 

oversees the questionnaire seminars at the University of Luxembourg within a CLIL context and is 

a member of the Diltec (EA 2288), Sorbonne Paris 3 and Paris 6 and Plidam (EA 4514), Inalco — 

Paris research groups. Her research interests deal with language teachers and the notion of 

native/non native, ideologies such as native-speakerism, and beliefs and representations on 

languages and language teachers within a linguistic global market of languages and cultures. She 

participated in the international research network which published in 2011, the Handbook of 

Multilingualism and Multiculturalism by Zarate, G., Levy D., Kramsch, C., Paris : Éditions des 

Archives Contemporaines. 

ABSTRACT 

Assessment and evaluation are usually perceived by teachers as scientific and therefore neutral 

and objective. However even if a scientific approach is necessary to build strong indicators in 

order to measure language levels and attainments, the scientific value of the results often depends 

on the clear presentation of the procedures and constructs (how reliability and validity are tested 

for example). The way a language examination is designed and all the decisions taken for its 

contents, for designing an assessment grid, and even for marking itself, are social practices. 

These practices are deeply rooted within the culture of a country, and the educational system 

reflects as much as it builds a national culture (Durkheim, 1922; Bourdieu, 1967; Schultheis et al., 

2008). Developing this theoretical framework, an empirical study has been carried out to confront 

theory and practice (Derivry-Plard, 2005). 

A survey comparing teachers‘ results on the English part of the BTS examination (similar to HND- 

Higher National Diploma in Britain) shows that ‗French‘ (or ‗non-native‘) teachers obtained better 

results for their students than their ‗English‘ (or ‗native‘) colleagues. The analysis reveals that 

success is linked not only to explicit teaching/learning processes but also to ‗implicit‘ cultural 

practices embedded within an assessment system. Assessing students is based on explicit rational 

discourses and norms, but norms as social practices also belong to a hidden agenda or a hidden 

code of practice. Within a French examination, English is assessed in a ‗French way‘ 

corresponding to some culturally-based or biased ‗school subconscious‘.

References 

Bourdieu, P., 1967. « Systèmes d‘enseignement et systèmes de pensée », Revue internationale 

des sciences sociales, n° XIX, 3, pp. 367-388. Durkheim, E. 1922. Education et sociologie, Paris, 

Alcan. 

Derivry-Plard, M., 2005. « L‘évaluation de l‘anglais : une pratique française », Les dossiers des sciences de l‟éducation, n°13, pp 33-42. 

Schultheis, F., Roca i Escoda, M ., Cousin, P-F, 2008. Le cauchemar de Humboldt, Paris, Raisons 

d‘ Agir. 

104

Title 

Parental reading attitudes versus the child‟s bilingual vocabulary growth 

Jelske Dijkstra 12 , Folkert Kuiken 2 , René J. Jorna 13 , Edwin L. 

Klinkenberg 1 

1 Fryske Akademy / 2 University of Amsterdam / 3 University of 

Groningen 

105 


TIME: 09.55-10.20 



Jelske Dijkstra is a PhD-student at the Fryske Akademy and University of Amsterdam. Her 

research focusses on the bilingual (Frisian/Dutch) language development of 98 young children 

aged between 2,5-4 years old in Fryslân, a province in the north the Netherlands. 

ABSTRACT 

Reading aloud has an important impact on language acquisition of young children (Sénéchal, 

1997). Several studies have shown that young children who are poor readers will probably remain 

poor readers in later life (a.o. Cunningham & Stanovich, 1997). Therefore, parents should start 

stimulating their children to read at a very young stage. However, their reading practices are highly 

dependent on their reading attitudes. Parents who have positive attitudes towards reading tend to 

read more to their children. This, in its turn, will have a positive effect on the children‘s receptive 

vocabulary. 

In a longitudinal study, 98 young participants are monitored in their receptive vocabulary of both 

Frisian and Dutch. The participants all live in Fryslân (the Netherlands) where Frisian (minority 

language) is spoken next to Dutch (majority language). The research question for this paper is: Are 

positive parental reading attitudes correlated with a significant growth in receptive vocabulary both 

in the child‘s home language and second language? 

From the age of 2,5 years onwards, the participants were assessed in their receptive vocabulary in 

both Frisian and Dutch during three successive periods of six months each. The languages were 

tested on separate occasions with a few weeks in between. Questionnaires revealed information 

on home language and parental reading attitudes and practices. Consistent with previous research 

we see that positive parental attitudes towards reading will lead to a higher performance in 

receptive vocabulary. This is especially true for Dutch, the majority language.

Title 

The On-going Changes in Turkish as a Minority Language in the Netherlands 

A. Seza Doğruöz DATE: FRI 22.06 

Tilburg University, School of Humanities, NL TIME: 12.45-13.10 

106 

ROOM: PRAGUE 


A. Seza Doğruöz obtained her Ph.D. degree in linguistics from Tilburg University (NL). Through 

obtaining a post doctoral research grant from Netherlands Organization for Science (NWO), she 

worked at University of California Santa Barbara (USA). Currently, she is a researcher at Tilburg 

University, School of Humanities. Her research focuses on language contact and change in 

immigrant settings. More specifically, she analyzes on-going linguistic changes in Turkish spoken 

in Europe through computational methods of analyses. 

ABSTRACT 

Turkish spoken in the Netherlands (NL-Turkish) has been in contact with Dutch for fifty years and it 

sounds ―different‖ in comparison to Turkish spoken in Turkey (TR-Turkish). Using comparative 

spoken corpora (NL-Turkish vs. TR-Turkish), this study investigates the structural changes in NL- 

Turkish and how NL-Turkish speakers perceive them. 

Word order is expected to be one of the first aspects to change in contact situations. However, 

analyses of NL-Turkish corpus reveal that SOV is still the prevailing order but that there are a few 

violations of the information structure. 

In usage-based approaches to language, there are no clear boundaries between lexicon and 

syntax. Language is made up of several constructions which have the characteristics of both 

lexicon and syntax. As part of the change process, NL-Turkish speakers use literally translated 

Dutch constructions (e.g. [tren almak] ―take a train‖). These constructions sound ―different‖ to TR- 

Turkish speakers since they would use other ones [e.g. [trene binmek] ―get.on the train‖). The 

identification and classification of these changing constructions will be discussed with examples 

from the data. 

NL-Turkish constructions are still in competition with their TR-Turkish equivalents. NL-Turkish 

speakers recognize these on-going changes but they prefer TR-Turkish constructions when asked. 

Sociolinguistic factors (e.g. influence of Turkish satellite TV, frequent visits to Turkey, marriage 

with TR-Turkish speakers) that influence the judgments of the NL-Turkish speakers and lead to 

idealization of TR-Turkish as the ―norm‖ will be discussed through qualitative analysis of interviews 

with NL-Turkish speakers.

Title 

Native brittophones and the néo-bretonnants: constructions of the linguistic identity 

dr Nicole Dolowy-Rybinska DATE: FRI 22.06 

Polish Academy of Sciences, Warszawa Poland 


Nicole Dolowy-Rybinska, anthropologist, PhD Human Sciences. 

107 

TIME: 11.55-12.20 

ROOM: PRAGUE 

Nicole Dolowy-Rybinska studied and graduated at the end of her doctoral studies at the Institute of 

Polish Culture at the University of Warsaw where she participated in the linguistic anthropology 

research group. Since 2010 she has been employed in the Polish Academy of Sciences where she 

is working on the problems affecting endangered languages, their transmission and the methods of 

safeguarding these languages. She has also carried out research on the cultural and linguistic 

identity of the members of minority cultures. Nicole Dolowy-Rybinska is interested in the relation 

between the usage of a minority language and the maintenance of cultural consciousness and has 

conducted field sociolinguistic and anthropological studies in Kashubia (Poland), Lusatia 

(Germany), Brittany (France) and Wales. She is the author of three monographic books (two in 

Polish and one in French) and many scientific papers (in Polish, English and French). She is a 

laureate of the French Government Scholarship (2005), UNESCO/Keizo Obuchi Fellowship (2006), 

and the Foundation of Polish Science ‗Start‘ award (2011). At the present, and within the 

framework of the grant from the National Science Center in Poland (2011-2014), she is involved in 

comparative studies on the strategies for engaging young people from European minorities in 

ethnic cultures. 

ABSTRACT 

According to the statistics there are approximately 200,000 people today who know the Breton 

language, with 75% of them over 70 years old. Added to this, the inter-generational transmission of 

the Breton language was almost totally interrupted at the beginning of the second half of the XXth 

century. However, thanks to the re-valorization of Breton in the 1970's, every year more than a 

thousand young Bretons learn the language in schools and another several thousand adults attend 

language courses. Nevertheless, the possibilities of using the Breton language are not the same 

as during past generations. For native brittophones the use of the Breton language was natural. 

They thought and felt in this language and it was strongly associated with their lifestyle. 

Consequently, the Breton language was a very strong (if not the most important) marker of the 

Breton identity. However, the Breton identity of today is not based on knowledge of the language 

but rather on the strong emotional relation to it. Few consider that one cannot be Breton without a 

knowledge of the language. But even those who say so use almost only French in their everyday 

life. This report, based on open interviews conducted with pupils in the Diwan immersion High 

School and students of the Faculty of Breton at Rennes University, comments on the differences 

between Breton L1 speaker identity versus Breton L2 identity.

Title 

Does Radon Gas Kill or Do People Lose Their Life to It? Effects of Linguistic Agency 

Assignment in Health Messages 

Marko Dragojevic, M.A. 1 (presenter), Robert A. Bell, PhD 2 , 

Matthew S. McGlone, PhD 3 

1 Department of Communication, University of California, Santa 

Barbara, 4005 Social Sciences & Media Studies Bldg 

2 Department of Communication and Department of Public Health 

Sciences, University of California, Davis 

3 Department of Communication Studies, University of Texas, 

Austin 

108 


TIME: 11.55-12.20 

ROOM: MADRID 


Marko Dragojevic (M.A., University of California, Davis) is a doctoral student in the Department of 

Communication at the University of California, Santa Barbara. His research focuses on the effects 

of linguistic variability, particularly accents and politeness, on intergroup communication and 

persuasion. He has published and is currently conducting research in the areas of persuasion, 

language attitudes/ideologies, and interpersonal/intergroup communication. 

ABSTRACT 

The linguistic agency effect is the finding that the linguistic ascription of agency (i.e., action or 

change) to one or more entities involved in an event influences how those entities are perceived. 

For example, when describing a health threat, agency can be assigned to the threat (e.g., ―HIV 

infects people‖) or humans (e.g., ―people contract HIV‖). We demonstrated the robustness of this 

effect in health messages (McGlone et al., in press; Bell et al., in revision), finding that agency 

assignment to five different bacterial and viral threats increased perceptions of threat susceptibility 

and severity. Agency assignment did not, however, undermine efficacy, possibly because effective 

recommendations were offered in our stimulus materials. The present study extends this line of 

research in three ways. First, we will determine if the linguistic agency effect generalizes to 

nonliving pathogens (i.e., radon gas). Second, we will compare the persuasive effects of two types 

of threat agency – implicit threat agency (e.g., ―radon will end the life of…‖) and sentient threat 

agency (e.g., ―radon will kill…‖) – to each other and to human agency (e.g., ―you will lose you life 

to radon…‖). Third, we will determine if recommendation effectiveness moderates threat agency‘s 

effect on efficacy. We hypothesize that, compared to human agency: (1) agency assignment to 

radon gas (particularly sentient threat agency) will lead to higher ratings of susceptibility, severity, 

and fear arousal; (2) agency assignment (implicit or explicitly sentient) to radon gas will undermine 

efficacy when recommendations are described as marginally (50%) but not highly (100%) effective.

References 

Bell, R. A., McGlone, M.S., & Dragojevic, M. (revise & resubmit). Bacteria as bullies: Effects of 

linguistic agency assignment in health messages. Journal of Health Communication. 

McGlone, M. S., Bell, R. A., Zaitchik, & S. T, McGlynn, J. (in press.) Don‘t let the flu catch you: 

Agency assignment in printed educational materials about the H1N1 influenza virus and vaccine. 

Journal of Health Communication. 

109

Title 

The potential contributory role of Critical Welsh Language Awareness Training in 

transforming civil society and the development of post-colonial identity in Wales 

Steve Eaves DATE: FRI 22.06 

Iaith –Y Ganolfan Cynllunio Iaith /The Welsh Centre for Language 

Planning 

110 

TIME: 11.30-11.55 

ROOM: PARIS 


Steve Eaves is Senior Consultant with Iaith –Y Ganolfan Cynllunio Iaith /The Welsh Centre for 

Language Planning. He has worked in the field of public sector Welsh language policy for over 30 

years, and is currently an external PhD candidate of the School of Welsh at Cardiff University, 

Wales. His thesis is on the current role and future potential of critical Welsh Language Awareness 

training. 

ABSTRACT 

Following the historical suppression of Welsh until the latter part of the 20 th century, public policy 

on the Welsh language in Wales currently seeks to revitalise the use of Welsh in civil society, and 

equalise the validity and prestige of Welsh with English. Key to this policy agenda is an inclusive 

approach to promoting the concept of a bilingual Wales where citizens may choose to live their 

lives through the medium of Welsh or English or both languages. In tandem with these 

developments, Welsh Language Awareness Training (WLAT) is a specialist form of training which 

has been developed since the early 1990s to raise the awareness of public sector employees of 

this equalising agenda and its relevance to their services. 

This paper considers critical forms of WLAT, and their potential as a much-needed means of 

engaging citizens in language planning discourse. As language planning in Wales involves the 

undoing and de-legitimising of hegemonic discourses and practices from which the low prestige of 

Welsh derives, this necessarily involves a critical appraisal of Welsh history, governance and 

identity. The paper argues that mainstreaming critical forms of WLAT in key domains could play an 

important contributory role in transforming civil society and the development of post-colonial identity 

in Wales.

Title 

Language attitudes of young Estonians in 2003 and 2012 

Martin Ehala DATE: THU 21.06 

Institute of Estonian and General Linguistics, University of Tartu, 

Estonia 

111 

TIME: 13.30-13.55 

ROOM: MILAN 


Martin Ehala is a professor of Literacy Education at the University of Tartu in Estonia. His main 

research interests are the theory of ethnolinguistic vitality, language maintenance and the 

development of the Estonian linguistic environment. He has also published on topics related to 

language and identity, and contact-induced changes in Estonian. Currently his main research 

projects are ―Ethnolinguistic vitality and identity construction: Estonia in the context of other Baltic 

countries‖ which aims to compare the vitalities of the Baltic Russian minorities using an innovative 

quantitative model of ethnolinguistic vitality; and ―Sustainability of Estonian in the Era of 

Globalisation‖ the goal of which is to develop a systemic interdisciplinary approach to language 

ecology and to use it on modeling the development of Estonian. 

ABSTRACT 

In the era of globalisation, language maintenance is not only a problem for traditional minority 

languages. In a global setting many smaller national languages function in the situation of diglossia. 

Although these languages are well developed and have elaborated support systems, language 

maintenance or loss is ultimately the result of the choices of their users. Even though language 

attitudes need not directly be connected to language choice and use, they would give indication 

about speakers‘ language orientation for the future. The paper compares the language attitudes of 

Estonian secondary school students in 2003 and 2012. The 2003 study, based on a representative 

sample of 1887 revealed that although the students value Estonian as the marker of their ethnic 

and national identity, they were also in favour of extending the use of English as language of 

instruction, and were sceptical about the future sustainability of Estonian. The 2003 questionnaire 

was repeated in 2011-12 amongst next generation of secondary school students as well as 

amongst the generation that was questioned 9 year ago (now of the age of 24-26). Besides 

changes in language attitudes, the comparison of data also revealed a considerable increase of 

self-reported daily use of English. As the utilitarian reasons strongly favour the usage of English, 

the maintenance of smaller national language is going to depend on the value these languages 

have for collective identity.

Title 

Language Technology for Multilingual Automatized Content Analysis in Group Research 

Bea Ehmann 1 , Laszlo Balazs 1 , Janos Laszlo 1 , Dmitry Shved 2 , 

Vadim Gushin 2 , Max Silberztein 3 

1 Hungarian Academy of Sciences, Institute of Cognitive 

Neuroscience and Psychology, Research Centre for Natural 

Sciences, Hungary 

2 Russian Academy of Sciences, Institute for Biomedical 

Problems, Russian Federation 

3 Universite de Franche-Comté, Paris, France 

112 


TIME: 09.55-10.20 



Bea Ehmann, PhD, is a social psychologist, senior research fellow at the Institute of Cognitive 

Neuroscience and Psychology, Research Centre for Natural Sciences, Hungarian Academy of 

Sciences, Budapest, Hungary. Her fields of interest are small group research and psychological 

content analysis. She is a founding member of the Hungarian Narrative Psychological Research 

Group which has developed a methodological system for the investigation of intragroup and 

intergroup processes by content analysis of language behavior. She teaches the theory and 

practice of computerized psychological content analysis at the ELTE University of Budapest. In the 

recent years, she investigates processes of groups in isolated, confined and extreme environments 

(ICE-groups) in the field of space psychology. In the scope of a bilateral institutional cooperation, 

she participates in the content analysis of communication of the crew of the Mars-500 space 

analog experiment organized by the Institute for Biomedical Research, Moscow, Russia, and the 

European Space Agency in 2010-2011. Along with the knowledge of other psychological content 

analysis programs, she has experience in doing multilingual psychological content analysis with 

the NooJ Linguistic Development Environment software. 

ABSTRACT 

The recent years have witnessed dramatic progress in the field of language technology and 

corpus linguistics, and also the ―marriage‖ of language technology and psychology. 

In this scope, well-granted efforts have been made in Europe to foster the building of 

linguistically annotated national corpora (a collection of digitalized linguistic treasury of nations). 

Among others, a corpus linguistic development environment, NooJ, has been developed as a 

tool for multilingual annotation (Silberztein, 2003) (http://www.nooj4nlp.net). 

A spin-off of this multinational achievement is psychosemantical annotation which allows for 

psychological content analysis. (For example, for the word ‗happy‘, the linguistic annotation is 

‗adjective‘, and the psychosemantical annotation is ‗positive emotion‘.) Psychosemantical 

annotation allows for developing large word and expression categories for a variety of 

psychological constructs. On the basis of the theory of Scientific Narrative Psychology (Laszlo, 

2008), Hungarian psychologists developed a NooJ-based method for the distant monitoring of 

isolated small groups (Ehmann, et al, 2011).

Space psychological content analysis of the communication between the Cosmonaut Crew and 

the Earth Mission Control has a thirty-year tradition in Russia, in the Institute for Biomedical 

Research (Myasnikov, 1982, Gushin, 2001). The crossover of this tradition and the methodology 

developed by the Hungarian team allowed computerized analysis of Russian and English 

language crew communication during the Mars-105 space analog simulation with promising 

results (Gushin, et al, 2011). 

The paper intends to offer a deeper insight into this field and to demonstrate the results of the 

content analysis of the crew communication in the Mars-500 space analog simulation recently 

completed in Moscow (http://mars500.imbp.ru/en/index_e.html). A broader goal of the paper is to 

share the language technological knowledge with social psychologists. 

113

Title 

An Artistic View on Onomatopoeia 

Ingeborg Entrop DATE: SAT 23.06 

Independent Visual Artist TIME: 11.05-11.30 

114 

ROOM: PARIS 


Ingeborg Entrop (1970, Netherlands) studied theoretical physics at the University of Groningen and 

did PhD research in the field of plasma physics at the Forschungszentrum Jülich. In 2005 she 

started the bachelor program of fine arts at Academie Minerva, Groningen. After graduation she 

attended an open course Phonetics & Phonology at the University of Groningen and continued her 

art studies at the Dutch Art Institute in Arnhem, where she is currently attending the masters 

program of fine arts. 

Ingeborg likes to discover and investigate the various mental constructions or models that mankind 

has developed to get a grip on the surrounding world, itself and everything in between. In her 

artistic practice, she is interested in language as the most primal of all mental tools. She has 

investigated the linguistic sign as image and the (im)possibility of translating sound into sign. This 

has lead to an on-going interest in onomatopoeia. Current focus in her art work is on sounds, 

silence and polyphony. 

Her work has been shown at several exhibitions. Forthcoming exhibitions are the graduation show 

and book launch of the Dutch Art Institute and the inauguration of a mural-installation in the city of 

Groningen. www.ingeborgentrop.nl 

ABSTRACT 

How to capture a sound in signs? This is one of the questions that I explore in my visual work as 

an artist. In my practice, I often make use of onomatopoeia. Onomatopoeia is a fascinating 

phenomenon. It often discloses the language that traps the sound; in that sense, it is languagespecific 

and an onomatopoeia could be considered as part of a linguistic system, as a proper word 

even. Simultaneously, it imitates a sound and acts as a trace of a sound source, whose cause is 

not always clear. The context gives it meaning; hence, it appears as an indexical sign. Finally, an 

onomatopoeia in written form can be interpreted and performed over and over again; in that sense 

it functions as a score of a musical piece. In this contribution, I present the case study of a series 

of painted onomatopoeic words that have been exhibited in a music school. The exhibition 

questioned various distinctions between visual art, music, sound and linguistic signs. The 

environment of musical sounds clearly demonstrated the silence of the written signs. It also made 

clear the distinction between music and sound. The one is intentional; the other is unintentional, 

and often referred to in a negative way. Students interpreted the onomatopoeic words not only as 

noises but as sounds of failure that should be avoided at all times while playing an instrument. The 

distinction is apparently more than just a harmless division; it tells us how to judge the audible, 

including onomatopoeias.

Title 

Mentalization and interaction analysis. Integrating language and psychology. 

Christina Fogtmann Fosgerau DATE: FRI 22.06 

Department of Scandinavian Studies and Linguistics, University 

of Copenhagen, DK 

115 

TIME: 12.20-12.45 

ROOM: MILAN 


Christina Fogtmann Fosgerau, MA; PhD Assistant Professor at Psychology of Language, 

Department of Scandinavian Studies and Linguistics, University of Copenhagen. 

In general, my research concerns integrating psychological theories and processes with interaction 

analytic methods in order to account for ways in which understanding is established and 

relationships enacted. In my PhD dissertation I studied naturalization interviews between Danish 

police officers and applicants for Danish citizenship. During the naturalization interview the police 

officer decided whether applicants fulfilled a language requirement by law. By integrating methods 

of conversation analysis and systemic functional linguistics with theories of shame I showed how 

the police officers‘ decisions were dependent upon the degree of rapport established between 

interactants. At the moment I am – in collaboration with Annette Sofie Davidsen from The 

Research Unit for General Practice and Section of General Practice, University of Copenhagen – 

working on the project ‗Understandings of depression in general practice and psychiatry‘. We 

explore how different understandings express themselves in the clinical meeting with the patient in 

the two sectors. Mentalization is a central theme in our study since it refers to a process that can 

be seen as fundamental in theorizing and studying understandings. 

ABSTRACT 

Mentalization refers to the ability to hold mind in mind – it refers to the process by which individuals 

interpret actions of themselves and others as meaningful on the basis of mental states such as 

feelings, needs and reasons (Allen, Fonagy & Bateman 2008). As we interact we fluctuate 

between implicit and explicit processes of mentalization, that is between conscious and reflective 

mentalization (explicit) and automatic and unreflective mentalization (implicit). Within the 

mentalization based framework it has been suggested how performances of explicit mentalization 

can be accounted for. However, performances of implicit mentalization have not yet been 

addressed and studied. 

The paper suggests an integration of the framework of mentalization with interaction analysis in 

order to study how processes of implicit mentalization in interaction can be accounted for. 

Especially the sequential perspective of Conversation Analysis will be applied. 

Data consists of extracts from a General Practitioner‘s consultation with a depressed patient. It will 

be argued that the GP‘s actions of preemptive completion and the GP‘s acoustic mirroring of the 

patient‘s utterances can be interpreted as performances that unconsciously deal with the patients‘ 

mental states, and therefore as performances that can be seen as enactments of implicit 

mentalization.

Also, the paper suggests that that by integrating the framework of mentalization with interaction 

analysis, attention can be given to ways in which unconscious processes are influencing the 

general establishment of intersubjectivity in interactions. 

References: 

Allen, Fonagy & Bateman (2008): Mentalizing in Clinical Practice, Washington: American 

Psychiatric Publishing. 

116

Title 

Side effects of gender-fair language 

Magdalena Formanowicz 1 (presenter) , Aleksandra Cislak 1 , Sabine 

Sczesny 2 

1 Department of Psychology, Warsaw School of Social Sciences 

and Humanities 

117 


TIME: 12.20-12.45 

2 

Department of Psychology, University of Bern, Switzerland. ROOM: PARIS Warsaw, Poland 


Magdalena Formanowicz 

I'm an Assistant Professor at the University of Social Sciences and Humanities in Warsaw and 

from September 2012 a post doc fellow at the Bern University working together with prof. Sabine 

Sczesny. My research interests in the field of language and social psychology refer to three 

domains: grammatical gender of occupational titles, relabeling and finally linguistic abstraction. My 

presentation during the ICLASP in Netherlands, coauthored with Aleksandra Cislak and Sabine 

Sczesny will refer to the side effects of gender-fair language. 

ABSTRACT 

Gender-fair policies include the introduction of guidelines for the use of language. 

Recommendations advocate the equal representation of women and men and suggest to refrain 

from using a masculine generic form (e.g. chairman) as referring to men and women. Masculine 

generics are to be substituted by either gender-neutral terms (e.g. chair) or feminine-masculine 

word-pairs (e.g. Leserinnen und Leser). The criticism of masculine generics is supported by 

evidence from numerous studies on English, German, and French (for a review see Gastil, 1990, 

Stahlberg, Braun, Irmen, & Sczesny, 2007). The studies have verified that when categories are 

referred to with masculine generics (e.g. Musiker), respondents name mostly male exemplars 

(Stahlberg, Sczesny, & Braun, 2001). When asked to recall representatives of occupations referred 

to with a feminine-masculine word-pair (e.g. Musikerinnen und Musiker), respondents mention 

significantly more females. 

However, up to date, little is known about possible side effects of gender fair language use, 

although some studies have shown it might reduce competence (McConnell, & Fazio, 1996), 

credibility (Mucchi-Faina, 2005) and hiring potential (Formanowicz, Bedynska, Cislak, & Sczesny, 

in preparation) of a women labelled in a feminine form. In the presentation, four studies conducted 

in Polish will address possible factors influencing negative perception of feminine role nouns, 

namely perceived targets' feminism and intentions of disrupting gender status quo, availability of 

feminine forms in language and participants' acquaitanance with feminine form as well as political 

views.

Title 

Study of verbal communication of improvised music 

Lara Frisch DATE: THU 21.06 

International Association of Language and Social 

Psychology 

118 

TIME: 10.45-11.10 

ROOM: MILAN 


Lara Frisch is a Berlin-based researcher in verbal communication and musical improvisation, 

currently completing a PhD at the Bauhaus University, Weimar. Her research explores the dialogic 

processes, which lead to collective ideation, within musical improvisation. 

Born in Luxembourg, she graduated from the University of Kent, Canterbury, and the Goldsmiths 

College, University of London. She has recently worked on various projects including project 

management of the TEDxHamburg and TEDxBerlin in 2011. 

Her research interests are: linguistic ideation, creative collaborations and their dynamics, the role 

of creative processes such as musical improvisation in the global marketplace and its 

consequences. 

The outcome of her PhD is to facilitate and promote the use of effective creative collaborations in 

academia, business and culture. 

ABSTRACT 

My PhD project focuses on the verbal communication of improvised music, this means that I study 

the communication of musicians before, while and after they improvise. The main field research 

takes place in Berlin, where an improvisation scene called Echtzeitmusik has developed since the 

early 1990s.The aspect that interests me most in studying/analyzing the verbal communication of 

these ensembles is the type of communication they create; namely a dialogue which goes beyond 

the conventional concept of exchange. Within this dialogue, ideas are being collectively created by 

means of several features, including metaphor, repetition and misunderstandings. This paper is 

about developing a better understanding of how, in the framework of creative group work, ideas 

get collectively produced by means of a shared dialogue. The outcome of this study is to facilitate 

and promote creative collaborations on the level of verbal communication. 

In the context of improvisation, the verbal communication of a group tends to go beyond the 

consensus orientated discussion, towards a process orientated dialogue, which includes obscurity 

of expression, thematic irrelevance and occasional conflict (Bohm, 2004, Krause & Ratz-Heinisch, 

2009). It constitutes a type of group communication which allows the production of figures of 

speech (Carter, 2009), linking it thus to the concept of ideation; the collective production of ideas. 

This study is a qualitative research, which follows the Objective Hermeneutics methodology as laid 

out by Ulrich Oevermann. Hence, the main documentation will be the rehearsal sessions of the 

ensembles, recorded via portable recorder and video camera. In addition, problem specific 

interviews (Scholl, 1993) with volunteers from the ensembles will be conducted.

Keywords: dialogue, ideation, collaborative group work. 

Bibliography 

Bohm, D. On Dialogue. Routledge Classics. London 2004. 

Carter, R. Language and Creativity: The Art of Common Talk. Routledge. London. 

2004. 

Krause, H. U. (ed.) Soziale Arbeit im Dialog gestalten: Theoretische Grundlagen und methodische 

Zuga nge einer dialogischen sozialen Arbeit. Farmington Hills. EU 2009. 

Scholl, A. Die Befragung als Kommunikationssituation. Westdeutscher Verlag. 1993. 

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Title 

“I Was Impolite to Her Because That‟s How She Was to Me”: 

Effects of Attributions of Motive on Responses to Non-Accommodation 

Jessica Gasiorek DATE: THU 21.06 

Department of Communication, University of California, Santa 

Barbara 

120 

TIME: 09.30-09.55 

ROOM: PARIS 


"Jessica Gasiorek is a doctoral candidate in the Department of Communication at the University of 

California, Santa Barbara. Her research focuses on the effects of social cognitive processes on 

communication accommodation, non-accommodation and related outcomes. She has presented 

and published research in the areas of intergroup/interpersonal, intercultural and intergenerational 

communication." 

ABSTRACT 

Within the framework of communication accommodation theory (CAT), this paper traces a program 

of research investigating how perceptions and attributions of motive affect our psychological and 

behavioral responses to non-accommodation, defined as communication that is not adjusted 

appropriately for one or more participants in an interaction. Study 1 focuses on psychological 

responses to non-accommodation; its results indicate that our perceptions of speakers‘ motives 

influence our evaluations of non-accommodation and of non-accommodative speakers. Study 2 

then explores behavioral responses to underaccommodation, one type of non-accommodation, 

introducing a new typology of communicative response strategies. Finally, Study 3 analyzes how 

people engage in combinations of these communicative responses using latent class analysis. 

Three distinct response patterns (i.e., classes of responders) emerged. Perceptions of negative 

motive predicted a significantly greater likelihood of engaging in particular patterns relative to 

others; certain response patterns were also associated with significantly higher levels of negative 

affect, as well as significantly more negative evaluations of the interaction, than others. On the basis 

of these three studies‘ findings, a model of how attributions of motive affect our responses to nonaccommodative 

communication is advanced, and the implications for CAT are discussed.

Title 

The implications of accented speech and cultural representations: When implicit and explicit 

attitudes affect real‐life choices 

Sabrina Goh & Tamar Murachver DATE: THU 21.06 

Department of Psychology, University of Otago TIME: 16.45-17.10 

121 

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Sabrina Goh I started my MSc with Dr Tamar Murachver at the University of Otago in August 

2007. The initial plan was to carry out research in the area of Developmental Psychology. However, 

after reading several papers provided by Tamar, the area of attitudes towards language piqued my 

interest. For the past 5 

years I have been exploring implicit measures of attitudes towards accented speech. I have been 

using speech samples from New Zealand, Australia, United Kingdom, North America, China, and 

France as stimuli. When I began my tertiary education in New Zealand in 2003, I noticed varying 

reactions (both positive and negative) to different accents. The ones that stood out to me were the 

reactions to my Malaysian accent. Little did I realize then, that this passing observation in my first 

year at Otago would turn into PhD research. 

ABSTRACT 

The use of selfreports to assess attitudes allows people to deliberate and reflect on their 

responses. This provides an explicit measure of attitudes. We used the Implicit Association Task 

(IAT) and the Go/No--‐Go Association Task (GNAT) to assess automatic (i.e., implicit) attitudes 

towards accented speech and cultural representations. We previously presented 

data on speakers and cultural icons from English--‐speaking regions – New Zealand, Australia, 

Britain, and North America. Results from the IAT demonstrated a stereotypical evaluation of 

accented speech (i.e., Americans are friendly, British are competent), but 

greater in--‐group bias with the cultural representations. However, the GNAT results did not 

correspond with these findings. A subsequent study used the same implicit measures, but stimuli 

represented speakers and cultures where English is a second language (i.e., China and France). 

The IAT results showed a highly significant in--‐group bias, where the New Zealand accent and 

culture were strongly associated with positive attributes. The GNAT results mirrored data from the 

IAT, except for the test of cultural representations and solidarity attributes. These findings, along 

with data from a current study using behavioural measures, will be presented. These data will 

highlight the possibility of measuring implicit attitudes towards accented speech, and will 

demonstrate the mediating effects of these implicit attitudes on behaviour.

Title 

The Use of Information Technology for the Safeguarding and Teaching of Siberian 

Languages 

Tjeerd de Graaf DATE: SAT 23.06 

Foundation for Siberian Cultures and Mercator European 

Research Centre on Multilingualism and Language Learning, 

Frisian Academy, The Netherlands 

TIME: 11.05-11.30 



Since 1990, Tjeerd de Graaf, associate professor of Phonetics at Groningen University until 2003, 

has specialized in the phonetic aspects of Ethnolinguistics. In 1990, he made his first fieldwork trip 

with a Japanese expedition to the minority peoples of Sakhalin. Since then, he has contributed to 

various research projects on endangered languages and the use of sound archives related to 

ethnic minorities in Russia. This takes place in co-operation with colleagues in the Russian 

Federation and Japan. Most of these projects were financially supported by special grants from the 

European Union and the Netherlands Organization of Scientific Research NWO. In 1998, Tjeerd 

de Graaf received a Doctorate Honoris Causa from the University of St.Petersburg for his work in 

the field of ethnolinguistics. Since 2002, he has been a board member of the Foundation for 

Endangered Languages (Great Britain) and a research fellow at the Mercator Centre of the Frisian 

Academy, which co-ordinates research on European minorities - in particular the language, history 

and culture of Frisian, one of the lesser used languages of Europe. He is also a member of the 

Groningen Centre for Russian Studies and the Foundation for Siberian Cultures. In the first half of 

2003, he spent a semester as visiting professor at the University of St.Petersburg and in 2004 and 

2005, Tjeerd de Graaf worked as guest researcher at the Slavic Research Center of Hokkaido 

University (Japan). Since 2006 some of his projects have been financially supported by the 

Endangered Archives Programme at the British Library. 

ABSTRACT 

In this contribution a report is presented about several projects devoted to the study of endangered 

languages and cultures of the Russian Federation. Work on the reconstruction technology for old 

sound recordings has made it possible to compare languages still spoken in the proposed 

research area to the same languages as they were spoken more than half a century ago. 

The aim of our projects is to re-record the materials on sound carriers according to up-to date 

technology and store them in a safe place together with the metadata. The storage facility provided 

by the project will modernise the possible archiving activities and bring them up-to-date with the 

present world standards. 

The projects are related to the work of the Foundation for Siberian Cultures, which has been 

established in 2010. The idea for this foundation emerged from many years of research with the 

peoples of the North in the Russian Federation and from initiatives for the preservation of their 

cultures. The aims of the foundation are: the preservation of indigenous languages, the knowledge 

expressed in them, and the preservation and further enhancement of art and craft traditions of 

indigenous peoples. 

Learning tools and teaching materials by and for indigenous communities may help to counteract 

the forces bringing about the loss of cultural diversity and the dissolution of local and ethnic 

122

identities. Relevant materials have been and will be produced together with local experts using 

modern technologies. A digital library and ethnographic collections on the world wide web provide 

above all to indigenous communities open access to relevant scholarly resources and research 

materials (see: www.kulturstiftung-sibirien.nl ) 

123

Title 

Where fiction becomes reality: A narrative of language learning motivation 

Lou Harvey DATE: THU 21.06 

University of Manchester TIME: 13.55-14.20 

124 

ROOM: PRAGUE 


Lou Harvey is a PhD researcher at the University of Manchester, UK. She holds an MA (Hons) in 

English Language and Literature from the University of Edinburgh, and an MA in TESOL (2008) 

and MSc in Educational Research (2010) from the University of Manchester. She has 7 years‘ EFL 

and EAP teaching experience in Slovakia and in the UK, and is an undergraduate tutor on the 

interdisciplinary Manchester Leadership Programme. Her PhD research is in L2 motivation, and 

she is currently exploring the ways in which a Bakhtinian dialogic/narrative approach may 

contribute to a more holistic, person-centred, contextually-grounded and socially engaged 

understanding of language learning motivation. 

ABSTRACT 

This paper draws on data from my PhD, a narrative study of six UK-based university students‘ 

motivation for learning English. My research aims to foreground the experience of learners, who 

have rarely been given voice in past second-language (L2) motivation research, and to explicitly 

acknowledge the agency of individual learners and their power to accept or resist the pressures 

and influences they face, and the identities they are negotiating, as English speakers. I will focus 

on the narrative of one student, Emma, illustrating how her motivation was shaped by her 

perception of a shift in the English language from ‗fictional‘, in her home country of Italy, to ‗real‘, 

when she came to the UK. Drawing on Bakhtin‘s dialogism (1981, 1986), I illustrate how the 

narrative concept can contribute to an understanding of Emma‘s language learning experience and 

the way in which she interprets this experience. Bakhtin‘s conception of the author is of a narrative 

consciousness, entering into active dialogue with the specific others of whom and with whom they 

speak, creating narrative in a multi-voiced process of meaning-making. I suggest that Emma‘s 

language learning story represents a move from understanding English as a monologic subject to 

be studied and lacking communicative context, to dialogic, requiring agentive response to and 

engagement with other voices; engagement through which Emma is constantly re-storying her 

identity as a language learner. I argue that this view represents an important move in L2 motivation 

research: to illuminate ways in which motivation is socially negotiated and constructed.

Title 

Standardised Language and Regional Dialect Levelling 

Nanna Haug Hilton DATE: SAT 23.06 

University of Groningen, NL TIME: 10.20-10.45 

125 

ROOM: PRAGUE 

ABSTRACT 

This paper investigates the relationship between standard language ideology and language 

change in progress. It looks at individually held notions about correct language and speakers‘ 

language choices when dialects converge, and assesses the impact of a standardised variety and 

a variety spoken in a capital city on dialect change. 

The investigation uses data from Norway‘s capital city, Oslo, and a smaller town, Hønefoss, in the 

vicinity. Quantitative analyses of morpho-syntactic, phonological and prosodic variables show 

convergence of the Hønefoss and Oslo varieties. In previous literature the possible influences 

behind this regional dialect levelling remain unclear. Some studies argue that vernaculars spoken 

in cities work as linguistic norms (cf. Kerswill 2003, Røyneland 2005) whereas others report that 

the standard language impacts levelling (e.g. Kristoffersen 2000). There has been relatively little 

focus on the driving forces behind regional dialect levelling, although convergence of local dialects 

and emergence of supra-local forms is a trend found across Western Europe (cf. Auer and 

Hinskens 1996). 

In the current study qualitative analyses of speakers‘ linguistic norms and language ideologies 

complement the quantitative linguistic analysis. Qualitative data show that whereas vernaculars in 

Oslo and Hønefoss are converging, Bokmål is a probable force behind the language change. 

Speakers in Hønefoss do not consciously converge towards the variety spoken in the capital city, 

but towards the variety made prestigious through the education system, the standardised language. 

This finding gives important insights into the process behind regional dialect levelling and has 

implications for future research into language change. 

References 

Auer, P. & Hinskens, F. (1996) The convergence and divergence of dialects in Europe. New and 

not so new developments in an old area. Sociolinguistica No. 10. Tübingen: Max Niemeyer 

Kerswill, P. (2003) Dialect levelling and geographical diffusion in British English. In D.Britain and J. 

Cheshire (eds.) Social dialectology. In honour of Peter Trudgill Amsterdam: Benjamins. 223-243. 

Kristoffersen, G. (2000) The Phonology of Norwegian. Oxford: Oxford University Press 

Røyneland, U. (2005) Dialektnivellering, ungdom og identitet. Oslo: University of Oslo. Dr.art

Title 

The Lost Generation: Regaining the mother tongue for their children- 

Parental Incentives and Welsh-medium Education in the Rhymni Valley, south Wales. 

Dr Rhian Siân Hodges DATE: THU 21.06 

Bangor University, Wales TIME: 10.45-11.10 

126 

ROOM: PRAGUE 


Dr Rhian Siân Hodges is a Sociology and Social Policy Welsh-medium lecturer at the School of 

Social Sciences, Bangor University. Her research interests include new minority language 

speakers, parental educational incentives, language transmission and minority language education. 

She lectures on several Sociology, Research Methods and Language Planning undergraduate 

modules and delivers core modules on Language Planning for the MA in Language Policy and 

Planning at Bangor University. 

ABSTRACT 

Minority language education is a powerful mechanism for language planners worldwide. However, 

school-based language revitalisation is not without its disadvantages. Research has argued that 

minority language education creates new speakers who simply possess a ―schools dialect‖ (Jones 

1998:258) rather than native speakers‘ natural proficiency in their mother tongue. In Wales, Welshmedium 

education in the Anglicized localities of South Wales is creating ‗new‘ Welsh speakers 

mainly due to the parental incentives of non-Welsh-speaking parents. Paradoxically, despite 

producing high levels of formal linguistic competency, education cannot compensate for low 

informal, social usage of the Welsh language in the study location, the Rhymni Valley. This paper 

attempts to decipher why non-Welsh-speaking parents in the Rhymni Valley choose Welshmedium 

education especially as Welsh is not a language readily heard on the streets of the 

Rhymni Valley. Moreover, it assesses the connection between parental incentives and subsequent 

language use by their children. Furthermore, this paper asks whether ‗new‘ speakers will ever fully 

have ownership of the Welsh language as their mother tongue if their usage is limited to education. 

50 in- depth interviews with parents from all educational sectors were conducted and incentives 

were categorised as cultural, educational, economic and personal incentives. Interestingly, an 

attitudinal shift became apparent from instrumental incentives such as economic prestige of the 

1970s and present integrative incentives such as culture and nationhood found during this study. 

Furthermore, this paper hopes to address how this integrative value ascribed to Welsh-medium 

education may be incorporated into language planning initiatives in Wales.

Title 

Easy to opt-in, hard to opt-out: A comparison of subscription and unsubscription messages 

in e-mails and websites 

Dr. Brian W. Horton (Presenter) DATE: SAT 23.06 

The University of Texas at Arlington, USA 

Department of Communication 

127 

TIME: 10.20-10.45 



Dr. Brian Horton currently serves as an assistant professor of communication technology at The 

University of Texas at Arlington. This is his third time participating in the ICLASP Conference, 

first attending ICLASP 11 in Tucson, AZ. His primary research interests focus on cooperative 

and coordinating strategies employed in collaborative activities, the moral and ethical 

dimensions of communication, and user experience design in human-computer interaction 

environments. Currently, he is completing a multi-country investigation on religious and spiritual 

identity in organizational contexts. Part of this research is being presented at this conference. 

He is also an active application developer and multimedia designer, his primary teaching areas 

at UT-Arlington. 

ABSTRACT 

This study compares the persuasive design and message techniques used by online 

companies at when subscribing or unsubscribing to a feature, service, or communication 

preference. The major focus was on unsubscription messages generated by the company. For 

the first part of the study, screen captures were taken from the web pages of 200 companies 

from various retail sectors during the subscription stage. The author signed up for the services 

and collected e-mail messages from the companies for 3 months. At this point, the author 

attempted to unsubscribe from the service. Messages from these e-mails were analyzed using 

inductive constant comparison techniques, which were collapsed into larger themes. The author 

also recorded the number of steps it took to successfully unsubscribe from the service or 

communication. For the second part, 80 participants evaluated messages and design 

characteristics from the e-mails and websites that were part of the unsubscription process. 

Respondents gave the most favorable ratings to companies that (a) explained why the message 

recipient was receiving e-mails, (b) made it easy to change their mind after being presented 

options, and (c) communicated in a transparent, cooperative manner yet infrequent manner with 

the recipient. For design characteristics, participants preferred unsubscribing by clicking on 

labeled as "unsubscribe" rather than clicking on a link buried within text because the former was 

seen as more empowering. Furthermore, they were more likely to have a favorable view of the 

company and re-subscribe in the future if the unsubscribe function was viewed as a feature and 

affordance.

Title 

Communication of and about spiritual/religious identity in the workplace 

Dr. Brian W. Horton DATE: FRI 22.06 

The University of Texas at Arlington, Arlington USA TIME: 09.30-09.55 

128 

ROOM: MILAN 


Dr. Brian Horton currently serves as an assistant professor of communication technology at The 

University of Texas at Arlington. This is his third time participating in the ICLASP Conference, first 

attending ICLASP 11 in Tucson, AZ. His primary research interests focus on cooperative and 

coordinating strategies employed in collaborative activities, the moral and ethical dimensions of 

communication, and user experience design in human-computer interaction environments. 

Currently, he is completing a multi-country investigation on religious and spiritual identity in 

organizational contexts. Part of this research is being presented at this conference. He is also an 

active application developer and multimedia designer, his primary teaching areas at UT-Arlington. 

ABSTRACT 

Past research indicates that individuals are likely to experience some form of religious or spiritual 

discomfort, including discrimination, in the workplace. Additionally, past research indicates that 

communicating about religious and spiritual matters, intentionally or otherwise, is difficult and 

effortful. This study investigates two aspects of spiritual and religious identity in the workplace. The 

first part of the study explores perceptions of norms and practices about communicating one's 

spiritual or religious identity in the workplace. The second part examines self-reports of memorable 

communicative interactions between individuals that share the same religious or spiritual 

perspective and interactions between individuals holding different religious or spiritual perspectives 

from their own. A total of 120 participants from a variety of religious and spiritual perspectives 

(Evangelical Christian, Catholic, Sunni and Shi'ite, Athiest) completed an online survey related to 

their religious and spiritual communication experiences at work. The author conducted semistructured 

interviews with religious leaders from the religious groups represented in the study. 

Inductive constant comparison methods were used to identify message and interaction themes. 

Results show that hurtful and sometimes prejudicial messages and actions exist between 

individuals from different religious perspectives, but also within the same perspective, although the 

forms of the messages and actions differ. All groups identified messages and behaviors that were 

harmful, as well as beneficial, to their religious conceptions of self. The paper concludes with a 

section on applications for religious and spiritual communication in organizational contexts.

Title 

Hidden Ukrainian minorities in the South-West Russia. 

Nadja Iskoussova, DATE: FRI 22.06 

Leiden University Centre for Linguistics, NL TIME: 12.20-12.45 

129 

ROOM: PRAGUE 


Nadja Iskoussova was born in Voronezh, Russia. In 1999 she obtained her law degree at 

Voronezh State University (specialisation in constitutional law). In 2000 she moved to the 

Netherlands, where she graduated from Leiden University with a master`s degree in International 

and European Law in 2006. Her thesis was dedicated to the implementation of the European 

Convention on Human Rights into Russian legislation. 

Subsequently she worked for different Dutch Ministries (Interior, Economics, Education) and 

interned at the Council of Europe (Committee on Migration, Refugees and Population at the 

Parliamentary Assembly and INGO division). 

In 2011, she passed a competition for Russian lawayers at the European Court of Human Rights 

and, at the same time, enrolled as an associated PhD student at Leiden University Centre for 

Linguistics. The main focus of her research is on the right to one`s native language and regional 

identity. 

ABSTRACT 

Voronezh region is situated in the South-West of Russia on the border with Ukraine. The region is 

divided into 35 districts. The official language of the region is Russian, although about 12 of these 

districts are basically bilingual and (unofficially) Ukrainian-speaking. Information on the languages 

or dialects spoken in the region is hardly available. One exception is the faculty of Russian 

language and Literature from the State University, which collects relevant information on the 

regular basis and organises ethnographic expeditions to the country-side. A remarkable 

occurrence was the recent publication of the Dictionary of Ukrainian dialects. 

The census of 2010 has shown that Voronezh region has 43 thousand inhabitants who declared 

themselves as Ukrainians, which is 1.9 % of the whole population of that region. This does not 

seem to show the real picture of ethnic diversity in the region, but only the changes of attitude of 

the people to their ethnic identity over the years. The figure of 1.9 % of Ukrainians is puzzling for 

a region, which was founded mostly by Ukrainians in the 17 th century and experienced a policy of 

Ukrainisation in the late twenties- early thirties of the 20 th century. Still today the rural population in 

those districts speaks Ukrainian and its dialects at home. 

In my presentation I would like to take a look at the current ethnolinguistic situation, to analyse 

trends and address the question, why people change their attitude to their ethnic identity.

Title 

Ethnic and Sex Bias in Televised Non-Verbal Behaviors? 

Lucy Johnston (presenter), Jeanette King, Jennifer Hay DATE: FRI 22.06 

New Zealand Institute of Language, Brain and Behaviour, 

University of Canterbury, NZ 

130 

TIME: 11.55-12.20 

ROOM: MILAN 


Lucy is Dean of Postgraduate Research at the University of Canterbury, New Zealand and 

Professor of Psychology in the New Zealand Institute of Language, Brain and Behavior 

(NZILBB). She joined the Psychology Department at Canterbury in 1994 after completing her 

BA (Hons.) at the University of Oxford and her Ph.D. at the University of Bristol and lecturing at 

the University of Cardiff from 1991 to 1993. Her research expertise is in social perception and 

the impact of nonverbal communication within social interactions. She has over 80 international 

peer-reviewed publications spanning these domains. She is also on the Management Group of 

NZILBB and leads the Language and Social Cognition theme. Lucy also has a specialist MSc 

in Sport and Exercise Psychology and works with a number of individual athletes and coaches 

and sports teams. Lucy received a University Teaching Award in 2008 and in 2004 she held a 

Distinguished Visiting Professor position at the University of Connecticut. Following the 

Canterbury earthquakes of 2010 and 2011 Lucy was appointed to the Psychosocial Recovery 

Advisory Group for the Joint Centre for Disaster Research, a joint Massey University- 

Geological and Nuclear Science collaboration. 

ABSTRACT 

Building on research by Weisbuch et al (2009), we investigated the transmission of bias in 

televised nonverbal behaviour. Perceivers were shown silent video-clips extracted from a longrunning 

popular New Zealand television soap-opera. The clips were of conversations in English 

between two characters but edited to display only one character. The visible character was always 

Pakeha (NZ-European) but the off-screen conversation partner either Pakeha or Maori (indigenous 

minority of NZ). Eighteen Pakeha perceivers (9 male) aged 20-35 years who had not previously 

watched the soap-opera viewed 80 video-clips. After viewing each clip perceivers were asked to 

rate (i) how much they thought the visible character liked the (off-screen) target they were 

interacting with and (ii) how positive they thought the interaction was. Results indicate no 

meaningful differences in perceptions as a function of sex or age of perceivers but, the sex and 

ethnicity of the interaction partners had significant impact on perceptions. When talking to a target 

of the same sex, ratings of the positivity of the interaction and liking of the target were higher when 

the target was Maori (i.e., different ethnicity to the speaker) than Pakeha (i.e., same ethnicity as 

the speaker). When talking to a target of the opposite sex, however, ratings were higher for 

Pakeha (same ethnicity) than Maori targets. That is, the non-verbal behaviours of Pakeha (ethnic 

majority) targets were judged to be more positive toward own ethnicity interaction partners of the 

opposite sex but more positive toward other ethnicity interaction partners of the same sex. 

Comparisons were made of the ratings made for the same target when being spoken to by a male 

and a female speaker. Male Maori and Pakeha targets, and female Maori targets were rated more 

positively when being spoken to by a female than a male speaker. Female Pakeha targets,

however, were rated more positively when being spoken to by a male than a female speaker. The 

results are discussed in terms of ethnic and sex biases in social interactions and consideration is 

given to identifying the non-verbal information that may specify liking in social interactions. 

Ongoing research is looking at the impact of perceiver ethnicity on perceptions of the video-clips. 

131

Title 

History of intergroup communication 

Liz Jones 1 , Bernadette Watson 2 DATE: SAT 23.06 

1 School of Applied Psychology, Griffith University, 2 School of 

Psychology, The University of Queensland 


132 

TIME: 11.30-11.55 

ROOM: MADRID 

Assoc Prof Liz Jones is Director of Organisational Psychology at Griffith University in Brisbane 

Australia. Her research interests are in intergroup communication, particularly in health and 

organisational contexts. She is currently researching inter-professional practice in hospitals, 

nurse-parent communication in neonatal nurseries and the use of patient and carer narratives to 

improve health service delivery. She was co-chair of the IALSP Health Communication 

Taskforce. She is a member of the IALSP executive and Chair of the Intergroup Communication 

Interest Group within the International Communication Association. 

ABSTRACT 

Members of the International Association of Language and Social Psychology have been integral 

to the development of the field of intergroup communication. Indeed, since their beginning, ICLASP 

conferences have featured developments in intergroup communication. The aim of this 

presentation is to celebrate the history of intergroup communication by presenting an overview of 

interviews with eminent intergroup communication researchers. The presentation will document 

key points, publications and researchers in the history of the field, and will conclude by addressing 

―where to from here?‖.

Title 

Language policy, language strategy and multilingualism 

René J. Jorna DATE: FRI 22.06 

Frisian Academy and University of Groningen, NL TIME: 12.45-13.10 

133 


ABSTRACT 

The debate or discussion about language from a socio-psychological perspective focusses on 

three main issues: a) organizational forms, b) coordination mechanisms and c) (cognitive and 

social) psychological views of multiple languages in a country or region, especially if a country or 

region has a dominant and a minority language. This contribution will be conceptually and not 

empirically motivated. 

To start with, I argue that policy and strategy, in whatever domain, are in general forms of 

mid-term or long-term planning. A plan consists of goals and constraints. Goals (contradictory or 

with cohesion) are what actors, groups or a society aim at, whereas constraints are conditions 

under or based on which aspects goals can be reached. A policy or strategy concerning language 

or multilingualism answers to the same kind of discussion concerning planning in general. I expect 

that long-term is more dominant than short-term or midterm. This may be seen as positive, but the 

negative side of this situation is the difficulty that quantification of constraints and goals is mostly at 

the nominal of ordinal levels of measurement and not on the interval or ratio levels. 

In every discussion in multilingual settings (policy or strategy) we have dominant and 

minority languages. Until now very little has been conceptualized which respect to organizational 

forms, such as clans, democracies, networks or monarchies, or coordination mechanisms, such as 

authority, standardization or mutual relationships based on trust and distrust, have been analyzed 

and showed better or worse societal constellations for languages. Because language(s) are by 

definition based on higher cognitive processes of individuals and interactive language and 

communication processes of groups of individuals, we start our presentation with some basic 

(social and cognitive) psychological assumptions on language as a communication process and as 

an identity process. 

We end our presentation with two extreme examples in which organizational forms and 

coordination mechanisms are in contradictory positions. The first is about Frisian and Dutch in 

Fryslân (The Netherlands) the second is about France or Spain dealing with their own minority 

languages, like Occitan or Basque.

Title 

A diachronic perspective on language prestige and language attitudes in Catalan and 

Occitan 

Aurélie Joubert DATE: THU 21.06 

University of Leicester, UK TIME: 15.55-16.20 

134 

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Aurélie Joubert graduated from the University of Manchester with a PhD in Linguistics in 2010. 

Her research interests cover the Romance speaking area and different aspects of sociolinguistics 

and sociology of language: minority languages, language endangerment and language death, 

language and group identity. Her recent work focuses on the application of language prestige to 

minority languages, especially in Catalan and Occitan. She is currently a Teaching Fellow in 

French Studies at the University of Leicester, UK. 

ABSTRACT 

This presentation aims to explore the perception of prestige and the declaration of attitudes of 

Catalan and Occitan speakers. The many similarities in the early development of the two 

languages allow us to draw an interesting parallel whilst the striking differences in their recent 

status and social functions offer crucial insights into the evolution of the perception of prestige and 

the declaration of attitudes. Prestige and attitudes are generally interpreted as static and given 

entities enabling to predict the chances of survival of a language but a diachronic overview of the 

external history of Catalan and Occitan shows great variability. 

The two concepts at hand call for a multidisciplinary approach which utilises principles of social 

psychology and historical sociolinguistics to explore in depth the importance of the relation 

between language, individual and group identity. Thus, the multidisciplinary framework highlights 

the interaction between the formation of language prestige and the regulation of language attitudes. 

The present study investigates the changes in language prestige and language attitudes by 

analysing, firstly, Catalan and Occitan grammar traditions and secondly, data collected in 

interviews with Occitan and Catalan speakers in 2008. An additional point of interest for the 

comparison of the Occitan and Catalan linguistic situations resides in the transnational position of 

their linguistic communities. Since Occitan and Catalan are both spoken in France and in Spain, 

the influences of national policies on individual attitudes is a factor to keep into account when 

analysing the complexity and the dynamicity of prestige and attitudes.

Title 

An Investigation children‟s responses to unanswerable questions 

Claire Keogh, BA (Hons) & Dr. Tina Hickey DATE: THU 21.06 

School of Psychology, College of Human Sciences, University 

College Dublin, Dublin 4. 

135 

TIME: 10.20-10.45 


ABSTRACT 

Recent studies have suggested age to be a major determinant of children‘s vulnerability to 

suggestion (Ceci & Bruck, 1993). Although there has been a surge in research into children‘s 

suggestibility, much research is lacking in ecological validity. The present research used a mixed 

method approach to investigate how children respond to and cope with unanswerable questions. 

Participants (n = 146) from two age groups (First and Third class Primary School children) were 

assigned to either a reminder condition or no reminder condition where they were informed/not 

informed that ‗don‘t know‘ was an acceptable response. Findings from the study suggest that the 

reminder condition can increase children‘s level of accurate ‗don‘t know‘ responses to 

unanswerable questions and that older children were significantly more accurate in their responses 

to unanswerable questions. Qualitative interviews were also conducted with Primary school 

children (n = 79) and teachers to investigate their experiences of questions in an educational 

setting. Findings from the interviews suggest that children‘s perceptions of teachers‘ expectations 

can influence how children feel and react to questions they cannot answer. Findings also 

suggested that teachers‘ perception of children‘s class and individual needs influenced how 

teachers approach questions in the classroom. Findings were discussed in relation to their 

practical implications for questioning in an educational setting.

Title 

Legal language Manipulation in War and Peace 

Contexts: The Israeli-Palestinian Conflict . 

Rajai Khanji DATE: SAT 23.06 

University of Jordan.Amman TIME: 09.30-09.55 

136 

ROOM: PARIS 


Professor Al-Khanji was appointed at the English Department, University of Jordan in 1983. He is a 

recipient of several research and study grants, including the American International Development 

Agency grant for his B.A degree at AUB in Lebanon 1970-1974, Suny-Fredonia College grant for 

his M.A degree, a fellowship for his doctorate degree from the university of Delaware, U.S.A, 1980- 

1983, a senior Fulbright grant on child language acquisition at Suny-Fredonia in 1993, and other 

short-term fellowships in Spain, Delaware and North Carolina. As an administrator, Professor Al- 

Khanji was appointed Director of the Language Center, and Chairman of the Modern Language 

Department at U.J. (1996-1998). He was also appointed as Dean, College of Arts (Sept. 2002- 

Sept. 2006). 

ABSTRACT 

The aim of the proposed paper is to investigate the misinformed legal language used by Israeli 

diplomats when adressing the western media on the status of the Palestinian occupied territories. 

Critical discourse analysis(CDA) will be used as a framework tool to look into the framing of the 

Palestinian legal language in a specific context for serving a purpose like war and peace(Van Dijk 

2001).Among the objectives of CDA is to uncover inequality and injustice (Wodak 1989).The object 

under investigation is language behavior in media and political discourse between enemies. 

The paper will explore how language in the media misinterprets legitimate Palestinian human 

rights and how the media reflects power or weakness between the two sides of the conflict. 

Words and texts, according to Sornig (1989) can be used as instruments of power and 

deception.Key factors in shaping the illegal shaping of language is enhanced by power,media 

spinning and ideology. 

Data collection for the study will be based on 25 texts taken from an Israeli document,Hasbara 

2009.The document demonstrates how Israeli media leaders are asked to alter 

words,expressions,and phrases that are considered to be legally used by Palestinians into what 

appears to be illegal misinterpretation.That is ,how the interlocuter's outlook on reality is 

expressed through either legal or illegal claims reflected in language use in order to convince the 

international community of either viewpoints.

Title 

Forming impressions of others from the nonverbal gestures they use while speaking different 

languages 

Jeanette King (presenter), Lucy Johnston, Jennifer Hay DATE: FRI 22.06 

New Zealand Institute of Language, Brain and Behaviour, 

University of Canterbury, NZ 

137 

TIME: 11.30-11.55 

ROOM: MILAN 


Jeanette is Head of the Māori language programme in Aotahi: School of Māori and Indigenous 

Studies at the University of Canterbury, New Zealand. She is also a member of the MAONZE 

(Māori and New Zealand English) project which, with the help of two Marsden Fund grants, has 

been investigating sound change in the Māori language over the last 100 years. This project has 

produced over 25 refereed outputs. Jeanette has published on many areas relating to the Māori 

language: Māori language revitalisation initiatives, changes in the phrasal lexicon of Māori, Māori 

English, and aspects of second language acquisiton of Māori, including the use of metaphor and 

aspects of motivation. She is also on the Management Group of the New Zealand Institute of 

Language, Brain and Behaviour (NZILBB) where she leads the Bilingualism theme. Jeanette‘s 

recent work in the Institute focusses on the use of non-verbal cues by Māori/English bilinguals. As 

part of the UC CEISMIC Canterbury Earthquake Digital Archive she is involved in a project which 

is deploying a portable recording studio (UC Quake Box) to sites around Christchurch to record 

people‘s earthquake stories, with a particular focus on collecting stories in multiple languages. 

ABSTRACT 

Previous research has shown that the impressions formed of speakers are influenced by both (i) 

the language being spoken and (ii) the way speakers move when they talk. The present research 

extended this past research by investigating the interaction between language and movement on 

perception of speakers. We considered the consequences of the different movements (i.e., gesture 

and posture) produced by bilingual speakers when speaking Maori and English. Would the 

different gestural patterns associated with each language lead perceivers to form different 

impressions of the speakers? Speakers were video- and audio-recorded while retelling a cartoon 

story and their gestures coded. Only visual cues were made available to perceivers, who viewed 

video-clips of the speakers with no sound and with the speaker‘s lips covered. They then evaluated 

the speakers in terms of likability and attractiveness. Ratings of the speakers differed as a function 

of the language being spoken: the same speakers were evaluated more positively when speaking 

Maori than when speaking English. Further, the differences in gestural patterns used when 

speaking Maori and English moderated these effects. Implications for understanding social 

interaction will be considered.

Title 

Māori language revitalisation: new generation, different motivators? 

Jeanette King 1 (presenter), Nichole Gully 2 , Briar Tuiali‘i 1 DATE: SAT 23.06 

1 New Zealand Institute of Language, Brain and Behaviour, 

University of Canterbury, NZ, 2 Core Education 

138 

TIME: 12.20-12.45 

ROOM: MADRID 


Jeanette is Head of the Māori language programme in Aotahi: School of Māori and Indigenous 

Studies at the University of Canterbury, New Zealand. She is also a member of the MAONZE 

(Māori and New Zealand English) project which, with the help of two Marsden Fund grants, has 

been investigating sound change in the Māori language over the last 100 years. This project has 

produced over 25 refereed outputs. Jeanette has published on many areas relating to the Māori 

language: Māori language revitalisation initiatives, changes in the phrasal lexicon of Māori, Māori 

English, and aspects of second language acquisiton of Māori, including the use of metaphor and 

aspects of motivation. She is also on the Management Group of the New Zealand Institute of 

Language, Brain and Behaviour (NZILBB) where she leads the Bilingualism theme. Jeanette‘s 

recent work in the Institute focusses on the use of non-verbal cues by Māori/English bilinguals. As 

part of the UC CEISMIC Canterbury Earthquake Digital Archive she is involved in a project which 

is deploying a portable recording studio (UC Quake Box) to sites around Christchurch to record 

people‘s earthquake stories, with a particular focus on collecting stories in multiple languages. 

ABSTRACT 

It has been thirty years since Māori language revitalisation initiatives began with the kōhanga reo 

(language nest) movement in 1981. The first wave of revitalisation was headed by second 

language speaking adults who were the passionate instigators of kōhanga reo and a range of 

Māori immersion schooling initiatives. In investigating motivators for these adults (King and Gully, 

2009) it was found that second language acquisition (SLA) contrasts between integrative and 

instrumentive motivation did not adequately capture the aspects of commitment involved. Typically 

SLA theory describes the motivation of immigrant and other communities who are involved in 

learning a Language of Wider Communication. With indigenous languages the situation is quite 

different as most are also minority languages. For example, in the Māori situation, it was found that 

adults were motivated by a strong personal relationship with the Māori language that they found 

transforming (King, 2009). This paper presents results from an investigation of the key motivators 

for 18-30 year old speakers of te reo Māori. Results from a questionnaire administered to 99 

participants reveal an overall similarity to previous results for an older cohort, in particular a focus 

on personal, identity focussed motivators. However, differences include the younger cohort 

reporting less of need to be connected to Māori culture and society as well as less of a feeling of 

being responsible for the survival of the Māori language. The results are discussed within the 

different context of the younger generation‘s upbringing.

Title 

Language attitudes and social identities in Montreal: a contemporary perspective 

Ruth Kircher DATE: THU 21.06 

University of Birmingham TIME: 10.20-10.45 

139 

ROOM: MILAN 


I am a sociolinguist with a strong interest in the social psychology of language. I am particularly 

interested in societal bilingualism and related phenomena such as social identities, language 

attitudes, and language policy and planning. For my doctorate, which I obtained from Queen Mary 

University of London, I investigated the effects of language policy and planning on language 

attitudes in Montreal. My current research project is a comparative study of the implications that 

social identities and language attitudes have for future language policy and planning measures in 

Quebec and Wales. I am currently a Teaching Fellow in English Language at the University of 

Birmingham. 

ABSTRACT 

As the urban centre of Quebec, Montreal is home not only to many francophones but also to 

comparatively large communities of anglophones and allophones – that is, those who have a 

mother tongue other than French or English. This diversity makes it a fascinating location for 

language attitudes research. This paper thus presents the findings of a contemporary study of 

young Montrealers‘ attitudes towards French and English in terms status and solidarity. The study 

made use of both a questionnaire and a matched-guise experiment. Since Lambert et al. (1960), it 

is the first investigation amongst Montreal anglophones and francophones to use a combination of 

direct and indirect methods of attitude elicitation, and it is the first investigation ever to do so 

amongst Montreal allophones. This combination of methods leads to a more comprehensive 

understanding of attitudes than any one method on its own. The findings of the study show that 

more status is attributed to English – most likely as a result of the utilitarian value it holds as the 

global lingua franca. Regarding the solidarity dimension, it appears that while the social desirability 

of an affective attachment to the French language is recognised, at a more private level, again, 

more positive attitudes prevail towards English. It is hypothesised that this can be accounted for by 

different forms of social identity: either a Montreal-based identity that encompasses English as the 

ingroup language, or an international youth identity that is expressed with the help of English – or 

possibly a combination of both. 

Reference: Lambert, W.E., Hodgson, R.C., Gardner R.C. and Fillenbaum, S. (1960) Evaluational 

reactions to spoken language. Journal of Abnormal and Social Psychology 60, 1: 44–51. 

Dr Ruth Kircher, Department of English, University of Birmingham, Edgbaston Park Road, 

Birmingham B15 2TT, UK

Title 

Exploring the narrative organization of social identity category related experiences 

Tibor Pólya 1 , Pál Kővágó 2 (presenter) DATE: FRI 22.06 

1 Hungarian Academy of Sciences, Research Centre for Natural 

Sciences, Department of Cognitive Brain Sciences and 

Psychology 2 University of Pécs, Institute for Psychology, Hungary 

140 

TIME: 11.55-12.20 

ROOM: PARIS 


I have received my MA in psychology in clinical and health psychology in 2011 at the Károli 

Gáspár University of the Reformed Church, Budapest, Hungary. Currently I am enrolled in doctoral 

studies at the University of Pécs, Hungary. At the same time I am working as a trainee at the 

Institute of Cognitive Neuroscience and Psychology of the Hungarian Academy of Sciences. 

For the past four years I have specialized in researching the psychology of the Internet (more 

specifically the online identity, personality perception, presentation of the self, etc.). In all of these 

researches I rely heavily on content analytical methods. I am also training as an art therapist based 

on Jungian psychotherapy. 

I am currently member of the Narrative Psychological Research Group, further developing the 

NarrCat (Narrative Categorial Content Analysis) system. My main field of interest is the interaction 

of the social and personal identities, the interaction between the online and the offline identities of 

the self and specific linguistic markers transmitting information about the identity states of the 

writer in an online environment. 

ABSTRACT 

Narrative approaches to identity focus almost exclusively on the personal identity. This research 

attempts to apply the narrative approach to the construct of social identity. It is hypothesized that 

the narrative structure of stories recounting some social identity category related life events reflects 

the quality of those experiences which are related to that social identity category. 

To test this hypothesis we asked people with threatened sexual identities (20 women participating 

in an In Vitro Fertilization treatment and 20 homosexual men) about how they coped with threats. 

To assess the quality of social identity category related experiences three questionnaires were 

used (Sense of Coherence Scale, Antonovsky, 1987; Profile of Moods Scale, McNair, Lorr, 

Droppleman, 1971; and State Self-Esteem Scale, Heatherton, Polivy, 1991; to reflect the cognitive, 

affective and self-esteem component of the experiences respectively). The stories had been 

analyzed by the method of Narrative Categorial Content Analysis (László, 2008), which allows for 

an automated coding of the stories‘ time structure (Ehmann et al., 2007), psychological perspective 

(Pólya et al., 2007a) and spatio-temporal perspective (Pólya et al., 2007b), etc. 

The correlational analysis revealed several relationships between quality of experiences and 

narrative structure of stories. For example there is a significant correlation between the Tension 

factor of POMS and the stories‘ time structure; there is also a significant correlation between the 

Manageability factor of the SoCS and the stories‘ spatio-temporal perspective. The results will be

interpreted by elaborating the idea of narrative organization of social identity category related 

experiences. Keywords: social identity, narrative approach, narrative categorical content analysis 

141

Title 

Do Men have a lot to Bitch about? Analysing the Language of Metrosexuals 

Mohd Khushairi Bin Tohiar 1 (presenter), Sheena Kaur 2 DATE: THU 21.06 

1 Centre for Languages and Pre-University Academic 

Development, International Islamic University Malaysia 

2 Faculty of Languages and Linguistics, University of Malaya 

142 

TIME: 15.30-15.55 

ROOM: PARIS 


Mohd (pronounced as ‗Mohammad) Khushairi was born and raised in Klang, Selangor. He 

completed his B. Ed. TESL (Hons.) at the University Putra Malaysia in 2003. Upon graduation, he 

joins Centre for Languages (CELPAD) of the International Islamic University Malaysia (IIUM) as an 

English language instructor, teaching language proficiency courses to pre-university and 

undergraduate students. He is also an administrator officer in the Testing and Measurement Unit at 

CELPAD, dealing with the assessment of English language proficiency for the IIUM‘s students. In 

2011, he completed his master‘s degree at the University Malaya. He wrote a dissertation entitled 

―Speech Patterns and Styles of Young Malaysian Metrosexuals‖ as partial fulfilment of his Master 

of English as a Second Language. His research areas are Sociolinguistics (gender and language, 

language and masculinity) and also language testing (evaluation of English language proficiency 

among L2 learners). 

ABSTRACT 

According to Coates (1997), ―It‘s a strange paradox but, despite the androcentric tendencies of 

sociolinguistic research, we know very little about the informal talk of male speakers‖ (p. 107). 

Even so, researchers within the area of gender and language such as Coates (ibid.) and Holmes 

(2008) claim that men tend to discuss subjects such as sports, cars and possessions, rather than 

personal experiences and feelings. Meanwhile, gossip is a form of speaking, which is normally 

associated with women (Coates, 1989). Nevertheless, are those gendered-stereotypes mentioned 

above true? This case study attempts to examine the themes, topics and men‘s gossip in informal 

talks by a group of young Malaysian men between the ages of mid-twenties to late thirties who live 

and work in Kuala Lumpur and its surrounding urban areas. The subjects involved in this study 

were randomly selected using the definition of ‗metrosexual men‘ by Simpson (1994). As there 

have been no studies on metrosexual language particularly in the Malaysian context, it should be 

noted that this study is the first to be carried out in the context of Malaysian men. In order to find 

out the most talked-about topics in their talk, the researchers conducted a series of ethnography 

observation and interview, used audio-recording instrument to record their talk and later 

transcribed their conversations for analysis. The results from data analysis are discussed within 

the theoretical frameworks in language and gender (deficit, dominance, difference and gender 

performativity), while Communities of Practice framework (Wenger, 1998) is used to describe the 

production of themes and topics by this group of metrosexuals.

Title 

Language policy of the European Union - Cementing the minority language status? 

dr. Láncos Petra Lea DATE: FRI 22.06 

Pázmány Péter Catholic University of Budapest (Hungary) TIME: 09.55-10.20 

ROOM: PRAGUE 


Petra Lea Láncos is a Ph.D. candidate in European Law at the Pázmány Péter Catholic University 

of Budapest (Hungary). She is a law graduate from the Pázmány Péter Catholic University (2003), 

an LL.M. graduate in European Law and Comparative Law from the Andrássy Gyula 

Deutschsprachige Universität (2006) and holds a master‘s degree in conference interpreting from 

the Université Marc Bloch (2009). Her research interests include ethical and legal aspects of 

linguistic diversity in the European Union, democracy deficit in the European Union, theory of 

sovereignty and the jurisprudence of national constitutional courts on integration clauses enshrined 

in national constitutions. 

ABSTRACT 

European nation-states traditionally rely on a restrictive language policy 3 selecting a ―national‖ 

official language in order to integrate different language groups and communicate efficiently with 

citizens. Although speakers of minority/non-official languages are granted the same rights as 

speakers of official languages the effect of the ―national‖ language on political, economic and 

cultural life is overwhelming. As regards political participation, access to the job market and the 

preservation of cultural identity, minority/non-official language speakers encounter significant 

difficulties in the national setting, notwithstanding the fact that they are formally equal to speakers 

of the ―national‖ language. 

The language policy of the European Union actually cements this minority language status – and 

with this, the secondary status of minority language speakers – on the Union level. ―National‖ 

languages are elevated to the rank of official language of the Union, leading to a questionable 

situation where the speakers of certain official languages (e.g. Maltese, Slovakian, etc.) are greatly 

outnumbered by speakers of ―minority‖ languages (e.g. Catalan). Paradoxically, speakers of such 

―minority‖ languages encounter similar disadvantages on the Union level as regards employment 

chances, political participation and funding for the preservation of cultural identity. 

The proposed presentation explores the alternatives to the current linguistic regime of the Union as 

well as their feasibility. 

3 

Daniel M. Weinstock: The Antinomy of Language Policy, in: Will Kymlicka, Alan Patten (eds.): 

Language Rights and Political Theory, OUP (2007), 253; Toggenburg (2005), 5-6. Trócsányi 

László: Az anyanyelv használatához való jog a nemzeti alkotmányokban, Romániai Magyar 

Jogtudományi Közlöny, (2006); 7., Weber (2009) 12. 

143

Title 

The project on Nomadic Education in the Yamal-Nenets Autonomous District 

Roza Laptander DATE: SAT 23.06 

Arctic Centre, Anthropology Research Team 

University of Lapland, Rovaniemi, Finland 

144 

TIME: 11.30-11.55 


ABSTRACT 

This presentation is about the modernization of the educational system for indigenous peoples in 

the Russian Federation. In the Yamal peninsula there are over 14,000 nomadic people on the list 

of the indigenous peoples of the North in the Russian Federation. The indigenous population of the 

Yamal-Nenets Autonomous District is represented by Nenets, Khanty, and Selkups. These people 

live according to their traditional way of life with fishing and working with reindeer. Their pre-school 

age children stay with them and older children are brought up in boarding schools, at a distance 

from their families and traditional culture. This situation is one of the main reasons of indigenous 

language loss among the young generation. 

From 2010 the District‘s department of education started an experiment to modernize the 

educational system for reindeer herders‘ children and to help them to get primary education in the 

tundra, where they are living with their parents. This idea was introduced by the Nenets writer 

Anna Nerkagi. It is reaction to on the sad memory of elderly indigenous people about boarding 

schools. This still has a negative impact on the language and cultural situation among these 

people in the Russian North, Siberia and Far East. 

Anna Nerkagi stated that the educational system of a district cannot ignore the culture and lifestyle 

of reindeer herders, hunters and fishermen. Their children, studying and living in boarding schools, 

are for a long period of time separated from their ethnic background. Children are not taught how 

to do elementary things for themselves, whereas in boarding schools they live in an artificial world. 

As a result, after finishing boarding school, these young people show a low level of socialization. 

Nerkagi‘s Laboravaja primary school is very different from all other schools in the Yamal-Nenets 

Autonomous district. In this school children do not just study school subjects, but they are taught 

how to fish, hunt and work with reindeer. Her original idea is that school, family and tribal education 

together should give children education and provide knowledge about their traditional culture and 

working skills in the tundra. 

For the first time such Nenets traditional pedagogic methods have officially been recognized. This 

is because of the ‗Concept of Sustainable Development of Indigenous Peoples of the North, 

Siberia and the Far East of the Russian Federation‘, which was adopted by the Russian 

Government on 4 February 2009. This concept focuses on the idea of socio-economic, ethnic and 

cultural development of the minorities of the Russian North and on the modernization of their 

education. 

These changes in education made it possible in Yamal to organize new forms of teaching where 

teachers will travel to the tundra and teach children in their traditional living conditions. Teachers 

will have some privileges compared to ordinary teachers but this would be a small compensation

for their hard work in the tundra. Every tundra teacher will have emergency equipment for traveling 

to the tundra, e.g. satellite phones and a first-aid kit. Nevertheless, the conditions are not easy. 

Especially during the polar winter teachers will have to travel by themselves to the location of the 

herders in the tundra and meet practical difficulties on the road, such as a limited amount of petrol. 

This education is not obligatory. Parents could choose for their children: there will be the possibility 

to study either in a traditional village boarding school or in the place of their residence in tundra. 

According to the idea of this project nomadic teachers will teach in the district‘s native languages. 

This will help people to preserve these indigenous languages and cultures. The Russian language 

will be also introduced to pupils as a language of teaching. This bilingual (possibly trilingual) 

education will help to skip the language barrier and will assist pupils to get primary education in 

and about their native language. 

To summarize, we should state again that the work of nomadic teachers is based on the idea to 

provide access to the preschool, the primary and the secondary general education in the tundra 

without separating the children from their parents and their traditional nomadic way of life. 

145

Title 

The effectiveness of apologies and thanks in favor asking messages: A cross-cultural 

comparison between Korea and the United States 

Hye Eun Lee, PhD DATE: THU 21.06 

Department of Communicology 

University of Hawaii at Manoa 

146 

TIME: 10.20-10.45 

ROOM: PARIS 


Hye Eun Lee (PhD, Michigan State University) is an assistant professor in the Department of 

Communicology at University of Hawaii at Manoa. Her research areas are cross-cultural differences 

in speech acts and customers‘ perceptions, and communication network approaches to 

organizational attitudes and behaviors at the workplace. 

ABSTRACT 

A speech act refers to a minimal unit of discourse which is transferable from language to language 

(Coulmas, 1981). Apologies and thanks are two extremely frequent and routine speech acts 

(Coulmas, 1981). People‘s use of and responses to these two speech acts are culturally very 

different (Barnlund & Yoshioka, 1990; Sugimoto, 1997; Tanaka, Spencer-Oately, & Cray, 2000). 

Two distinct objectives of apologies and thanks are to express regret and gratitude, respectively, 

but both speech acts are also a gracious way of favor asking (Coulmas, 1981; Ide, 1998; Searle, 

1969). Studies showed that Koreans included apologies in their messages more often than 

Americans while Americans contained thanks more often than Koreans (Lee, & Park, 2011; Park, 

Lee, & Song, 2005). 

Three studies investigated whether apologies and/or thanks in a favor asking email message 

increase normality of the message, positive attitude about the message, sender credibility and 

willingness to give the favor in the U.S. and Korea. After reading one of four favor asking email 

messages for a given situation, participants in study 1 (N = 634) and study 2 (N = 417) indicated 

their perceptions of normality of the message, attitude about the message, sender credibility and 

willingness to give the favor to measure individuals‘ evaluation of the apologies and thanks 

included messages. In study 3, 807 participants completed one of seven versions of a 

questionnaire, which included a prototype of an email message for a different situation from 

studies 1 and 2. The findings showed some cross-cultural differences in the effectiveness of 

apologies and thanks in favor asking messages. Implications and future research directions were 

discussed.

Title 

Types of Prototype Descriptions about Support Group Attendees Elicited by Women with 

Breast Cancer 

Legg, M. 1 , Occhipinti, S. 1,2 , and Chambers, S.K. 2 DATE: FRI 22.06 

1 School of Applied Psychology, Griffith University, Mount 

Gravatt, Australia 

2 Griffith Health Institute, Griffith University, Gold Coast, Australia 

147 

TIME: 11.30-11.55 

ROOM: MADRID 


Melissa Legg is currently in the last year of her PhD candidature in social psychology at Griffith 

University, Brisbane, Australia. Her main research interest is group identity development, in other 

words, the processes by which people come to accept or reject a group identity that is imposed on 

them. Her PhD project is concerned with group identity development in the context of breast 

cancer and peer support. Specifically, this PhD project examines the degree by which group 

identity motivates the uptake of peer support (e.g. support groups). Throughout her candidature, 

Melissa Legg has employed both quantitative and qualitative methods to examine her research 

question. In addition, she is working as a qualitative interviewer for the Cancer Council 

Queensland on a project examining stigma and lung cancer. 

ABSTRACT 

The present paper examines open-ended prototype descriptions that were elicited as part of an 

ongoing, longitudinal project investigating the role of group-level beliefs as determinants of peer 

support behaviour (e.g. support group attendance) for women with breast cancer. Overall, peer 

support utilisation is low amongst people with cancer, and to date, qualitative evidence suggests 

that negative beliefs about peer support may contribute towards low attendance. This project 

examines beliefs about peer support at the group-level, specifically, how beliefs about support 

group members may motivate or demotivate support group membership. Preliminary results of this 

project suggest that perceived similarity to prototype perceptions of support group attendees 

contribute to the intention to utilise peer support by women with breast cancer. The present paper 

will examine the language used in prototype descriptions elicited from women, as part of the 

overall prototype measure. Participants were instructed to describe, in their own words, the typical 

woman with breast cancer who seeks support by meeting with other women with breast cancer. 

The content of these prototypes will be discussed in light of how group-level beliefs may influence 

peer support behaviour in the context of breast cancer.

Title 

Port worker‟s retirement experience, language use and intergroup relations 

Laura Camara Lima DATE: FRI 22.06 

ABSTRACT 

Theoretical and Methodological approach 

148 

TIME: 12.45-13.10 

ROOM: MADRID 

The program ALCESTE is capable of identifying what Reinert (1993, p. 13) named lexical worlds 

and describe as being ―spaces of reference, statistically defined, associated to a big number of 

enunciations‖. Lexical worlds are kinds of stable structures (distribution of words into the unities of 

text), which take form and remain, in spite of the local instabilities, which characterize the 

enunciation, in terms of a more stable and more permanent position (―commonplace‖ or ―general 

view‖). Lexical worlds are also dynamic structures, which refer to the movement of alternation 

between two (or three) antagonistic orientations, each one of which trying to impose a particular 

―point‖ to the others. This ―point‖ is not only an opinion or an argument; moreover it is an entire 

―position‖, regarding relational issues (which always involve others parts and a prized social object). 

ALCESTE‘s algorithm operates in the following steps. Firstly, it identifies all the ―full words‖ that are 

present in the text and reduces them to their radical (lexicon). Reinert named ―full words‖ as those 

that are ―full of sense‖, meaningful by themselves, independently of others‘ words; namely: names, 

adjectives, adverbs, numbers, etc. In opposition, he named ―tool words‖ as those words whose 

sense is dependent on (or relative to) the sense of others‘ words; namely: articles, propositions, 

pronouns, auxiliary verbs, etc. Secondly, the algorithm splits the text in many equal size parts, 

which Reinert called as ―unities of context‖.Thirdly, the algorithm verifies the presence of ―full 

words‖ in these ―elementary unities of context‖ and considers their relative distribution by mapping 

groups of words. Finally, making specific statistical calculations, ALCESTE detects the clusters 

and the factors (related to theses clusters), which better represent the lexical topology. 

ALCESTE‘s output is a report that contains a) graphics that represent the structure of the clusters 

(lexical worlds) based on how and where they get apart one from the other; b) a summary of the 

lexical contents of each cluster (lexical world); and c) a plan (figure) composed by orthogonal 

factors by means of which the relationships between variables can be represented. 

Results 

The program found out three stable clusters. Together these clusters explain what occurs within 

68% of the elementary unities of context of the corpus text. This percentage indicates that it is a 

good analysis, since only less than a third part of the elementary unities of context is not explained 

by the output (clusters and factors).

The image below shows the results of the analysis. The number of elementary unities of context 

(euc) indicates the size of each one: the larger one contains 43% (n=240 euc) of them, the second 

one 39% (n=219) and the third one 18% (n=104). 

----|----|----|----|----|----|----|----|----|----| 

Cl. 1 ( 240uce) |----------------------------+ 

17 |-------------------+ 

Cl. 3 ( 104uce) |----------------------------+ | 

18 + 

Cl. 2 ( 219uce) |------------------------------------------------+ 

In order to examine the three clusters from the point of view of their contents, we checked out the 

list of lexicons, which each one of them contained, giving special attention to the most significant 

ones (those with highest chi-square). Having studied these lists of lexicons we were able to 

acquire a comprehension of the different lexical worlds and to give them a name, respectively: 1. 

Productive work: container (35), engine (29), truck (26), ship (22), work (15), etc. ; 2. Worker 

interviewer: says (39), worker (24), modernization (21), competition (17), etc. 3. Retirement and 

illness: have+ (70), fear (59), thing (48), return+ (39), know (39), go (35), stayed (35), retired (31), 

etc. 

The three graphs (Alceste output) show the distribution of three kinds of words: graph 1. the 

variables used in the study, graph 2. the lexicons (full words) which have the highest Chi-square; 

3. the lexicons (tool words) which have the highest Chi-square. Their allocations, in relation to the 

factors, provide precious information about the dichotomies they keep alive. The results presented 

and discussed here are those related to the use of the main words (high Chi-square), verbs and 

pronouns. 

In relation to the horizontal factor, they are distributed like this: in the left side, there are many 

verbs «let», «operate», «do», «wan», «call», «arrive», «enter», «stay», «finish», etc. while, in the 

right side, there is the noms ―competition», «modernization», «union», and the presence of the 

interviewer and his socio-historical perspective. In relation to the vertical factor, they are 

distributed like this: in the topside, there is the lexicon «busyness», «obligation», «work», «boss», 

while in the bottom side, there are the verbs «illness», «retirement», «professional», «retirement», 

«.depression», company», etc. 

Observing the location of the pronouns in the graphs, we observed what follows. In relation to the 

horizontal factor: in the left side, there are the pronouns «with me», «me», «you», «your», which 

indicates proximity between speakers; while, in the right side, there are the pronouns «she», «this», 

«that». In relation to the vertical factor: in the topside, there is the pronoun «they», «their», «their», 

«that one», «other», while and in the bottom side, there is the pronoun ―I‖. 

— Reinert, M. (1993): Les «mondes lexicaux» et leur «logique» à travers l'analyse statistique d'un 

corpus de récits de cauchemars. Langage & Société, 66, 5–39. 

149

Title 

The acquisition of the Irish language by pupils in Irish-medium schools in Belfast 

Dr Seán Mac Corraidh DATE: FRI 22.06 

St Mary‘s University College, Belfast TIME: 10.45-11.10 

150 

ROOM: PRAGUE 


Dr Seán Mac Corraidh is presently the coordinator of the Irish-medium Post Graduate Certificate in 

Education at St Mary‘s University College, Belfast. He has wide experience of teaching Irish and of 

teaching through the medium of Irish at primary and tertiary phases in education. His experience 

also includes eight years as a regional adviser to teachers and principals in Irish-medium schools 

at nursery, primary and post-primary levels. He has published extensively on the teaching and 

learning of the Irish language and on Irish-medium education. His doctoral thesis on the quest for 

best practice in Irish-medium schools was published in book format in 2008 and is entitled Ar Thóir 

an dea-chleachtais: The Quest for Best Practice in Irish-medium Primary Schools in Belfast. He 

has also been involved in devising techniques and methods for the active learning of the Irish 

language in mainstream schooling. The area of greatest interest for him within the area of 

immersion education is the acquisition of the immersion language and how immersion pupils‘ 

awareness and knowledge of that language can be advanced. 

ABSTRACT 

The subject of my paper will be the Irish language as spoken and written by pupils at various 

phases of their formal education in Irish language schools in the city of Belfast. The majority of 

these pupils are native speakers of English and are exposed to Irish normally at pre-school level 

through typical nursery activities but with a strong emphasis on second language development, in 

this case Irish. These Irish language skills are developed in order to equip pupils to study the 

learning areas of the curriculum at primary level through Irish. Belfast city also offers post-primary 

education through the medium of Irish at a large independent college and a wide range of subjects 

are offered there. I will look at the processes involved in the acquisition of Irish by these pupils, the 

nature of their oral and written production of it and strategies and teaching methods employed in 

facilitating that acquisition. As a teacher educator I will also consider the pathways by which 

student teachers learn to become effective immersion Irish language teachers both at primary and 

post-primary phases.

Title 

Importance of contextual biases in argumentation processing 

Jens Koed Madsen DATE: FRI 22.06 

151 

TIME: 10.20-10.45 

ROOM: PARIS 


Jens Koed Madsen studied rhetorical theory at the University of Copenhagen before moving to 

London to study at University College London. Following a MRes in Speech, Language, and 

Cognition, he got accepted as a Phd at Cognitive, Perceptual and Brain Sciences with supervisors 

Nick Chater, David Lagnado and Adam Harris. The thesis revoles around describing persuasion 

from a point of view of contextually enriched utterances, mentalizing, joint action, the 

phenomenological position of the subject, as well as subjective, contextual reasoning processes. 

Taken together, Jens hopes that these provide an interesting approach to the complex human 

phenomenon of persuasion. The research carried out by Jens thus garners on theoretical positions 

from his studies in rhetoric, but also from psychology, logic, marketing, and economy to approach 

persuasion from an interdisciplinary point of view. 

So far, Jens has published three papers in collaboration or by himself, presented his work 

at numerous conferences as well as several invited talks. Alongside this, he is engaged in 

collaborations with researchers from University Berkley California, University of Southern Denmark, 

Warwick Business School, the institute of Cognitive Sciences and Technology in Rome as well as 

other researchers from UCL. He finishes his PhD ultimo September 2013. 

ABSTRACT 

Traditional logical models of language processing tend to focus on structural issues to determine 

whether a given formula is logically valid of inconsistent. Such structural approaches are difficult, 

though not impossible, to fuse with contextual influences. Recent development in psychological 

and decision-making literature suggests that contextual biases (i.e. being influenced by subjective 

perception of elements such as colour of surroundings, framing devices etc., see e.g. Thaler & 

Sunstein for a collection of such biases and nudges) play a large part in how we perceive the world 

and consequently shape our beliefs. Indeed, when confronted with evidence from how subjects 

approach experimental designs, traditional logical models face difficulty in accounting for their 

reactions. 

The talk presents and discusses an alternative Bayesian approach (Oaskford & Chater, 

2006; Hahn & Oaksford, 2007; Harris et al., forthcoming) to argumentation processing, which is 

based on subjective estimations of probability, i.e. the content of the argument, rather than the 

formal structural aspects of the argument. In such an account, contextual and subjective biases 

may be considered part of the human approach to content rather than a normative flaw or fallacy. 

Furthermore, given the contextual element in the Bayesian approach, contextually shared 

representations (Vesper et al., 2010; Pezullo, submitted) become central for processing and 

governing communication.

The approach has theoretical implications in that it suggests a novel account of 

argumentation, which may render significantly different evaluations of fallacies. The approach also 

has analytical implications given the differences in theoretical estimations. Finally, the approach 

has practical implications for practitioners of argumentation and reasoning. The aim of the talk is to 

give an indication of the theoretical and empirical support for such as account and to suggest it as 

a viable alternative to traditional models based on predicate logic. 

152

Title 

Learning relativity: creating knowledge in the cosmic world 

Arthur Brogden Male DATE: FRI 22.06 

Doctoral School, Institute of Education, University of London TIME: 12.45-13.10 

ROOM: PARIS 


Arthur Brogden Male, born in New York City, migrated to Quebec Canada, London England and 

Limousin France; family second generation immigrants from England, France and Germany; 

residential social worker (retired), educator, community organizer, farmer, artist and volunteer; 

doctoral student January 2000 to present, Doctoral School, Institute of Education University of 

London; three years Graduate School of Arts and Science, University Fellowship, New York 

University; BA (Honours) and MS, City University of New York; multi-disciplinary educational, 

community and professional background in the creative arts. 

ABSTRACT 

The focus is the experience of making an original contribution to knowledge in the context of 

producing a doctoral thesis. Staff and student colleagues interact and work together linking 

collaborative conversations, supervisory relationships, community participation, courses, seminars 

and conferences, warranted understandings, empirical data collection and self-evident 

demonstrations to craft feedback and associations into a thesis. The aim of the research project is 

to revise the framework for experiencing learning relativity: the fluctuating boundaries of warranted 

argumentation in intergradient educational discourse. Humanistic, egalitarian colleague 

relationships facilitate collaborative conversation methodology in staff and student interviews and 

classroom settings. Experiments engage various activities and media to investigate research 

participant interactions with authority in academe. Spontaneous, episodic, evidentiary events 

produce subsequent frames and framings of time, space and form one nested within the other. 

Creating knowledge, people practice transformation and academic freedom in cosmic contexts. 

Collaborative conversations come into conflict with perceived understandings of mainstream 

educational practice as a reified mode. The error is to treat controlling situations as the real thing: 

over investing in competitive learning environments because that is what is happening in the 

classroom. This leads to the focusing hypothesis: in knowledge creating experiments, individuals 

triangulate new educational experiences to evaluate self–common–subject knowledge. And 

inspires the research question: why do learners open conversations to conceptualise educational 

entanglements? 

1 Experience experiments successively approximate the ineffable polysemy of ontology, 

epistemology, content, contexts and communication. 

2 Learning = energy (awareness) ² trans-formulations synthesise spontaneity–authenticity– 

originality and mimicry–mastery interactivity. 

3 Collaborative conversations organise insight methodologies and changing perspectives 

explicating arts–science–education–in–performance. 

153

4 Self-study inspirations, activist aspirations and research journeys generate artworks-in-progress, 

quests-in-process and projects-in-development. 

5 Diverse fractal metric art forms fuse episodic, evidentiary events nesting energy within 

awareness manifesting nine universal elements of education. 

Key words Spontaneity, authenticity, originality, experiment, encounter 

154

Title 

Role of Intergroup Contact and Friendship in Learning and Speaking 

a Minority Language 

Enikő Marton DATE: FRI 22.06 

University of Helsinki, Department of Finnish, Finno-Ugrian and 

Scandinavian Studies 

155 

TIME: 09.30-09.55 

ROOM: PRAGUE 


Enikő Marton is a PhD student at the Department of Finnish, Finno-Ugric and Scandinavian 

languages at the University of Helsinki. 

She is a researcher at the Center of Research on Ethnic Relations and Nationalism (CEREN) in 

Helsinki. Her research interest includes bilingualism, language learning motivation and the 

maintenance of minority languages. 

ABSTRACT 

The present paper provides an insight into how intergroup contact and intergroup friendship 

affect the motivation in learning and using the minority language among the speakers of the 

majority language in the bilingual region of Dolinsko/Lendvavidék, Slovenia. 

Based on earlier research (Clément, 1980; MacIntyre, 2001; Noels et al., 2001), the paper 

integrates intergroup contact theory and the idea of intergroup friendship (Pettigrew, 1997) with 

tenets of the socio-educational model of L2 learning (see Gardner, 2010), willingness to 

communicate and ethnolinguistic vitality (Giles et al., 1977), and extends the scope towards 

learning a minority language by majority language speakers in a traditional bilingual environment. 

Despite its very low demographic capital (5000 speakers or 40% of the population of the 

region), the Hungarian language has a high status and broad institutional support in 

Dolinsko/Lendvavidék which also implies that Hungarian is taught as an obligatory second 

language for Slovene-speakers. 

The empirical data was collected among young ethnic Slovenes in Lendava/Lendva 

(N=119) in the only secondary school of the region and reached about 60% of the total population 

of Slovenian-speaking secondary school students. The hypotheses were tested by serial multiple 

mediation with the help of SPSS-macro PROCESS (Hayes, 2012). 

The study found substantial support for the hypotheses, and confirmed that friendship and 

positive contact with Hungarian-speakers enhance the motivation in learning and speaking the 

Hungarian language. Findings and implications are discussed. 

References 

Clément, R. (1980). Ethnicity, contact and communicative competence in a second language. 

In H. Giles, W. P. Robinson & P. M. Smith (Eds.), Language: Social psychological 

perspectives (pp.147-154). Oxford, England: Pergamon Press. 

Giles H., Bourhis, R. Y., & Taylor, D. (1977). Towards a theory of language in ethnic group 

relations. In: 

H. Giles (ed.) Language, ethnicity and intergroup relations (pp. 307–348). New York: 

Academic Press. 

Hayes, A. (2012, under review). PROCESS: A Versatile Computational Tool for Observed Variable

Mediation, Moderation, and Conditional Process Modelling 

MacIntyre, P.D., Clément, R., Baker, S.C., & Conrod, S. (2001).Willingness to communicate, social 

support and language learning orientations of immersion students. Studies in Second 

Language Acquisition, 23, 369-388. 

Noels, K. A., Clément, R., & Pelletier, L. G. (2001). Intrinsic, extrinsic, and integrative orientations 

of French Canadian learners of English. Canadian Modern Language Review, 57(3), 424-444. 

Pettigrew, T. F. (1997). Generalised intergroup contact effects on prejudice. Personality and Social 

Psychology Bulletin, 23, 173–185. 

156

Title 

Semi-automated content similarity analysis as an innovative approach to examining 

attitudes: the case lay explanations for the 2011 London Riots 

Eric Mayor (presenter) 1 , Oriane Sarrasin 2 DATE: THU 21.06 

1 University of Neuchâtel, Switzerland, 2 University of Lausanne, 

Switzerland 

157 

TIME: 09.30-09.55 

ROOM: MILAN 


Eric Mayor is a postdoctoral researcher at the University of Neuchâtel, Switzerland. His 

research interests include interpersonal communication in natural and experimental groups, 

cognitive appraisal and risk perception, and lay explanations for societally relevant issues. Using a 

diversity of methods such as content analysis and computational techniques, he investigates how 

discourse and non-verbal actions inform us about collaboration, opinions and social processes. He 

analyses the modalities of conversations, interview data, participant's written productions, as well 

as news corpora and social media. 

ABSTRACT 

Lay respondents explain violent crowd behaviour by structural (e.g., economic crises) and/or nonstructural 

(e.g., gangs) causes (Litton & Potter, 1985): causes for such behaviour are perceived as 

respectively external versus internal to individuals. Our research demonstrates how content 

similarity analysis, an innovative method in the field, can inform on attitudes regarding violent 

crowd behaviour. We examine whether lay explanations explains similarity between lay and the 

authorities‘ verbal productions about the origins of the 2011 London riots, and whether LOC 

impacts similarity. In an online study conducted during the riots, British residents (N=99) indicated 

on Likert scales their agreement with excerpts of the British Prime Minister's official address. Other 

items measured respondent‘s LOC and agreement with various causes for the riots. Respondents 

also provided open comments on the riots, which were stop-word filtered and stemmed. A 

measure of similarity was produced (the multiplicative inverse of the Euclidian distance of each 

comment to the overall excerpts content). We used regression analyzes to examine how structual 

and non structural causes and LOC impacted similarity. Controlling for age, gender, stress and 

worry, structural and non-structural causes, and internal LOC had a main effect on similarity. No 

interaction was found significant. Thus, the strength of attributions, regardless of the cause types, 

predicted similarity with the official address, and this both in respondents with an internal and an 

external LOC. Overall these results show that content similarity analysis is a promising alternative 

to scales measuring attributions in the study of relations between lay and authorities' explanations.

Title 

Preventing prostate cancer through early detection: The importance of understanding how 

men integrate information about prostate cancer into judgements about risk and screening 

McDowell, ME 1 (Presenter), Occhipinti, S 1 , & Chambers, SK 2 DATE: THU 21.06 

1 School of Applied Psychology, Mt Gravatt campus Griffith 

University 

2 Griffith Health Institute, Gold Coast campus, Griffith University 

158 

TIME: 16.45-17.10 

ROOM: MADRID 


Dr Michelle McDowell is a Research Fellow working at the Griffith Health Institute at Griffith 

University in Brisbane, Australia. Dr McDowell received her PhD in Psychology in November 2011 

examining risk perceptions and decision-making about prostate cancer screening for men with a 

family history, focusing on the influence of the family history context on decision processes and the 

conceptualisation of risk. Her research interests are in risk perception, the psychology of decisionmaking 

(how people actually make decisions), and the effect of the decision context, motivation, 

and personal experience on decision-making. 

ABSTRACT 

Health communications about prostate cancer screening emphasise an informed decision-making 

process owing to the lack of evidence that early detection screening for prostate cancer is 

efficacious. Thus, health practitioners are faced with the difficult communication task of helping 

men navigate through the many pros and cons of prostate cancer screening in order to facilitate 

their decision-making. Using a list aloud technique, the present study investigated the information 

men use to make judgements about prostate cancer risk and screening decisions and explored 

whether family history influenced strategy use. First-degree relatives (FDRs) of men with prostate 

cancer (n=32) and men from the general population (PM; n=50) completed a verbal protocol 

analysis interview. Responses were coded according to the use of heuristic (e.g., mental shortcuts) 

and systematic strategies (e.g., information seeking). FDRs reported a greater total number 

of heuristic strategies on average than did PM whereas mention of systematic strategies was low 

for all men. Lay beliefs included the belief that screening could prevent the development of cancer 

(e.g., screening can prevent, control, or limit the development of prostate cancer) or could reduce 

one‘s risk of getting cancer (e.g., by not screening one is ―tempting fate‖). Results highlight the 

potential challenges that such biases raise for health practitioners in communicating with men 

about the efficacy of screening. The mental models approach to communicating cancer information 

is discussed in terms of how health professionals should consider how information about prostate 

cancer will be integrated into the intuitive formulations of cancer that men already hold.

Title 

Constructing masculinities: A discourse analysis of the accounts of single-at-midlife women 

Jennifer A. Moore (presenter), H. Lorraine Radtke DATE: THU 21.06 

University of Calgary, Department of Psychology, Canada TIME: 16.20-16.45 

159 

ROOM: PARIS 


Jennifer Moore is a doctoral student in Psychology at the University of Calgary in Canada. Her 

current research activities include the study of discourses and identities in relation to single-atmidlife 

women, gender, and marginalized groups. Previous research projects have included an 

examination of the experiences of lesbian and gay soldiers in the Canadian Armed Forces. 

ABSTRACT 

In most Western countries, demographic and socio-cultural changes have contributed to a retreat 

from the ‗married with children‘ pattern of family life and a growing number of singles (DePaulo & 

Morris, 2005; Sandfield & Percy, 2003). As more single women are living without a romantic 

partner, this marks a dramatic shift in both intimate and family relationships with men. This paper 

explores women‘s representations of men with whom they have previous or current relationships 

(i.e., male relatives, friends, and current and former lovers), and their various constructions of 

masculinity. The analysis draws on semi-structured interviews with 12 never-married, child-free, 

midlife women (ages 35-44) from Calgary, Alberta, who provided accounts of their lives as single 

women. The interviews were recorded, transcribed, and analysed using discourse analysis 

(Edwards & Potter, 1992; Potter & Wetherell, 1987). The women‘s constructions of masculine 

identities drew on various versions of masculinity and served a number of rhetorical purposes, 

including explaining and justifying their singleness and constructing identities as autonomous 

women. This paper contributes to the discussion of contemporary, heterosexual masculinity as it 

arises in this unique context—‗girl talk‘ with single women who are living ‗without‘ men. The 

implications for relationships between women and men at midlife are discussed.

Title 

Spanish scholars‟ perceived difficulties writing research articles for publication in Englishmedium 

journals: the impact of language proficiency versus publication experience. 

Ana I. Moreno (presenter), Jesús Rey-Rocha, Sally Burgess, 

Irene López-Navarro and Itesh Sachdev 

University of León (Spain) 

160 


TIME: 09.55-10.20 

ROOM: PARIS 


Ana I. Moreno, Senior Lecturer in English at the University of León (Spain), has lectured in 

English for Specific Purposes, grammar, discourse analysis, pragmatics and research procedures 

in English-Spanish cross-cultural studies. She is currently the Director of the interuniversity 

research group called ENEIDA (Spanish Team for Intercultural Studies on Academic Discourse) 

and the Principal Investigator of a research project on Rhetorical Strategies to Get Published in 

International Scientific Journals from a Spanish-English Intercultural Perspective funded by the 

former Ministry of Science and Innovation. Her current research interests concern English for 

academic purposes, needs analysis, academic writing difficulties, intercultural rhetoric, academic 

criticism and genre analysis. Her work has appeared in TEXT, English for Specific Purposes, 

International Journal of English Studies, The Journal of English for Academic Purposes and 

TEXTandTALK. She has collaborated in international collective volumes on Applied Linguistics, 

Intercultural Rhetoric, Review Genres and Scholarly Criticism, published by Multilingual Matters, 

John Benjamins, Palgrave-MacMillan and Peter Lang. She has written the entry on Intercultural 

Rhetoric in Languages for Specific Purposes for the Encyclopedia of Applied Linguistics published 

by Wiley-Blackwell. Her cross-cultural research has implications for those teaching academic and 

professional communication or anyone working with academic L2/L1 English and Spanish texts 

(http://blogs.unileon.es/amoreno/). 

ABSTRACT 

Previous quantitative studies suggest that the burden scholars who use English as an additional 

language perceive when writing research articles (RAs) for publication in English (as L2) is 24% 

greater than the burden they perceive when they write RAs for publication in their L1. It remains 

unclear precisely which aspects of RA writing in English present these writers with the greatest 

challenge and just why they perceive this increase in difficulty. A structured questionnaire 

comprising thirty-seven questions about scholars‘ publication experiences in scientific journals in 

English and in Spanish was designed and sent out to all (8,794) Spanish scholars with doctorates 

at five Spanish research and/or teaching institutions, yielding responses from 1717 researchers. 

Our first results show that the section that is perceived as more difficult to write for publication in 

English-medium journals across the four broad knowledge areas in a way that cannot be fully 

explained by their lower level of proficiency in English (as L2) is the discussion. This article 

proposes the rhetorical transfer hypothesis as a possible explanation for their additional difficulty. 

Our results also reveal that on average Spanish scholars‘ perceived difficulty starts to decrease 

when they report their proficiency as high or very high in writing EAP or EGP or have published at 

least 10-22 RAs in English-medium journals.

Title 

Conversation table as an environment for (re)signification of subjectivity and identities in 

Portuguese as a Foreign Language 

Ricardo Moutinho (Presenter) 1 , Denise Gomes Leal da Cruz 

Pacheco 2 

1 University of Macau, China, 2 Universidade Estácio de Sá Rio 

de Janeiro, Brazil 


161 


TIME: 09.55-10.20 

ROOM: PRAGUE 

Ricardo Moutinho works as a Senior Instructor at the University of Macau (China). He holds a PhD 

in Linguistics from UM, Master‘s in Linguistics from Federal University of Sao Carlos (Brazil) and a 

Bachelor in Language and Literature from the same institution. Currently, he has started his Post- 

Doctoral project at University of Campinas (Brazil) related to the topic: the washback of proficiency 

tests in the teaching and learning of Portuguese as a foreign language. He has worked in 

Interactional Sociolinguistics and Foreign Language Teaching and Learning, especially in 

Portuguese as a Foreign Language. His works are concentrated in the following topics: 

participation framework, proficiency tests, washback in cultures of learning, cultural diplomacy in 

language teaching, didactic materials for language learning and new identities in foreign language. 

ABSTRACT 

As Foreign Language teachers, we always wondered about the silence of our students during the 

lessons. However, when we started the project ―Conversation Table in Portuguese‖ (CTP), we 

realized that the students assumed a more active role during the interactions, probably due to the 

less hierarchical situation they were in. The CTP provided the students the opportunity to express 

themselves in a foreign language without the interdiction they felt inside the classroom. Within this 

new context, the lack of confidence they might be facing in communicating in a foreign language 

started to disappear, giving place to a motivation to express what they felt in this ‗new‘ language. 

Therefore, the target language started to become a new locus, a new way that made them not feel 

scared, but free and curious to say things that they would not say in similar situations when 

communicating in their mother tongue. In other words, the foreign language can be the place 

where everything seems to be possible as we do not have the control or interdiction imposed by 

the social values presented in our society and manifested in our mother tongue. In this study, we 

analyze some discursive situations taken from a session of CTP in which the students show their 

new identities in the foreign language. The results show that acquiring another language is much 

more than acquiring new linguistic aspects of communication, but also giving birth to new identities 

that make us become new subjects. 

Keywords: Conversation Table, Portuguese as a Foreign Language, subjectivity, identities, 

(re)signification.

Title 

What motivates men to participate in PSA testing? The appeal of information. 

Occhipinti, S 1 (presenter), McDowell, ME 1 , & Chambers, SK 2 DATE: FRI 22.06 

1 School of Applied Psychology, Mt Gravatt campus Griffith 

University 

2 Griffith Health Institute, Gold Coast campus, Griffith University 

162 

TIME: 09.30-09.55 

ROOM: MADRID 


Stefano Occhipinti was trained in experimental social cognition and has spent some years 

applying this to issues such as decision making about screening and treatment for cancer and 

especially prostate cancer. His other research interests are in the social psychology of food 

(especially as regards cultural and biological influences on the relationship between food, identity 

and prejudice; collaborating with Liz Jones) and most recently in the psychology of ordeal. 

Although he is primarily a quantitative researcher, he has come to appreciate the richness of the 

various qualitative paradigms and participates enthusiastically in mixed methods research teams. 

ABSTRACT 

The prevalence of prostate cancer screening continues to increase in Australia despite ongoing 

debate about the efficacy of early detection testing. As a consequence, health communications 

about prostate cancer screening emphasise an informed decision-making process and health 

practitioners are faced with the difficult communication task of helping men navigate through the 

many pros and cons of prostate cancer screening. The present study investigated the reasons 

men give for testing for prostate cancer and examined the influence of family history. First-degree 

relatives (FDRs, n = 207) of men with prostate cancer and population men (PM, n = 239) listed 

what they thought about when considering whether or not to get a PSA blood test. Thirty-one 

unique reason categories were identified and categorised into four classes using Latent Class 

Analysis: general positive attitudes to health behaviour (Class 1; 13% of participants); testing as a 

way to conquer or prevent cancer/risk (Class 2; 10%); having an outcome-focused orientation 

(Class 3; 52%); and weighing up or evaluating risk factors (Class 4; 25%). FDRs were more likely 

than PM to be classified in Classes 2 and 4. LCAs were supplemented with software-based 

analyses of texts. Results suggest men may approach PSA testing with different decisional 

processes and that these processes need to be considered both by health professionals involved 

with one on one contact with men and by designers of mass education programs. Results are 

discussed in terms of underlying lay beliefs regarding screening and their impact on the 

communication processes involved in decision making. 

Key words: PSA test, risk, decision, reasoning

Title 

Insights into the Social Psychology of Ethnolinguistic Decay 

Conchúr Ó Giollagáin, MA, PhD (NUI) DATE: SAT 23.06 

Language Planning Unit, Acadamh na hOllscolaíochta Gaeilge 

National University of Ireland, Galway 

National Institute for Regional and Spacial Analysis, National 

University of Ireland, Maynooth, Ireland 

163 

TIME: 09.55-10.20 

ROOM: PRAGUE 


Conchúr Ó Giollagáin is the Head of the Language Planning Unit in Acadamh na hOllscolaíochta 

Gaeilge (Irish-medium university), National University of Ireland Galway and an External Fellow of 

the National Institute for Regional and Spatial Analysis, National University of Ireland, Maynooth, 

Ireland. He is the academic director of the Acadamh‘s (NUIG) MA in Language Sciences. He coauthored 

the government-commissioned Gaeltacht survey Comprehensive Linguistic Study of the 

Use of Irish in the Gaeltacht (2007). Alongside his interest in language planning, his published 

works includes research on sociolinguistics, linguistic anthropology and oral biography. He has 

devised, in conjunction with local communities, language planning strategies for several Gaeltacht 

communities. 

ABSTRACT 

This paper seeks to identify and explore various aspects of the social psychology of ethnolinguistic 

minorities as they grapple with the communal pressures of language shift. In seeking to 

differentiate what is hybrid and assimilatory in the social production of identity in stressed minority 

linguistic cultures, this paper will examine the socio-psychological aspects of intercultural contact 

from the minority ethnolinguistic perspective. The emergence of cultural hybridity as a salient 

discursive trope, which seeks to depict the minority/majority socio-cultural dynamic as a 

consensual accommodation, will be contrasted with the communal response adopted by linguistic 

minorities to negotiate the pressures of uni-directional bilingualism which are integral to language 

shift. The creative tension between the attention afforded to performative aspects (art, aesthetics 

and media) of minority cultures in contact with minority and majority audiences, on the one hand, 

and the implications of the power relations which determine the social functionality of minority 

linguistic cultures, on the other hand, will also be addressed. This paper poses the question 

whether the engendering of a socially neutral aesthetic interest in minority cultures is a defence 

mechanism which seeks to mitigate the effects of ethnolinguistic fragility.

Title 

Sharing responsibility after error occurrence? The effect of group membership on intergroup 

communication about errors 

Annemiek van Os (presenter), Dick de Gilder, Cathy van Dyck, 

and Peter Groenewegen 

164 


VU University Amsterdam, Department of Organization Sciences TIME: 09.30-09.55 

ROOM: MADRID 


Annemiek van Os (1986) studied Work and Organizational Psychology at the Radboud University 

in Nijmegen (The Netherlands). After obtaining her Master‘s degree (MSc) in 2009, she started 

working as a junior teacher and PhD candidate at the Department of Organization Sciences at VU 

University Amsterdam. She is interested in how identity is expressed through language use and 

how this may affect organizational processes. In her PhD project she focuses on social identity and 

error communication in organizations. The research is carried out using multiple methods, with 

experimental studies as well as (qualitative and quantitative) field studies. 

ABSTRACT 

Communication about errors is essential for learning from them, especially when groups are 

dependent on each other for task performance. However, social identity processes may affect 

intergroup communication about errors, e.g. by disfavoring the outgroup. In the current experiment, 

we were interested in the extent to which, in e-mail communication, people would share the 

responsibility for an error they did not make themselves. In particular, we investigated whether the 

extent to which responsibility was shared depended on the group membership of the person 

making the error and the person receiving the e-mail. 

Participants (N = 83) read a scenario in which, during a cooperative task in pairs as part of a 

student project, an error was made by the other student in their pair (the subject). Subsequently 

participants had to send an e-mail to the student coordinator of the project about what had 

happened. We manipulated group membership (ingroup versus outgroup) of subject and receiver, 

resulting in a 2 x 2 between-subjects design. 

Two independent raters (κ = .71, p

Title 

The effect of out-of-school exposure on children‟s foreign language learning 

Liv Persson 1 (presenter) & Tineke Prins 2 DATE: THU 21.06 

1 Utrecht University, 2 University of Groningen 


165 

TIME: 14.45-15.10 

ROOM: PRAGUE 

Liv Persson (Utrecht University) and Tineke Prins (University of Groningen) are linguists working 

on the Foreign Languages in Primary school Project (FLiPP). This longitudinal research project 

addresses the role of starting age, and quantity and quality in English as a foreign language 

education in primary schools in the Netherlands. Over the course of 2 years, the language 

development of pupils at 14 schools with early foreign language learning is studied. 

Liv attended Roosevelt Academy, a Liberal Arts & Sciences College, and completed her master on 

Language Development at Utrecht University. Tineke completed her bachelor Dutch language and 

culture and her Research Master Linguistics at the University of Groningen. Liv and Tineke are 

both interested in what factors influence the rate of language acquisition of young learners of 

English in instructed settings. 

ABSTRACT 

Anecdotal evidence of the effect of mass media on language learning abounds, but little 

systematic investigations into the effect of out-of-school exposure on language learning exists. 

Previous research suggests that in experimental settings, where children are briefly exposed to a 

foreign language through movieclips, limited but measurable development in receptive vocabulary 

size –but not grammar – can be observed (Gery d‘ Ydewalle & Van de Poel, 1999; Koolstra & 

Beentjes, 1999; Lommel, Laenen, & d‘ Ydewalle, 2006). Studies investigating the effect of 

longitudinal exposure to the target language remain rare (but cf. Kuppens, 2007) and it remains 

uncertain if, and if so, to what extent out-of-school exposure influences individual language 

proficiency. 

This paper reports on data from Dutch children learning English at school and encountering 

English at home. Foreign language proficiency of 4-year-olds (N=188), 8-year-olds (N=25), 9yearolds 

(N=15) and 10-year-olds (N=29) is reported after having had one year of formal 

instruction in the target language. The amount and type of foreign language input at home was 

established using parental questionnaires. Not all input at home was found to be a significant 

predictor for foreign language scores, with certain types of television programmes explaining more 

variance in the children‘s scores than others. Age correlated with type and amount of out-of-school 

input, and the different age-groups were found to be affected differently by mass media. This paper 

aims to identify what types of input in the target language at home influence children‘s foreign 

language proficiency, in relation to the input they receive at school. -- 

Liv Persson (Utrecht Institute of Linguistics), Tineke Prins & Sieuwke Reitsma (University of 

Groningen) Project FLiPP - The Foreign Languages in Primary school Project.

Title 

« You really don‟t sound like us » 

Effect of proper names on listener expectations 

Alexei Prikhodkine DATE: FRI 22.06 

University of Lausanne, Department of General Linguistics, CH TIME: 09.30-09.55 

166 

ROOM: PARIS 


Alexei Prikhodkine recently completed his PhD and is now Lecturer in Sociolinguistics at the 

University of Lausanne (Switzerland). His research interests address variation in French-speaking 

area of Switzerland, processes of (de)standaradization in French and effect of eliciting conditions 

on language regard. He is particularly interested in investigating how life-course events and 

language ideologies influence other- and self-identifications of speakers of immigrant descent. He 

is author and co-author of several publications (more details: 

www.unil.ch/unisciences/AlexeiPrikhodkine). 

ABSTRACT 

There is ample evidence in sociolinguistics that linguistic stimuli enable speakers‘ social 

identification. However, recent research shows that speech perception can be affected by nonverbal 

cues of speakers‘ social group. While the incidence of several cues has been investigated, 

no research, to our knowledge, has highlighted the role of proper names. 

In this presentation, we will discuss the effect of the conveyed ethnicity by proper names on 

speech perception in a French speaking area. 150 Swiss listeners, divided into two identical 

samples, were asked to evaluate several female speakers – having all French as a first language 

and a Master degree –, the only difference between the two samples being the speakers‘ proper 

names. Minority names were of Lusophone and Arabic origin; their social meaning has been tested 

in previous research. The listeners had to judge the suitability of the speakers for a job as a 

communication manager in a Swiss bank and were also asked to evaluate them on different 

aspects, such as the presence of a foreign accent. 

Results provide evidence that mastering a Standard variety of French is not a key for nondiscriminatory 

treatment of people of immigrant descent. Speech stimuli associated with ethnic 

minority names receive significantly less positive evaluation. Ethnicity leads, moreover, to a 

different perception of two excerpts coming from one speaker. While the ethnicity of proper names 

indeed has an incidence on the way the speakers are perceived, the composition of the names 

(fully exolingual or mixed) also has an effect on the evaluation.

Title 

Separation and Connection: A Discourse Analysis of Young Men‟s Talk about Their Mothers 

H. Lorraine Radtke (presenter), Dane Burns DATE: THU 21.06 

University of Calgary, Department of Psychology, Canada TIME: 15.55-16.20 

167 

ROOM: MADRID 


H. Lorraine Radtke is a Professor in the Department of Psychology, University of Calgary. Her 

research interests broadly fit within the psychology of gender and have focused on mothers and 

mothering, young women‘s identities, and the impact of feminism on women. For this work, she 

adopts the theoretical and methodological framework of discourse analysis. She is also a coinvestigator 

on two longitudinal research projects. The first is a study of women, living in the Prairie 

Provinces of Canada, who have been abused by their intimate partners. The other is a randomized, 

clinical trial of an educational intervention aimed at fostering young women‘s resistance to sexual 

assault. In addition, she has co-authored several papers on intersectionality theory as an approach 

to incorporating social diversity into research with women. 

Dane T. Burns is a doctoral candidate in the Department of Psychology, University of Calgary. His 

research interests span psychology, philosophy, and social history, with a particular emphasis on 

the philosophical underpinnings and fundamental and foundational assumptions of psychological 

practice. His Masters thesis explored the discourse of critical thinking in postsecondary institutions. 

His current dissertation research is an historical investigation of John Dewey‘s psychological 

theorizing situated in the beginning of the 20th century. 

ABSTRACT 

Despite some interest in the relationships between mothers and sons in the last two decades of 

the 20 th century, there has been relatively little research in the first decade of the new millennium. 

Within everyday life, on the other hand, the mother-son relationship continues to be portrayed 

variously as ―special‖ and as problematic for the son‘s development (at least within the Canadian 

context in which this project is embedded). Framed within discursive psychology, our project aimed 

to elucidate the concerns of sons in relation to their relationships with their mothers and the cultural 

resources related to masculinity and mothering that they drew on in articulating these concerns. 

Ten men, who were registered in an undergraduate psychology course, participated in a 

conversational interview about their relationships with their mothers. The interviews were taperecorded, 

transcribed, and analyzed using a synthetic approach to discourse analysis. The sons 

positioned themselves as independent and self-sufficient, and in positioning their mothers, they 

oriented to the ―intensive mother‖ (Hays, 1996). Furthermore, in their accounts of the relationship, 

they negotiated the degree of connection versus distance as something they worked to control. We 

argue that the sons‘ positioning within discourses of masculinity rests on their denying on-going 

dependency or attachment to their mothers. As a consequence, a version of masculinity that is 

traditional, at least to the middle-class Canadian context, is retained, making problematic the 

possibility of intimacy in their mother-adult son relationship. We discuss implications for the power 

relations of gender, mothering, and masculinities.

Title 

Urban Multingualism and Language Attitudes in Lithuania 

Meilutė Ramonienė DATE: THU 21.06 

Vilnius University TIME: 14.20-14.45 

168 

ROOM: MILAN 


Meilutė Ramonienė is a professor of the Department of Lithuanian Studies at the University of 

Vilnius. She was Head of the Department of Lithuanian Studies 1990-1995 and 1999-2010. Her 

research interests include applied linguistics, teaching foreign languages, sociolinguistics and 

onomastics, which she also lectures on at the University of Vilnius. From the 1990 she became 

involved with issues of language education and assessment. She taught Lithuanian as a foreign 

language at the University of Helsinki. She is an author of several textbooks and teacher reference 

books for teaching Lithuanian as a second language including Teach Yourself Lithuanian (2006, 

Hodder Education), Colloquial Lithuanian (Routledge, 1996, 2010), Practical grammar of 

Lithuanian (2003, Baltos lankos), Threshold Level of Lithuanian etc. Her published output also 

includes papers on language use and language attitudes, language and identity, bilingualism and 

multilingualism in Lithuania. She was engaged in a survey-based British Academy funded research 

project on the Lithuanian language communities. She has coordinated an international Socrates 

Lingua two project ‗Oneness‘, a research project ‗Language usage and ethnic identity in urban 

areas of Lithuania‘. Currently she is coordinating two research projects: ‗Sociolinguistic map of 

Lithuania: cities and towns‘ and ‗Language of emigrants‘. 

ABSTRACT 

Since the restoration of independence in 1990, Lithuania like other Baltic countries, has 

undergone a dramatic socio-political transformation accompanied by socio-linguistic changes. 

The nature of bilingualism and multilingualism has completely changed in Lithuania. A radical 

departure from the Soviet-era asymmetric bilingualism model that meant bilingualism of titular 

ethnicities and monolingualism of Russian-speakers has occurred. The new language policy 

influenced, in particular, language attitudes and behaviour of ethnic minorities. The most 

obvious changes in language attitudes and behaviour are noticed in the biggest cities of 

Lithuania where the increasing process of globalisation stimulates the development of new 

multilingualism. Not only ethnic minorities but also Lithuanians in the cities of Lithuania are 

distinguished for their linguistic repertoire which has changed. The linguistic attitudes and 

behaviour of the people living in the biggest cities of Lithuania make a big influence on the 

changes of sociolinguistic situation in Lithuania. 

Based on a newly acquired quantitative and qualitative data from two research projects of 

language use and language attitudes carried out in Lithuanian cities and towns this paper aims 

at exploring new developments of multilingualism in Lithuania and language attitudes. The 

paper will focus on the following issues: the repertoire of home languages; language dominance 

and preference; the relationship between home languages and construction of ethnic identity; 

the role of the age factor and the ethnic factor in these processes.

Title 

Sports fan identity and basking in reflected glory: a content analysis of pronominal usage 

and expressions of emotion by social networking users 

George B. Ray (presenter), Shawna L. Jackson, Kimberly A. 

Neuendorf, Anup Kumar 

School of Communication, Cleveland State University, Cleveland, 

USA 

169 


TIME: 09.30-09.55 



George B. Ray is Professor of Communication and Director of the School of Communication at 

Cleveland State University, Cleveland, Ohio, U.S.A.. Professor Ray‘s principal area of research is 

language and social interaction. He has conducted ethnographic research in Appalachian 

communities, studied micro-level interactional processes during initial encounters and in physicianpatient 

communication, and has also investigated language attitudes toward Standard American 

English and New Zealand English. In 2009 he published Language and Interracial Communication 

in the United States: Speaking in Black and White, a book that examines the nature of interracial 

communication in contemporary U.S. American society. His published work has appeared in 

prominent journals such at Communication Monographs, Social Psychology Quarterly, and the 

Journal of Language and Social Psychology. 

ABSTRACT 

Sports fans show a level of dedication to their respective teams; however, the strength of the 

relationship between a fan and his or her team can cause mixed results in the way a fan chooses 

to act out following a team‘s victory or loss. This research provides an in-depth look at the fans of a 

professional sports team using the theories of basking in reflected glory (Cialdini et al., 1976) and 

spiral of silence (Noelle-Neumann, 1974) via computer-mediated communication. It will examine 

the motivations of fans of a U.S. American professional football team, personal pronouns fans use 

in their sports-related messages, and changes in verbal expression following a loss or victory by 

the team. Messages posted on the team Facebook page will be content analyzed for pronominal 

usage as well as expressions of emotions. Further, participants will be surveyed on their personal 

habits as a fan, media habits, and personality traits. The data analysis will pay particular attention 

to patterns of expression after a loss or victory, as well as expressions that may run counter to the 

opinions of a majority of fans after a game. 

Cialdini, R. B., Borden, R. J., Thorne, A, Walker, M. R., Freeman, S., & Sloan, L. R. (1976) 

Basking in reflected glory: three (football) field studies. Journal of Personality and Social 

Psychology, 34, 366-375. 

Noelle-Neumann, N. (1974). The spiral of silence: A theory of public opinion. Journal of 

Communication, 24, 43-51.

Title 

Trilingual primary and secondary education in Friesland: developments and challenges 

Dr. Alex M.J. Riemersma, Dr. Reitze Jonkman DATE: SAT 23.06 

TIME: 09.30-09.55 

ROOM: PRAGUE 


Dr. Alex M.J. Riemersma (* 1953) studied Dutch and Frisian, specialised in education and 

language planning. His thesis (together with Sikko de Jong) was on Testing of language command 

of both Dutch and Frisian at the end of primary school (1994). From 1984 onwards he gained 

expertise as teacher trainer at the NHL and Stenden universities of applied sciences in 

Ljouwert/Leeuwarden, where he was appointed Lecturer on Frisian and Multilingualism in 

Education (2010). 

From 1982 he also worked as professional language planner of the Provincial Government of 

Friesland (Netherlands); his expertise is mainly in the field of Frisian as a minority language in the 

domains of education, public authorities, media and culture. 1998-2007, he served as secretary of 

the Dutch national consulting body for the Frisian language in the European Charter for Regional 

or Minority Languages. 

From 2007 appointed at the Mercator: European Research Centre on Multilingualism and 

Language Learning at the Fryske Akademy 

From 2009 member of the Steering Committee of the Network to Promote Linguisitc Diversity 

(NPLD). 

Dr. Reitze Jonkman (1957) his Ph. D. was on the multilingual situation of the capital of Friesland 

concerning Frisian, Dutch and the (Dutch) city dialect. He investigated this unique social interaction 

of languages with several types of sociolinguistic research. Together with Durk Gorter he 

conducted a sociolinguistic survey of the bilingual situation of the province of Friesland (1995). 

Later Jonkman specialized in the Non-Convergent Discourse (NCD), the phenomenon two 

interlocutors speaking two languages in the same conversation, each participant using his own 

variety. As a teacher in secondary education he practiced long-distance learning by teaching 

Frisian at the same time to pupils at three different school locations by video conference. 

Nowadays he is engaged in constructing a tool for measuring the school results of education 

concerning the Frisian language in the parameters of the Common European Framework of 

Reference. 

ABSTRACT 

Since 1997, the model of trilingual education is applied in Friesland with Dutch, Frisian and English 

as a subject and medium of instruction. The actual number of primary schools is around 40 (out of 

480) and 3 secondary schools (out of 77). Results so far are encouraging with regard to language 

command of Frisian and Dutch, and self-esteem on English fluency. Challenges are the continuity 

of teaching and learning, integral didactic approach on subject and medium teaching, and 

comparability of language command in three languages. The main concerns are the quality of 

teachers in both English and Frisian, differentiation in the class room, and the lack of a coherent 

170

school policy. Another challenge is the continuity from primary to secondary education. Students at 

secondary schools where both English and Frisian are taught as a subject only, suffer from 

discontinuity. 

Recently undertaken research will be presented on the language command in the first grade of 

secondary school, based on the Common European Framework of Reference (CEFR) levels. 

Synergy between the three target languages is aimed at through integral didactics and Content 

and Language Integrated Learning (CLIL). 

Furthermore, attention will be paid to trilingual teacher training stream for primary school which has 

started recently as well as a Minor which includes student‘s research in school practice during 

their internship. Finally, a Master Multilingualism is being developed. 

171

Title 

Research on identity issues by using a combined social theoretical approach in a case study 

of adult female migrants learning English in the U.K.‟ 

Dr. Luz Alma Rodriguez-Tsuda DATE: THU 21.06 

University of Southampton 

TIME: 14.20-14.45 

ROOM: PRAGUE 


With a background as a writer, I studied Spanish language and literature in Mexico City then I 

moved to Barcelona. There, I had several books published in Spanish. I completed a Masters 

degree in Applied Linguistics at the University of Southampton in 2006 and a PhD in the same 

subject at the above mentioned university in 2011. I have two main areas of research, namely 

second language learning and feminist linguistics. My research interests in second language 

learning are the interrelation between adult informal second language learning processes, the 

social context and the learner‘s identity, which involves elements such as gender and social class. 

With regard to feminist linguistics, I am interested in initiatives –both individual and collective, that 

challenge the gender order. I am currently writing a book based on my PhD thesis while looking for 

a postdoctoral position. 

ABSTRACT 

Research on identity in the field of linguistics has been significant in the last 20 years (Hall 1996; 

Benwell and Stokoe 2006; Heller, 2011). My line of inquiry involves a social constructionist 

approach in the area of second language learning, which has investigated the interrelation 

between the learning process and the learners‘ identity issues (Bremer, Roberts et al. 1996; 

Norton 2000; Pavlenko, Blackledge et al. 2001; 2004; Block 2007). However, the complex concept 

of identity raises some challenges for research activities (e.g. data analysis). 

This paper explains how I tackled some of these problems in my longitudinal ethnographic case 

study. I used a combined theoretical framework that stated my approach to identity, while tackling 

its complexity in the data from a range of complementary perspectives. This made a solid starting 

point for a deeper analysis of issues of identity linked to second language learning. The 

investigation is grounded in a combination of poststructuralist theory (Norton 2000), social 

psychology‘s identity hierarchy theory (Stryker 1968, 1980; McCall and Simmons 1978) and 

activity theory (Engeström, Miettinen et al 1999). The two former theories have been drawn upon 

to explain the links between the individual‘s hierarchical set of identities and her decision making, 

attitudes, degree of involvement in activities and communities, and others‘ perceptions and 

positioning. The third theory has been used to identify other related traits (actions, social networks, 

relationships). 

The case study documents the relationship between identity and the English learning processes of 

six adult female migrants living in a Southern English city, which are theorised and explained in 

reference to identity and gender issues. 

172

References 

Benwell, B. and E. Stokoe, 2006. Discourse and Identity. Edinburgh. Edinburgh University Press. 

Block, D. 2007. Second Language identities. London. Continuum. 

Bremer, K., C. Roberts et al. 1996. Achieving understanding: discourse in intercultural encounters. 

Language in social life series. London. Longman. 

Engeström, Y., R. Miettinen et al. 1999. Perspectives on activity theory. Cambridge. Cambridge 

University Press. 

Hall, S. 1996. Who needs identity? Questions of cultural identity. S. Hall and P.d. Gay. London. 

Sage. 

Heller, M. 2011. Paths to post-nationalism : a critical ethnography of language and identity. New 

York ; Oxford. Oxford University Press. 

McCall, G. and J.L. Simmons. 1978. Identities and interactions: an examination of human 

associations in everyday life. New York. The Free Press. 

Norton, B. 2000. Identity and language learning : gender, ethnicity and educational change. 

Harlow, Longman. 

Pavlenko, A., A. Blackledge et al. 2001. Multilingualism, second language learning, and 

gender. Berlin, Mouton de Gruyter. 

Pavlenko, A., A. Blackledge et al. 2004. Negotiation of identities in multilingual contexts. 

Clevedon. Multilingual Matters. 

Stryker, S. 1968. ―Symbolic interaction as an approach to family research‖. Journal of Marriage 

and Family 30(4): 558-564 

Stryker, S. 1980. Symbolic interactionism: a social structural version. Menlo Park, Cal. The 

Benjamin/Cummings Publishing Company. 

173

Title 

Spanish Researchers Publishing in English-medium Scientific Journals: attitudes and 

motivations across disciplinary areas 

Sally Burgess, Pilar Mur, Rosa Lorés, Jesús Rey Rocha, Ana I. 

Moreno & Itesh Sachdev (presenter) . 


174 


TIME: 10.20-10.45 

ROOM: PARIS 

Itesh Sachdev was born and brought up in Kenya, completed secondary and undergraduate 

education in the UK (Psychology, University of Bristol), and doctoral training in Social Psychology 

in Canada (McMaster University, Ontario). He then taught in Applied Linguistics at Birkbeck, 

University of London, and is currently Professor of Language and Communication at the School of 

Oriental & African Studies (SOAS, University of London). He has also been Director of the SOAS- 

UCL Centre for Excellence in Teaching and Learning 'Languages of the Wider World', served as 

President of the British Association for Canadian Studies, and is the current (20010-2012) 

President of the International Association for Language and Social Psychology. He has published 

widely in the social psychology of language and intergroup relations, having conducted research 

with various ethnolinguistic groups including those in/from Bolivia, Canada, France, Hong Kong, 

India, Japan, Taiwan, Thailand, Tunisia and the UK. 

ABSTRACT 

Disseminating research outcomes in English-medium journals represents a challenge for those for 

whom English is not a first language and who have been offered little to support the acquire 

English for Research Publication (ERPP) skills. As part of a larger and more ambitious project, the 

ENEIDA team (Spanish Team for Intercultural Studies of Discourse) sought to explore Spanish 

academics‘ needs for training in English for Research Publication Purposes (ERPP) in different 

disciplinary communities. Questionnaire data were obtained from 1717 Spanish Higher Education 

staff with doctorates in a variety of fields about level of proficiency, motivations, attitudes and 

views, past experiences and difficulties, current writing strategies and future training needs in 

relation to both English and Spanish for Publication Purposes. Scholars in Chemistry, Business 

and History had high levels of interest in ERPP training, whereas the Historians were notable for 

the wide range of languages they used for research publication purposes and their perception of 

the dominance of English as a threat. Other findings concerning attitudes and motivations for 

ERPP are discussed to identify long-term opportunities and training for publication in English.

Title 

Pronouns, Address Forms and Politeness Strategies in Odia 

Kalyanamalini Sahoo DATE: THU 21.06 

English & Foreign Languages University, Hyderabad, INDIA TIME: 10.45-11.10 

175 

ROOM: PARIS 


Kalyanamalini Sahoo, Ph.D in Linguistics, works as an Assistant Professor in linguistics at the 

Department of Linguistics & Contemporary English, English & Foreign Languages University, 

Hyderabad, India. Her research interests lie mainly in morpho-syntax and gender studies. 

ABSTRACT 

This paper discusses how various politeness strategies are implemented linguistically and how 

linguistic usage is related to social and contextual factors in the Indic language Odia. It deals with 

different levels of politeness found in society and considers politeness strategies like choice of 

lexical words, use of indirectness, indirect speech and sophisticated vocabulary, avoidance of 

negative questions, etc. It also discusses linguistic sub-strategies implemented for making 

requests, commands, suggestion, prohibition and seeking permission in a polite way. 

Exploring different forms of pronouns and address forms employed in a wide range of contexts in 

Odia society, this study finds that the choice of the appropriate variant of the second person 

pronoun indicates the correlation of the structure of language and the structure of society including 

a differential treatment of women and men. Non-reciprocal usage of address forms, asymmetrical 

greeting rituals, etc. indicate the types of politeness strategies practiced in the society. Besides, 

age, occupation, education, social status, etc. play an important role. 

The study extends the validity of politeness theory (Brown & Levinson, 1978) with reference to 

Odia and shows that Odia usage of politeness would be more differentiated according to the social 

relationship and gender than the content of the message. In Brown and Levinson‘s model, 

individual speech acts are considered to be inherently im/polite. However, in Odia, it is found that 

communities of practice, rather than individuals, determine whether speech acts are considered 

im/polite. Thus, politeness should be considered as a set of strategies set by particular groups or 

communities of practice as a socially constructed norm for themselves.

Title 

Fostering Multilingualism through (Public) Bilingual Education in Spain: Projects, Prospects... 

and Complications! 

Ignacio Gregorio Sales DATE: FRI 22.06 

Regent‘s College London, United Kingdom TIME: 11.55-12.20 


176 


Ignacio Gregorio Sales is full-time Lecturer within the Department of Languages and Cross- 

Cultural Studies at Regent‘s College (London) and teacher at the London School of Economics 

and Political Science. He has a BA (Honours) in Applied Modern Languages from the University of 

Northumbria, graduated in English Studies and has an MA in Teaching English in Bilingual 

Contexts from Universidad de Alcalá. Expecting to complete his PhD this year, his research 

focuses on the role of new technologies in the teaching and learning of the lexical component of 

foreign languages in bilingual settings. He also works and collaborates with different higher 

education institutions as lecturer and teacher trainer, and develops learning materials for several 

online platforms, training courses for teachers and various post-graduate and MA courses in 

different British, Spanish and Latin-American universities. His areas of professional interest focus 

on bilingual education, language policy and the use of new technologies for language teaching and 

learning. 

ABSTRACT 

The Spanish experience of CLIL is eclectic. There is no single CLIL model for the whole country. 

There are as many models as regions; different in application, but following the same 

fundamentals. Spain develops different models which share the same main objective: upgrading 

(public) education and competence in languages throughout the population. There are different 

scenarios where education is: 1. Partly in Spanish, and partly in one or two foreign languages; and 

2. Partly in Spanish, partly in a joint official language other than Spanish (Basque, Catalan and 

Valencian, or Galician), and partly in one or two foreign languages. 

This reality has given the Spanish CLIL spectrum a leading place in Europe. Implementation of 

CLIL programmes have received (and receive) strong political support. The different models differ 

considerably from one region to another, but can be summarised as following one of these 

objectives: Promoting bilingualism in a monolingual community or fostering multilingualism in an 

already bilingual community. 

The aim of this paper is to understand the organization of the Spanish case regarding languages in 

the Education System, to examine the different models already set up and coexisting throughout 

the country and its regions, and to highlight problems already arising within these models.

Title 

Reporting on the 2009 „Burqa Ban‟: Deconstructing Ideology 

Nadia Sarkhoh (presenter), Prof. Itesh Sachdev DATE: SAT 23.06 

School of Oriental and African Studies (SOAS), London, UK TIME: 12.20-12.45 

177 

ROOM: PARIS 


Nadia Sarkhoh developed her interest in Discourse Studies while completing her MA degree in 

TESOL at the University of Bristol. She is currently carrying out her PhD research at the School of 

Oriental and African Studies (SOAS). Her research is primarily interested in investigating the 

ideological discursive representation of Islam and Muslims in the press. Her academic interests 

generally lie in Sociolinguistics and Discourse analysis with particular focus on Critical Discourse 

Analysis (CDA) and the discursive construction and representation of Self and Other in various 

social and political contexts. 

ABSTRACT 

―The burqa is not welcome in France‖, these were the words made by Nicholas Sarkozy in his now 

infamous 2009 presidential speech, echoing earlier events in French history, while simultaneously 

triggering a domino effect across borders with various government officials following suit by 

resonating similar sentiments and rhetoric. Indeed, the ‗Burqa Ban‘ is one of the latest 

controversial Muslim and Arab related stories attracting extensive global media coverage and 

conflicting views among various worldwide communities. As part of a larger study focusing on the 

ideological discursive representation of Islam and Muslims in the British and English language 

Arab quality press, this paper represents an important part of the analysis focusing on the crucial 

initial period following the proposal of a face veil ban in France (19/6/09 – 30/6/09). Using 

quantitative content analysis and the various tools offered by Critical Discourse Analysis (CDA), 

the paper investigates the ideological representation of Islam, Muslims and women wearing the 

face veil in the UK press; and whether this representation is reproduced or resisted in the Arab 

based press which is sourced extensively by ‗Euro-centred‘ news agencies. Preliminary findings 

indicate that while there are some similarities in the representation of Islam and Muslims actors in 

both contexts, a clear divergence in representation was detected in the macro and micro strategies 

utilised in the ‗burqa ban‘ discourse.

Title 

Transnational comparability of degree programmes: Global policy and local practices 

Dr. Carole Sedgwick DATE: FRI 22.06 

Centre for Research in Language Assessment, University of 

Roehampton 

178 

TIME: 10.45-11.10 

ROOM: PARIS 


Dr. Carole Sedgwick is a Senior Lecturer at Roehampton University. She is interested in the 

assessment of writing, qualitative research and cross-cultural issues associated with 

standardisation of language qualifications. Her recently completed PhD thesis was an investigation 

of literacy practices on the same academic programme in two different linguistic and cultural 

contexts in Europe in relation to the Bologna Process. She has published and delivered papers on 

different aspects of this research as well as earlier projects in her field of interest. She delivers 

undergraduate modules on sociolinguistics and individual differences in language learning and a 

postgraduate online module on Language Assessment. She has acted as external examiner for 

degree and pre-sessional programmes and participated as external expert on university validation 

panels for new bachelor‘s and master‘s programmes in the UK. She has also assisted as an 

external expert in CEFR (Common European Framework of Reference) benchmarking projects for 

commercial organisations. 

ABSTRACT 

This paper reports research into academic literacy practices of MA thesis writing on English 

studies programmes in two different national locations in Europe. The research was prompted by 

the aims of the Bologna Process to create a globally competitive European higher education space 

with a system of ‗comparative‘, ‗compatible‘ degrees to enable mobility across Europe for 

employment and study. The research was concerned with how similarities and differences in 

practices in each location, and the social contexts embedded in those practices, could relate to 

Bologna aims for ‗comparablility‘. An ethnographic perspective was adopted to research design in 

order to collect ‗rich‘ data on thesis writing practices for six MA theses, three from each location, 

treated as separate case studies. Multiple contexts that students, supervisors and assessors 

perceived to be relevant to thesis making and to determine, influence and constrain practices were 

identified across the case studies. These contexts, global and local, illustrate different dimensions 

of location, geographical, geo-political and geo-linguistic, identified by Lillis and Curry in their 

ethnographic study of the practices of publishing of eight European academics (2010). Moreover, 

the rich range of practices identified in these case studies demonstrates the creative potential of 

the local and challenges top-down specification for degree qualifications in the European 

Qualifications Framework. The paper concludes with a proposal for alternative bottom-up 

approaches to the harmonisation of degree qualifications. 

Lillis, Theresa and Mary Jane Curry. 2010. Academic Writing in a Global Context: The politics and 

practices of publishing in English, London: Routledge.

Title 

Communication in neonatal nurseries: Differences in attributions and perceived support for 

adult and adolescent mothers. 

Nicola Sheeran¹, Liz Jones¹ and Jen Rowe² DATE: THU 21.06 

¹School of Psychology, Mt Gravatt Campus, Griffith University 

²School of Health and Sport Sciences, University of the Sunshine 

Coast 

179 

TIME: 09.30-09.55 



Nicola Sheeran recently submitted her PhD in Clinical Psychology at Griffith University, Brisbane, 

Australia. Her research interests include the effects of stressful events on the adjustment to 

parenthood, adolescent parenting, prejudice and discrimination, communication in health settings, 

and intergroup/intergenerational communication. 

Nicola is currently working part time as a researcher/lecturer at Griffith University and is also 

practicing part time as a Psychologist in private practice. She currently has 3 manuscripts in 

preparation based on the work from her PhD in the area of preterm birth and adolescent 

motherhood. Current and future research projects include investigating how nursery ward design 

influences adjustment to parenthood for parents and communication and support for nurses, 

nursing perspectives on communication between adolescent mothers and nurses, and a long term 

follow up of adolescent mothers of preterm infants. 

ABSTRACT 

The birth of a preterm infant is associated with psychological distress and disruption to the 

parenting role for adult mothers. Parents rely on health professionals for information and support 

and have to negotiate shared care of their child making communication an important aspect of the 

experience. However, little research has investigated whether there are differences in perceptions, 

attributions or interactions within the neonatal nursery based on the age of the mother. The current 

study presents the findings from a thematic analysis of interviews with adolescent (N= 20) and 

adult (N=39) mothers at the time of infant discharge from hospital. Findings suggest that adult 

mothers consider communication vital for positive adjustment and perceive staff as important 

sources of support with relationships developed and explained at an interpersonal level. However, 

few adolescent mothers reported that communication with staff was helpful or that staff were an 

important source of support. Instead, adolescent mothers reported that staff watched, judged, and 

lacked understanding. Communication was explained at an intergroup level as young mothers 

attributed the nurse‘s communicative and unsupportive behaviours to be due to age. Further, the 

discourse of the young women positioned them as objects of adult surveillance and control and not 

autonomous mothers. These findings have important implications for service delivery in neonatal 

nurseries and help to redress the deficit of research on how adolescents experience 

communication.

Title 

How the doc should (not) talk: When breaking bad news with negations influences patients' 

immediate responses and medical adherence intentions 

Christian Burgers 1 , Camiel J. Beukeboom 1 , Lisa Sparks 2 (presenter) DATE: FRI 22.06 

1 VU University Amsterdam, NL 

2 Chapman University, Orange CA/ University of California, Irvine 


180 

TIME: 12.20-12.45 

ROOM: MADRID 

Lisa Sparks (Ph.D., University of Oklahoma, 1998) is Foster and Mary McGaw Endowed 

Professor in Behavioral Sciences at Chapman University in Orange, California where she serves 

as Head/Director of the Master of Science graduate program in Health and Strategic 

Communication in the Schmid College of Science and Technology. Dr. Sparks also serves as Full 

Member of the Chao Family/NCI Designated Comprehensive Cancer Center at the University of 

California, Irvine in the School of Medicine, Division of Population Sciences; and Adjunct Professor 

in the Department of Population Health and Disease Prevention, Program in Public Health. Prior to 

joining Chapman in 2006, Dr. Sparks occupied faculty positions at George Mason University in 

Fairfax, Virginia and the University of Texas at San Antonio. 

Dr. Sparks is a highly regarded teacher-scholar whose published work spans more than 100 

research articles and scholarly book chapters, and is the author and editor of more than ten books 

in the areas of communication, health, and aging with a distinct focus on intersections of providerpatient 

interaction and family decision-making as related to cancer communication science. Check 

out Dr. Sparks‘ invited talk on Health Risk Messages and Decision-Making at 2011 TEDx 

OrangeCoast event: http://www.youtube.com/watch?v=d4JNyyuonko 

Dr. Sparks has served as Principal Investigator (PI) and Co-PI on a number of research grants 

including the ASCO-Komen Improving Cancer Care Grant, funded by Susan G. Komen for the 

Cure (2011-2012): An intervention trial of text messaging to improve patient adherence to adjuvant 

hormonal therapy (with PI Neugut; Co-PI‘s Hershman); California Mental Health Services Authority 

(CalMHSA) Grant Award: Statewide Stigma and Discrimination Reduction: Partnering with Media 

and the Entertainment Industry (2011-2014); and Robert Wood Johnson Foundation (RWJF) Grant 

Award: Hablamos juntos: Improving patient-provider communication for Latinos. Dr. Sparks has 

also served as a scientific consultant and advisor to the National Institutes of Health/National 

Cancer Institute, Institute for Healthcare Advancement, American Medical Association, American 

Medical Student Association, Educational Testing Service, Southwest Oncology Group, American 

Association of Cancer Research, Entertainment Industries Council and the United States House of 

Representatives at the Library of Congress on Capitol Hill in Washington, DC. She is a Founding 

Senior Scientific Research Fellow for the Entertainment Industries Council (EIC), Burbank, 

CA/Reston, VA and a National Scientific Advisor for the Entertainment and Media Communication 

Institute, Center for Sun Safety and Skin Cancer Prevention in partnership with the Sun Safety 

Alliance. Dr. Sparks is a former Cancer Communication Research Fellow for the Health 

Communication and Informatics Research Branch, Behavioral Research Program, Division of 

Cancer Control and Population Sciences, National Cancer Institute, National Institutes of Health, 

Bethesda, MD and has served as an External Scientific Reviewer for NIH. Dr. Sparks‘ recent 

books include Patient-Provider Interaction: A Global Health Communication Perspective (Polity

Press, 2010 with M. Villagran), Health Communication in the 21 st Century (Blackwell, 2008 with K. 

B. Wright and H. D. O‘Hair) 2 nd edition (2012), Handbook of Communication and Cancer Care 

(Hampton Press, 2007 with H. D. O‘Hair and G. L. Kreps), Cancer, Communication and Aging 

(Hampton Press, 2008 with H. D. O‘Hair and G. L. Kreps), La Comunicación en el Cancer: 

Comunicación y apoyo emocional en el laberinto del cancer (Aresta, 2009 with M. Villagran). Dr. 

Sparks has served as Editor of Communication Research Reports; Guest Editor of Patient 

Education and Counseling, Health Communication and Communication Education and serves on 

several editorial boards including Health Communication, Journal of Applied Communication 

Research, Journal of Computer-Mediated Communication, and Communication Quarterly. 

Dr. Sparks‘ research goal is to understand and create evidence based health messages that 

effectively change health behavior resulting in better health outcomes by applying social science 

theory and methods to the continuum of cancer care surrounding issues of health promotion, 

disease prevention, survivorship, and health disparities. Dr. Sparks‘ research and teaching 

interests in intergroup (intergenerational, intercultural) communication and aging approaches 

merge with her research in health, risk, and crisis communication domains including providerpatient 

interaction, family caregiving, health information and decision-making, patient-centered 

communication, breaking bad news, health literacy, health organizations, interpersonal based 

public health campaigns, communicating about crises, and communicating relevant messages with 

vulnerable populations when information is uncertain during periods of health risk. Her 

achievements, leadership qualities, and strong commitment to advance the intersections of 

Communication, Health, Aging and Cancer Communication Sciences are significant as evidenced 

by: a) the number of publications (over 100) most of which are peer-reviewed; b) the obtainment 

and consistent effort to obtain competitive peer-reviewed research grants and contracts; c) the 

recognition of her scientific stature; d) her collaborations with the top national and international 

scientists in communication and related scientific fields such as public health, medicine, and 

gerontology; e) her teaching and mentoring of numerous undergraduate and graduate students 

and junior faculty; and f) her demonstrated leadership and administrative roles as Head/Director of 

the Health and Strategic Communication Graduate Program at Chapman University, Editor of 

Communication Research Reports, Guest Editor of Health Communication, Patient Education and 

Counseling, and Communication Education as well as her editorial service for a number of peerreviewed 

journals and continued service on several executive boards and associations. 

ABSTRACT 

Objective: We investigate the role of specific formulations in a doctor's bad news delivery. We 

focus on the effects of negations and message framing on patients' immediate responses to the 

message and the doctor and long term consequences like medical adherence intentions. 

Method: Two lab experiments with 2 (language use: negations vs. affirmations) x 2 (framing: 

positive vs. negative) between-subjects designs. After reading a transcription (experiment 1) or 

seeing a film clip (experiment 2), participants rated their evaluation of the message and the doctor, 

expected quality of life, and medical adherence intentions. 

Results: Positively framed bad news with negations scores more negative on these dependent 

variables than positively framed affirmations (both experiments). For negatively framed negations, 

these results are reversed (experiment 2). Furthermore, the evaluation of the message 

(experiment 1) and the doctor (both experiments) mediate the interaction of framing and language 

use on medical adherence intentions. 

Conclusions: Small linguistic variations (i.e., negations) in breaking bad news can have a big 

impact on patient satisfaction and on medical adherence intentions. 

Practice implications: Doctors should refrain from using negations to break positively framed news 

and but use negations to break negatively framed news. 

181

Title 

The Effects of Language Attitudes on Semantic Processing: An Implicit Approach 

Stewart, C.M. 2 (presenter), Kenworthy, J. B. 1 DATE: THU 21.06 

1 Department of Psychology, University of Texas at Arlington 

2 Department of Modern Languages, University of Texas at 

Arlington 

182 

TIME: 16.20-16.45 

ROOM: MILAN 


Christopher M. Stewart is currently an Assistant Professor of French Linguistics at the University of 

Texas-Arlington. He completed his dissertation, entitled ―Perceptions of Parisian French: From 

Language Attitudes to Speech Perception‖ in 2009 at the University of Illinois at Urbana- 

Champaign. His current research uses implicit methodologies to study the role of social cognition 

concepts in sociolinguistic processing. In addition to Parisian French, Dr. Stewart has studied 

sociolinguistic processing in American English and Mexican Spanish. 

ABSTRACT 

Recent studies (e.g., Vande Kamp, 2002; Pantos, 2010) have developed implicit measures of 

language attitudes by adapting the Implicit Association Test (IAT) to include auditory stimuli. These 

studies have used semantically neutral auditory stimuli to test associations between language 

attitudes and different attributes. This limitation has, to date, ruled out implicit measures of 

language attitude effects on semantic processing. The current study fills this gap by including 

auditory stimuli in a semantic priming task. 

Sixty undergraduates (35 Caucasian, 25 African-American) quickly classified positive and negative 

adjectives produced in African-American English (AAE) and Standard American English (SAE) 

guises. Participants were on average 33.75 ms faster to classify adjectives heard in the AAE guise, 

F(2, 58) = 4.18, p = .045 (d = .52). Unexpectedly, they were similarly on average 32.33 ms faster in 

classifying negative adjectives, F(2, 58) = 11.56, p = .001 (d = .92). Closer inspection revealed that 

this result was driven by African-American participants who classified negative adjectives produced 

in the AAE guise on average 61.14 ms faster than positive AAE adjectives, F(2, 58) = 5.52, p = .02 

(d = .64). This processing advantage is likely due to the increased salience of stereotypically 

negative traits that the AAE guise evoked in African-American listeners. 

These results indicate notable effects of language attitudes on semantic processing, particularly for 

African-Americans. Because this task requires listeners to engage in semantic and phonetic 

processing simultaneously, it presents an efficient alternative to the auditory IAT and another tool 

for implicitly accessing language attitudes. 

Works Cited 

Pantos, A. (2010). Measuring implicit and explicit attitudes towards foreign-accented speech. 

(Doctoral Dissertation). Retrieved from ProQuest Dissertations and Theses. (Accession Order No. 

[3646228]). 

Vande Kamp, M. E. (2002). Auditory Implicit Association Tests. (Doctoral Dissertation). Retrieved 

from ProQuest Dissertations and Theses. (Accession Order No. [3072151]).

Title 

Formulations in e-mental health chat sessions 

Wyke Stommel (presenter), Fleur van der Houwen DATE: THU 21.06 

VU University Amsterdam TIME: 15.30-15.55 

183 

ROOM: MADRID 


Wyke Stommel works as a post doc research in Language and Communication at VU University 

Amsterdam, specialized in qualitative interaction analysis of computer-mediated communication. 

Her current research project concerns an analysis informed by Conversation Analysis of chat and 

e-mail interaction between counselors and clients. Wyke received an NWO-grant for a new project 

(starting in September 2012) on a comparison of chat and telephone interactions from the Dutch 

Alcohol and Drugs help line. CAMeRA (Center for Advanced Media Research Amsterdam) 

Trimbos Instituut and Sensoor are co-financing this project. In the past, Wyke analyzed issues of 

identity and community in German forum threads on eating disorders. 

ABSTRACT 

E-mental health services are recommended and pushed by current health policies. Our 

presentation is based on a qualitative analysis of a case of e-mental health: chat interaction 

between help-seekers and coaches. Being important in face-to-face therapeutic interactions 

(Antaki, 2008), we describe the organizational and interactional tasks of formulations (Heritage & 

Watson, 1979) in these sessions. Research has indicated that media structure is intricately related 

to social interaction and interactional management (e.g., Herring, 1999; Schönfeldt & Golato, 

2003). With the analysis of formulations in chat interaction, we attempt to get more insight in 

differences between spoken and chat therapeutic interaction. The data used for the analysis 

consist of 53 individual chat sessions of approximately 25 minutes each between a coach and a 

client with moderate symptoms of depression and/or anxiety. Our method of analysis is Institutional 

Conversation Analysis (Drew & Heritage, 1992). In our presentation we will show three uses of 

formulation: 1) formulations that organize the chat sessions as a whole as well as at a topical level, 

2) formulations that aim at clarifying ambiguity, and 3) formulations that articulate a particular view 

on the client‘s account by either formulating a positive aspect of the client‘s account or formulating 

the problem in terms of feelings.

Title 

Language management in context of social psychology 

Karolina Suchowolec DATE: FRI 22.06 

Universität Hildesheim, Germany TIME: 09.55-10.20 

ROOM: PARIS 


Karolina Suchowolec was born 1984 in Białystok, Poland. After graduating from high school in her 

hometown, she obtained her M.A. in Linguistics and Applied Linguistics from the Dresden 

University of Technology, Germany. Her scientific interests: specialized languages, terminology 

and interdisciplinary communication also consolidated during her one year as a Graduate Assistant 

at the Ohio State University, USA. 

Since 2010, Karolina Suchowolec has been pursuing her Doktor degree at the University 

Hildesheim, Germany. The dissertation with the working title Sprachlenkung – Aspekte einer 

übergreifenden Theorie [Language management – aspects of an integrative theory] is supervised 

by Professor Dr. Klaus Schubert. 

Karolina Suchowolec derives her ideas for the dissertation from her long-term cooperation 

experience with the company Koenig & Bauer AG, Germany, where she currently holds a PhDposition 

as a terminologist. 

ABSTRACT 

Working as a terminologist in a company, I am often confronted with problems regarding changes 

to the current language use and establishment of a new linguistic standard, in spite of well 

developed methods in terminology work. The main problem is a lack of acceptance of the new 

linguistic standard among the speakers (status planning) rather than the development of the 

standard itself (corpus planning). On the other hand, terminology work is not the only discipline 

facing these difficulties. Similarly, a success of such attempts of intentional language change as 

revitalization of languages (Hebrew), change to morphosyntax (German spelling reform) or 

introduction of a new standard variety (Rumantsch Grischun, Switzerland) depends on private and 

public acceptance of the postulated norm. 

In my Ph.D. research I propose an integrative view on different instances of intentional language 

change and refer to it as language management (Spolsky 2009). In particular, I address the issue 

of why it is generally difficult to intentionally change a language. I argue that this question cannot 

be answered from a purely linguistic perspective. The process of language management can be 

better understood if certain social psychological constructs are brought into the linguistic research. 

In my presentation I would like to outline a new theoretical model of language management that 

combines both linguistic and social psychological view. The model addresses the difficulties 

mentioned above and shows how constructs such as identity, attitudes and group processes can 

be used to classify different types of language management. In addition, I point out implications of 

the model for further practical work and empirical research. 

184

Bibliography 

- Blanke, D. (1985): Internationale Plansprachen. Eine Einführung. Berlin: Akademie-Verlag 

- DIN (2011): DIN 2342. Begriffe der Terminologielehre. Berlin: Beuth 

- Jonas, K., Stroebe, W., Hewstone, M. (ed.)(2007): Sozialpsychologie. Eine Einführung. 5. vollst. 

überarb. Auflage. Heidelberg: Springer Medizin 

- Kloss, H. (1969): Research Possibilities on Group Bilingualism. A report. Québec: International 

Centre for Research on Bilingualism 

- Spolsky, B. (2009): Language Management. Cambridge: Cambridge University Press 

- Turner, J. C., Hogg, M. A., Oakes, P. J., Reicher, S. D., Wetherell, M. S. (1987): Rediscovering 

the Social Group. A Self-Categorization Theory. Oxford: Basil Blackwell 

185

Title 

The effects of identification with one‟s national in-group on implicit linguistic biases in an 

inter-ethnic context 

Zsolt Peter Szabo* (presenting author), Csilla Bräutigam*, Noemi 

Meszaros*, Janos Laszlo** 

*Univeristy of Pecs, Psychology Department 

**University of Pecs, Psychology Department; Institute for 

Psychology of the Hungarian Academy of Sciences 

186 


TIME: 09.55-10.20 

ROOM: MADRID 


Zsolt Péter Szabó. I am PhD student in Social Psychology at the University of Pécs. I‘ve earned 

my Master‘s Degree in Psychology at the University of Pécs as well. My research interests are 

mainly focused on the implicit semantics of language, the group-based emotions and the national 

identification. Aside from research, I perform educational tasks as well. 

ABSTRACT 

The present studies explore the relation between identification with one‘s nation and implicit 

language use in an inter-ethnic context. First we have developed a multidimensional identification 

questionnaire (N=616), which differentiated between glorifying the in-group and feel attached to the 

in-group. Subsequently, in two studies (N=200) we explored the relationship between implicit 

linguistic biases and identification patterns. We used two measures of implicit linguistic bias. 

Linguistic intergroup bias is the tendency to describe positive behavior of ingroup members and 

negative behavior of outgroup members in a more abstract way than negative in-group and 

positive out-group behaviors. Linguistic agency bias is the tendency to use more active forms 

when the out-group is the perpetrator and the in-group is the victim than when the out-group is the 

victim and the in-group is the perpetrator. Four photographs were presented to the participants. 

The pictures depicted positive (eg. helping at flood) and negative historical events (eg. deportation 

and massacre). Different picture captions were created for each photograph, varying in linguistic 

abstraction in the first study, and linguistic agency in the second study. The participants also filled 

out the national identification questionnaire. We found, that higher glorification scores predicted 

higher linguistic bias, namely the exculpation of the ingroup and impeachment of the outgroup. For 

example, when in-group members were the perpetrators, high glorifiers prefered passive forms 

(„Romanians were killed‖), however when out-group members were the perpetrators, they choose 

more active forms („Romanians killed the Hungarians‖).

Title 

Gender-specific implicature comprehension and donation behavior in bilingual social 

marketing campaigns 

Annegret Bauer & Dieter Thoma (presenter) DATE: SAT 23.06 

University of Mannheim, Germany 

187 

TIME: 11.05-11.30 

ROOM: MADRID 


Alla V. Tovares received her Ph.D. in Linguistics from Georgetown University. Her research 

interests include public/private intertextuality in media and everyday discourse, gender discourse, 

family discourse, dialogicality in literary discourse and everyday conversations. She is the coauthor 

of How to Write about the Media Today (Greenwood Press, 2010). Her articles have 

appeared in Journal of Language and Social Psychology, Text and Talk, and Narrative Inquiry. 

She has also contributed chapters to Family Talk: Discourse and Identity in Four American 

Families (Oxford University press, 2008) and Appropriation of Media Discourse (John Benjamins, 

forthcoming). Dr. Tovares has presented scholarly papers at professional meetings in the United 

States and abroad. She is currently interested in discursive features, specifically internal polemic, 

of endurance athletes' self-talk and Bakhtin‘s concept of the carnivalesque. She also researches 

the life and work of the renowned African American theater actor Ira Aldridge and his influence of 

European, especially Ukrainian, theatre, culture, and society. 

ABSTRACT 

Since Ukraine‘s independence in 1991, many politicians, educators, and activists have 

concentrated their efforts on reviving the Ukrainian language, its prestige and role in society. One 

such initiative has been to ―purify‖ Ukrainian, mainly to eradicate Russian influence. This attempt 

further stigmatized a Ukrainian/Russian mixed variety known as surzhyk. Many Ukrainian public 

figures have equated surzhyk, and by extension its speakers, with an impoverished mentality, 

inertia, and lack of patriotism. Meanwhile, many Ukrainians claim that few citizens can speak or 

write in ―pure‖ Ukrainian. 

This tension between the official discourse and the reality of everyday life was reflected, amplified, 

and challenged by the carnivalesque performances of Verka Serduchka, a surzhyk-speaking 

persona of a female train conductor (turned singer) created by male performer Andrij Danylko. This 

study situates Serduchka‘s performances within Bakhtin‘s (2009) theoretical conceptualizations of 

carnival and the carnivalesque. Namely, in line with the principles of the carnivalesque—where the 

borderline between art and life is ambivalent—Verka Serduchka uses surzhyk as a subversive 

linguistic tool for creating a carnivalesque counter-culture, now adding English and German to the 

mix and quickly spreading via the Internet, to ridicule and challenge stereotypes, criticize those in 

power, and subvert linguistic and socio-cultural norms. While official discourse has stigmatized 

surzhyk and insisted on promoting everything purely and authentically Ukrainian, the carnival of 

Verka Serduchka, using the Internet as the 21 st century Bakhtinian ―carnival square‖ with its 

diverse voices, suspends and subverts linguistic and cultural officialdom and celebrates 

heteroglossia (Bakhtin 1981) in language and culture.

Title 

Verka Serduchka as carnivalesque heteroglossia in post-Soviet Ukraine 

Alla V. Tovares DATE: SAT 23.06 

Howard University, Washington, DC, USA TIME: 11.30-11.55 

188 

ROOM: PARIS 


Alla V. Tovares received her Ph.D. in Linguistics from Georgetown University. Her research 

interests include public/private intertextuality in media and everyday discourse, gender discourse, 

family discourse, dialogicality in literary discourse and everyday conversations. She is the coauthor 

of How to Write about the Media Today (Greenwood Press, 2010). Her articles have 

appeared in Journal of Language and Social Psychology, Text and Talk, and Narrative Inquiry. 

She has also contributed chapters to Family Talk: Discourse and Identity in Four American 

Families (Oxford University press, 2008) and Appropriation of Media Discourse (John Benjamins, 

forthcoming). Dr. Tovares has presented scholarly papers at professional meetings in the United 

States and abroad. She is currently interested in discursive features, specifically internal polemic, 

of endurance athletes' self-talk and Bakhtin‘s concept of the carnivalesque. She also researches 

the life and work of the renowned African American theater actor Ira Aldridge and his influence of 

European, especially Ukrainian, theatre, culture, and society. 

ABSTRACT 

Since Ukraine‘s independence in 1991, many politicians, educators, and activists have 

concentrated their efforts on reviving the Ukrainian language, its prestige and role in society. One 

such initiative has been to ―purify‖ Ukrainian, mainly to eradicate Russian influence. This attempt 

further stigmatized a Ukrainian/Russian mixed variety known as surzhyk. Many Ukrainian public 

figures have equated surzhyk, and by extension its speakers, with an impoverished mentality, 

inertia, and lack of patriotism. Meanwhile, many Ukrainians claim that few citizens can speak or 

write in ―pure‖ Ukrainian. 

This tension between the official discourse and the reality of everyday life was reflected, 

amplified, and challenged by the carnivalesque performances of Verka Serduchka, a surzhykspeaking 

persona of a female train conductor (turned singer) created by male performer Andrij 

Danylko. This study situates Serduchka‘s performances within Bakhtin‘s (2009) theoretical 

conceptualizations of carnival and the carnivalesque. Namely, in line with the principles of the 

carnivalesque—where the borderline between art and life is ambivalent—Verka Serduchka uses 

surzhyk as a subversive linguistic tool for creating a carnivalesque counter-culture, now adding 

English and German to the mix and quickly spreading via the Internet, to ridicule and challenge 

stereotypes, criticize those in power, and subvert linguistic and socio-cultural norms. While official 

discourse has stigmatized surzhyk and insisted on promoting everything purely and authentically 

Ukrainian, the carnival of Verka Serduchka, using the Internet as the 21 st century Bakhtinian 

―carnival square‖ with its diverse voices, suspends and subverts linguistic and cultural officialdom 

and celebrates heteroglossia (Bakhtin 1981) in language and culture.

Title 

Dream Denied: Undocumented Mexican youths and the U.S. DREAM Act 

Raúl Tovares DATE: SAT 23.06 

Trinity Washington University, Washington, USA TIME: 12.20-12.45 

189 

ROOM: PARIS 


Raúl Tovares is associate professor and chair of the Communication Program at Trinity 

Washington University, Washington, DC. He received his Ph.D. from the Department of Radio- 

Television-Film at the University of Texas, Austin. His M.A. in intercultural psychology is from the 

Universidad de las Américas in Puebla, Mexico. His major areas of interest are Latinos and mass 

communication, mass communication theory, television news production, intercultural 

communication, and film theory. 

Dr. Tovares, a Fulbright scholar, is the author of Manufacturing the Gang: Mexican American youth 

on local television news, and co-author of How to Write About the Media Today. Dr. Tovares has 

also published articles in Latino Studies, Journal of Broadcast Education, Howard Journal of 

Communications and Journal of Communication Inquiry. He has also contributed articles to the 

Encyclopedia of Television and the Encyclopedia Latina. 

Dr. Tovares has received fellowships from the Radio Television News Directors Foundation, the 

American Society of Newspaper Editors and the Poynter Institute. 

He is a member of the National Communication Association (NCA) and the Association for 

Educators in Journalism and Mass Communication (AEJMC). 

ABSTRACT 

While popular discourse about citizenship often assumes a static definition of the term, several 

scholars report that citizenship is a fluid phenomenon that changes over time. The DREAM Act, 

currently supported by some members of the United States Senate and House of Representatives, 

is the latest challenge to the static definition of U.S. citizenship. The DREAM Act is a piece of 

proposed legislation that would give undocumented young people brought to the U.S. as children 

by their undocumented parents a chance to apply for citizenship and access federally funded 

university grants and loans. This paper critically examines the discourse in newspaper editorials 

about the DREAM Act that were printed six months before Congress voted to table the DREAM 

Act in December of 2010. While the DREAM Act would apply to hundreds of thousands of 

undocumented immigrants currently living in the U.S., a majority of these immigrants are of 

Mexican descent. Consequently, most media coverage of the DREAM Act focuses on the 

undocumented Mexican population. Building on the work of Bourdieu, Massey, Wodak, and van 

Dijk, this paper examines how the movement in support of the DREAM Act is forcing U.S. nativists 

to redefine U.S. citizenship vis-à-vis educated, mainstream Mexican youths who are demanding 

the opportunity to become official members of the U.S.

Title 

Language attitudes among youngsters in Barcelona and Valencia 

Anna Tudela Isanta (presenter), Raquel Casesnoves Ferrer DATE: THU 21.06 

190 

TIME: 15.30-15.55 

ROOM: MILAN 


Anna Tudela Isanta PhD student at UVAL (Unitat de Variació Lingüística – Language Variation 

Unit) at Institut Universitari de Lingüística Aplicada, in Barcelona, since 2010. She is currently 

collaborating in a project funded by the Spanish Department of Innovation and Science, in which 

Dr. Raquel Casesoves is the IP, which studies the language attitudes towards Catalan and 

Spanish in different contexts; inside Spain (in Barcelona, Palma de Mallorca and Valencia) and 

among Catalan immigrants living in the USA. Her research focuses on language attitudes, social 

psychology, language in contact and sociolinguistics. 

ABSTRACT 

When two language varieties coexist, they are rarely on equal terms (López Morales, 1994; Laur 

2008), and this inequality influences how and when speakers use each variety. One of the factors 

that plays an important role in language choice is language attitudes. Studying language attitudes 

can help predict and explain the linguistic behavior of a language group (Bierbach, 1988; Baker, 

1992; Solís, 2002), as well as highlight existing sociolinguistic conflicts (Blas Arroyo, 2005). Our 

study focuses on the language attitudes of university students in both Barcelona and Valencia, 

where Catalan (the historical language) and Spanish are co-official and compete daily. 

Many language attitude studies have gathered data with the matched-guise technique. This 

technique has been widely used in Catalonia and Valencia since the process of Catalan 

revitalization started (Pueyo, 1980; Ros, 1982; Woolard, 1989; Woolard 1992; Blas Arroyo, 1995; 

Gómez Molina 1998; Casesnoves Ferrer, 2001; Casesnoves Ferrer and Sankoff, 2004; Newman 

et al. 2008; González, 2009; Woolard, 2009; Casesnoves Ferrer, 2010). We have thus been able 

to observe the evolution and change of speakers' feelings and perceptions in two very different 

social, political and geographical contexts. The results of these investigations, however, have to be 

compared carefully due to their methodological differences. The study we report here ensures total 

comparability of the results from the two cities, since the same matched-guise questionnaire was 

used both in Valencia and Barcelona. 

Specifically, this presentation aims to show the different roles, in terms of status and solidarity that 

the same language can play among youngsters. Moreover, the divergence of attitudes in 

Barcelona and Valencia is closely linked to the different uses of Catalan.

Title 

Exploring the role of amount and type of exposure in bilingual acquisition 

Sharon Unsworth DATE: FRI 22.06 

Utrecht University, NL TIME: 12.20-12.45 

191 



Sharon Unsworth is Assistant Professor in the Department of English Language and Culture at 

Utrecht University. Her research focuses on the language development of bilingual children and 

the role of various factors affecting bilingual and second language acquisition, including age of 

onset, and amount and type of language exposure, in both naturalistic and instructed settings. She 

also regularly gives workshops to parents of multilingual children, and together with colleagues 

recently set up a website on this topic: www.growingupbilingual.org. 

ABSTRACT 

Considerable individual variation exists amongst simultaneous bilingual children in their rate and 

patterns of linguistic development and the amount and type of exposure they receive. Previous 

research suggests that effects of language exposure may differ depending on the linguistic domain 

(e.g., Pearson et al. 1997) and whether the language is used at home/school (e.g., De Houwer 

2007). Following Paradis (2011) and Place and Hoff (2011), amongst others, this paper reports a 

comprehensive assessment of quantity‐oriented and quality‐oriented exposure variables and their 

impact on the linguistic development of 137 English/Dutch simultaneous bilingual children, aged 3 

to 17 for a range of variables including vocabulary, grammatical gender and verbal morphology. 

The ‗quantity‐oriented‘ variables include language at home, language at school, cumulative length 

of exposure and child‘s output, and the ‗quality‐oriented‘ are richness, proportion of native 

exposure, number of monolingual and variety of conversational partners. In brief, results show 

children‘s output to be the most significant predictor variable for English vocabulary and 

morphosyntax (more specifically: 3 rd person singular –s), whereas for Dutch morphosyntax 

(grammatical gender-marking on definite determiners), quantity-oriented (cumulative length of 

exposure, language at school) and quality-oriented (richness) variables proved significant 

predictors. In line with previous work (e.g., Gathercole & Thomas 2009), the minority language 

(English) was affected more than the majority language (Dutch). The results are discussed in 

terms of the differential effects of quantity vs. quality of language input, whether and why different 

linguistic domains should be affected similarly, in addition to theoretical and practical implications.

Title 

Naming and referring: Doctors‟ and patients‟ use of medical vocabulary 

Dr Stavroula Varella DATE: FRI 22.06 

Department of English, University of Chichester, Bishop Otter 

Campus, Chichester, UK 

192 

TIME: 10.20-10.45 

ROOM: MADRID 


Stavroula Varella received her PhD from the University of Sussex, UK. She had held teaching and 

research posts at the universities of Sussex, Hertfordshire and Portsmouth, before joining the 

University of Chichester as co-ordinator of the Linguistics strand. She teaches various courses, 

including Grammar, Historical linguistics, Discourse analysis and Stylistics, while her research falls 

in the area of lexicology, in particular lexical borrowing, etymology, and the historical semantics of 

specialist words. She is currently writing her second monograph on the development and use of 

medical vocabulary. 

ABSTRACT 

This paper focuses on two related areas: (a) the development of the occupational register of 

medicine, in particular the formation of a specialised lexicon; and (b) register variation in the area 

of healthcare, including the motivations, perceptions and attitudes of people at either end of 

medical provision. 

Using data mainly from English, the paper presents an overview of vocabulary enlargement in the 

field of medicine. Diachronic data are juxtaposed with recent research findings on medical 

discourse. Two current phenomena are considered: the increased availability of medical 

information to the general public, along with a changing culture that finds people less inhibited to 

discuss their own conditions and symptoms. 

Three approaches are employed: corpus-based (investigating current usages of medical 

terminology), text or discourse-analytic (exploring demographic and register variation in the use of 

words for disease and illness) and experimental (examining how ill-health sufferers perceive and 

use referents to their conditions). The study reveals the role of metaphor and other cognitive and 

linguistic phenomena in conceptualisation and word manufacture; it demonstrates the role of 

technical terminology in the communication of illness in different situations; it substantiates, finally, 

the need to pay attention to individual words themselves, often overlooked by discourse 

approaches which look for general patterns in text organisation and the underlying ideologies of 

whole texts.

Title 

Poles and Russians in Lithuania: Some Tendencies of Use and Proficiency of Mother 

Tongues and State Language 

Loreta Vilkienė DATE: THU 21.06 

Department of Lithuanian Studies Vilnius University, Vilnius 

Lithuania 

193 

TIME: 13.55-14.20 

ROOM: MILAN 


Loreta Vilkienė is an Associate Professor of the Department of Lithuanian Studies at the 

University of Vilnius. She has been the Head of the Department of Lithuanian Studies from 2010. 

Her research interests include Second Language Acquisition, Language Teaching and Testing, 

Stylistics and Academic Writing. In 1996 she became involved with issues of language education 

and assessment and since then she has participated in preparation and assessment of state 

exams of Lithuanian as second language. She is an author of several textbooks and teacher 

reference books for teaching and assessing Lithuanian as a second language. She has also 

published papers on language teaching and testing, language and identity, bilingualism, etc. She 

was engaged in various national research projects such as ‗Language Usage and Ethnic Identity in 

Urban Areas of Lithuania‘ (2007-2009), ‗Sociolinguistic Map of Lithuania: Cities and Towns‘ (2010- 

2012) and ‗The Language of Emigrants‘ (2011-2013). 

ABSTRACT 

In "the Hague Recommendations Regarding the Education Rights of National Minorities" (1996), it 

is said that "the right of persons belonging to national minorities to maintain their identity can only 

be fully realised if they acquire a proper knowledge of their mother tongue during the educational 

process. At the same time, persons belonging to national minorities have a responsibility to 

integrate into the wider national society through the acquisition of a proper knowledge of the State 

language." 

There are several national minorities in Lithuania, but the biggest ones are Poles (6.6%) and 

Russians (5.4%). In 1988, Lithuanian was declared a state language of Lithuania, which every 

Lithuanian citizen is obliged to know. However, the national minorities have the right to education 

in schools where their native languages are used for teaching, although these schools do teach 

Lithuanian as well. 

The aim of this paper is to ascertain whether, in the context of the document mentioned above, it 

can be claimed that Lithuanian national minorities (Poles and Russians) have maintained their 

mother tongues whilst at the same time becoming competent in the State language. It is also 

analyzed to what extent the mother tongues of the national minorities are used in a public sphere 

compared to the Lithuanian language. The paper is based on the quantitative data of 

two sociolinguistic projects: ―Cities and Languages‖ (2007-2009) and ―Sociolinguistic map of 

Lithuania: cities and towns‖ (2010-2012).

Title 

Ethnolinguistic Identity and Television Use in a Minority Language Setting 

Dr. Jake Harwood 1 , László Vincze 2 (presenter) DATE: SAT 23.06 

1 University of Arizona 

2 University of Helsinki 

194 

TIME: 11.55-12.20 

ROOM: MADRID 


László Vincze (PhD, linguistics, University of Pécs, Hungary) is a postgraduate student in media 

studies at the University of Helsinki and acts as a researcher of the Social Science Research 

Council of the Society of Swedish Literature in Finland. His research interest includes intergroup 

communication and media use in bilingual settings. 

ABSTRACT 

Based on the models proposed by Abrams, Eveland and Giles (2003), and Reid, Giles and 

Abrams (2004), this paper describes and analyses the relation between television use and 

ethnolinguistic coping strategies among the German minority in South-Tyrol, Italy. The data were 

collected among secondary school students (N = 415) in 2011. The results indicated that the 

television use of the students is dominated by the German language. A mediation analysis 

revealed that TV viewing contributed to the perception of ethnolinguistic vitality, the permeability of 

intergroup boundaries and status stability, which, in turn, affected ethnolinguistic coping strategies 

of ethnolinguistic mobility (moving towards the outgroup), ethnolinguistic creativity (maintaining 

identity without confrontation) and ethnolinguistic competition (fighting for ingroup rights and 

respect). Findings and theoretical implications are discussed. 

References 

Abrams, J., Eveland, W., & Giles, H. (2003). The effects of television on group vitality: Can 

television empower nondominant groups? Communication Yearbook, 27, 193–220. 

Reid, S. A., Giles, H. & Abrams, J. S. (2004). A Social identity model of media usage and effects. 

Zeitschrift für Medienpsychologie, 16 (1), 17–25.

Title 

Implying lesbian identity in everyday interaction 

Rowena Viney DATE: THU 21.06 

Department of Social Sciences, Loughborough University TIME: 15.55-16.20 

195 

ROOM: PARIS 


"Rowena Viney is a PhD candidate in the Department of Social Sciences at Loughborough 

University, UK. While studying for her MA in Sociolinguistics at the University of Essex, UK, she 

developed an interest in the detailed examination of interaction afforded by conversation analysis. 

For her PhD thesis, she is using conversation analysis to research how and why people draw on 

various identities in everyday interaction, with a particular focus on lesbian identity, and how 

participants manage multiple involvements in everyday interaction. She is also involved in 

collaborative conversation analytic projects on time and place references and television-watching, 

and teaches on undergraduate courses and conference workshops on conversation analysis at 

Loughborough University." 

ABSTRACT 

Seidman (2002) described the increasing ‗normalisation‘ of homosexuality, with this aspect of 

lesbians‘ and gay men‘s identities becoming less important in their personal lives as homosexuality 

becomes more culturally ‗normalised‘. This ‗normalisation‘ is reflected in a data-set of videorecorded 

everyday interactions in UK lesbian households, where talk about specifically lesbian 

issues is rare. More frequently, participants ‗mention‘ their identity as lesbian incidentally: implying 

their lesbian identity rather than explicitly articulating it. Furthermore, when a speaker implies her 

own or an interlocutor‘s identity as lesbian, she does so in the course of some interactional project, 

such as making a joke or an assessment, or giving an explanation. 

Research shows how speakers index categories in order to further their project in an interaction, 

(e.g. Stokoe 2009, Kitzinger 2005), and the participants in this data-set draw on their identity as 

lesbian in a similar fashion. Their lesbian identity can be described as a background identity, 

where despite not being topicalised it can be drawn on to do particular interactional things. Using 

conversation analysis and membership categorisation analysis, I demonstrate how these mentions 

imply lesbian identity, and what they do for the interactional project underway. 

Kitzinger, C. (2005) Speaking as a heterosexual: (How) is sexuality relevant for talk-in-interaction. 

Research on Language and Social Interaction, 38:221-265. 

Seidman, S. (2002) Beyond the Closet: The Transformation of Gay and Lesbian Life. New York, 

NY: Routledge. 

Stokoe, E. (2009) Doing actions with identity categories: complaints and denials in neighbour 

disputes. Text & Talk, 29(1):75-97.

Title 

Ethnic Minority, Heritage Tourism and Authenticity: Reinventing Tujia in China 

Xuan Wang DATE: SAT 23.06 

Department of Culture Studies at Tilburg University, NL TIME: 12.20-12.45 

196 



Xuan Wang is a PhD student in the Department of Culture Studies at Tilburg University, the 

Netherlands. She is interested in issues of multilingualism, identity, globalization, and China 

studies. Her PhD thesis aims to gain ethnographic insight into the sociolinguistic impact of 

globalization upon the margins of society in China – with specific reference to Enshi, a rural, 

minority region in Central China – by examining the (trans)local phenomena of globalization such 

as digital media, consumerism, and heritage tourism, and how language as social resources 

creates new forms of diversity and offers new opportunities and challenges of identity making for 

marginalized groups. She has published in several journals including Applied Linguistic Review, 

the UNESCO journal of Diversities, and Sociolinguistic Studies. 

ABSTRACT 

To what extent does the new economy of heritage tourism – seen as part of the current processes 

of globalization – impact on the construction of an ethnic minority identity? Taking the case of the 

Tujia in Enshi in Central China, an ethnic minority group whose identity markers are increasingly 

commodified for tourist consumption during China‘s economic and social modernization, this paper 

offers an ethnographic understanding of the changing politics and discursive practices of ethnicity 

as minority in contemporary China. The data under discussion were collected during fieldwork in 

Enshi in 2009 and 2010, and contain fieldnotes of observations, notes and minutes of group 

meetings, interviews with key participants, and wider contextualizing data on the gradual 

development of Enshi in China‘s globalization processes. I focus particularly on the discourse and 

metadiscourse of designing a unique set of ‗authentic‘ Tujia outfit that can serve as both a tourism 

brand and an ethnic emblem. This issue of authenticity, that is, the visibility and recognizability of 

Tujia as ethnic minority demanded by the global quest of authenticity in tourist industry, must be 

produced, above all, according to the logic of what counts as authentic in China‘s state vision of 

multiculturalism. The deliberate semiotic intervention and reinvention of an ‗authentic‘ identity 

marker of Tujia reveals the ethnic and cultural diversity promoted by the state as a subtle form of 

dominance and hegemony of the majority which operates by inspiring the minority to perform ‗an 

authentic difference‘ in exchange for its political and economic recognition. 

Keywords: ethnic minority, heritage tourism, authenticity, semiotic reinvention, Tujia, China, 

multiculturalism

Title 

Teachers‟ views on Putonghua Education in Hong Kong 

Yang Ruowei, Robin DATE: THU 21.06 

School of Education and Languages 

The Open University of Hong Kong 

197 

TIME: 10.20-10.45 

ROOM: PRAGUE 

ABSTRACT 

Education debates on the medium of instruction (MOI) in Hong Kong have been taken place over 

the last decade. One of the key issues concerns whether the MOI for teaching Chinese subject 

should be Cantonese (the local dialect) or Putonghua (the national language)? As the Hong Kong 

government set a goal of ‗long-term development (after 2011)‘ for adopting Putonghua as the 

medium of instruction (PMI) for Chinese language education (CDC, 2002:11), and as the pace of 

Chinese education development has being stepped up since 2011, the prominent question 

appears to be whether or not implementation of the policy is now supported by teachers in 

schools? 

Within theoretical framework of research on language attitudes (Gardner, 1985; Baker, 1992) and 

language policy (Spolsky, 2004), this paper reports findings from an on-going research project 

concerning teachers‘ view on Putonghua education in Hong Kong. Teachers of Putonghua and 

Chinese subjects at 18 schools (9 secondary and 9 primary schools from different districts of Hong 

Kong) were asked to answer a questionnaire between February and March, 2012. 133 completed 

questionnaires were received (return rate of 69.6%). The results of quantitative analysis showed 

that while the teachers‘ attitude towards Putonghua education in schools is very positive, most of 

them do not support PMI at the present time. Relevant issues about environmental and attitudinal 

factors influencing the adoption of PMI and the appropriate stage to introduce PMI at school are 

discussed, and implications of the findings for PMI are recommended. 

Key words: Putonghua; attitudes; Chinese teachers; medium of instruction; language policy 

References 

Baker, C. (1992) Attitudes and language. Clevedon: Multilingual Matters. 

CDC (Curriculum Development Council) (2002) Chinese language education: Key 

learning area curriculum guide (Primary 1- Secondary 3). HKSAR: Printing Department. 

Gardner, R. (1985) Social Psychology and Second Language Learning: The Role of Attitudes and 

Motivation. London: Edward Arnold. 

Spolsky, B. (2004) Language Policy. Cambridge: Cambridge University Press.

Title 

Attitudes towards multilingual signs in biethnic Tallinn 

Anastassia Zabrodskaja DATE: THU 21.06 

Tallinn University, University of Tartu, Estonia TIME: 14.45-15.10 

198 

ROOM: MILAN 


Anastassia Zabrodskaja (PhD) is a sociolinguist specialising on Russian-Estonian bilingual 

situation, linguistic landscapes and ethnolinguistic vitality. She is a postdoctoral research fellow at 

the University of Tartu. She also works as a senior researcher at Tallinn University, where she has 

taught Linguistics, Cross-Cultural Communication and related courses. 

She has been involved in the following research and development projects: ―The analysis, 

modelling and control of the Estonian linguistic environment‖ (2003-2007), ―New language learning 

system in Tallinn University‖ (2006-2008), ―Ethnolinguistic vitality and identity construction: Estonia 

in the context of other Baltic countries‖ (2008-2011), ―Russian-Estonian and English-Estonian 

code-switching and code-copying corpora creation and management‖ (2009–2013) and postdoctoral 

research grant ―Transfer of morphosyntactic patterns in the Estonian-Russian contact 

setting‖ (2010–2013). Her publications are downloadable. 

ABSTRACT 

Linguistic landscape is shaped by language policy, cultural legacies, language dynamics and 

language attitudes. It exhibits covert and over prestige of certain varieties, contested linguistic 

hierarchies. The nature of linguistic environment and the demands of the everyday social life 

greatly affect languages on public signs. In Estonia, Russian is often used in advertising. All major 

companies, banks, chain-stores, etc issue information in Russian. Estonian LL actors (shopkeepers 

/ restaurant owners) enact their own natural language policies balancing between the 

strict requirements of the Language Act and the real multilingual language preferences of 

Estonians, Estonian Russians and tourists. This happens because businessmen need to satisfy 

both parts of the Estonian community. On the one hand, LL actors try not to lose Estonians‘ 

interest with using too much Russian on advertisements but on the other hand, they also wish to 

attract attention of local Russians towards their production. The LL is also directly affected by the 

number and density of speakers of different speech communities in a particular area. The contrast 

between the two languages / alphabets combined within a single word is sharp and attracts 

attention most probably only of a bilingual reader. The paper analyses the attitudes of Russian- 

and Estonian-speaking mono- and bilingual youth towards the bilingual Estonian-Russian signs. 

The data come from in-group interviews held in Russian and Estonian among students from Tallinn. 

Estonian-speaking students show rather negative reactions to the presence of multilingual signs. 

Russian-speaking students express mainly positive response to Russian language or Russian- 

Estonian hybrid signs.

Title 

Gender difference in secondary school graduates‟ views on Putonghua education in Hong 

Kong 

Zhang, Bennan (Dr.) DATE: THU 21.06 

Faculty of Education University of Hong Kong TIME: 09.30-09.55 


199 

ROOM: PRAGUE 

Dr. Bennan Zhang is Associate Professor at the Faculty of Education, the University of Hong 

Kong. His research interests and experiences are diverse and cover teaching and learning 

Chinese as a second language, classical Chinese literature and criticism, modern and classical 

Chinese, and language teacher education. He has published, as author or co-author, 12 books and 

over 60 academic papers. He teaches courses and supervises postgraduate students on second 

language acquisition, modern and classical Chinese, classical Chinese literature, Chinese 

language teaching and learning, and educational research methodology. His newly publication 

includes ‗Gender dissonance in language attitudes: A case of Hong Kong‘, International Journal of 

Arts & Sciences, 2011, 4(18): 77-109. Email address: bennan@hku.hk. 

ABSTRACT 

Hong Kong is language complex. Traditionally, the Chinese language as a subject is taught in 

schools in Cantonese, the local language. The Putonghua or Mandarin Chinese, the official 

language of China, is taught as an independent subject in most primary and secondary schools 

paralleling with Chinese subject after the change of sovereignty in 1997. However, it is evidenced 

that a noticeable growth of using Putonghua as the medium of instruction to teach Chinese subject 

has appeared in more and more schools since the last decade. This study investigates the 

attitudes of secondary school leavers towards Putonghua language education in Hong Kong, 

especially the using of Putonghua as the medium of instruction in Chinese subject teaching and 

learning, focusing on the gender difference in language attitudes. Total of 67 secondary school 

leavers, with 53 females and 14 males, were asked to complete a written questionnaire. The 

results showed that there were significant differences between male and female school leavers, 

with finding of that the female school leavers held more positive or favorable language attitudes 

towards their Putonghua education in schools than the male students did. However, this is only 

true for indirect or affective attitudes, not for direct or cognitive attitudes. 

Keywords Gender difference; Putonghua education; Language attitudes; Using Putonghua as the 

medium of instruction

Title 

European Americans‟ Cultural Orientations and Intergenerational Conflict Management 

Styles: The Indirect Effects of Filial Obligations 

Yan Bing Zhang 1 (Presenter), Chong Xing 1 , Astrid Villamil 2 DATE: FRI 22.06 

1 

Department of Communication Studies, University of Kansas, 

USA 

2 

Department of Communication, University of Missouri-Columbia, 

USA 

200 

TIME: 09.55-10.20 

ROOM: MILAN 


Yan Bing Zhang is an Associate Professor in the Department of Communication Studies at the 

University of Kansas. From a broad perspective, Dr. Zhang studies communication, culture, and 

intergroup relations. One specific area of Dr. Zhang‘s research has focused on the influence of 

cultural values and stereotypes of age groups on intergenerational communication. A closely 

related area of her research has also focused on the influence of mass media on individuals‘ value 

systems and mass communication portrayals of cultural values and aging. Another area of her 

research has focused on contact and intergroup/intercultural relations, in which she examines the 

ways that personal and mediated contact impacts intergroup relationships and attitudes in 

intercultural contexts. In addition to experimental and survey studies, Dr. Zhang‘s research 

includes contextually-grounded qualitative analysis in the form of discourse/thematic analytic work. 

Dr. Zhang‘s work has been published in U.S. and international communication journals such as 

Journal of Intercultural and International Communication, Journal of Communication, 

Communication Monographs, Journal of Broadcasting & Electronic Media, Asian Journal of 

Communication, Journal of Asian Pacific Communication, Journal of Cross-Cultural Gerontology, 

New Media & Society, and Journal of Language and Social Psychology. 

ABSTRACT 

The current study examined the relationships among European American young adults‘ (N = 184) 

endorsement of individualism and collectivism, perceptions of filial obligations, and their 

intergenerational conflict management styles. Structural equation modeling results showed that 

collectivism had an indirect effect through filial obligations on the integrating, accommodating, and 

avoiding styles, indicating the important mediating role of filial obligations. Results also indicated a 

positive association between individualism and the competing style. These findings are discussed 

in light of prior research literature in cultural values, conflict management styles, and 

intergenerational relationships.

Title 

Negotiating Masculine Identities Within Group Therapy For Men Victims of Abuse 

Michaela Zverina 1 (presenter), Henderikus J. Stam 1 , H. Lorraine 

Radtke 1 , Robbie Babins-Wagner 2 

1 University of Calgary, Department of Psychology, 

2 Calgary Counselling Centre 

201 


TIME: 16.20-16.45 

ROOM: MADRID 


Michaela Zverina is a clinical psychology doctoral student at the University of Calgary, Calgary, 

Alberta, Canada. 

ABSTRACT 

Claiming victim status in cases of domestic violence is heavily dependent on whether the victim is 

a man or woman. The status of men as victims and women as perpetrators is still deeply 

controversial. The majority of therapeutic services are designed for women victims and men 

perpetrators of violence. Within less common therapeutic groups designed for men victims of their 

female partners‘ abuse, the participants must manage various cultural discourses of masculinity 

while constructing their identities. This paper will report on how male victims of intimate partner 

abuse construct and negotiate their masculine identities within group psychotherapy. In 2009, six 

men (ages 24 to 55 years) participated in Calgary Counselling Centre‘s group program titled ―A 

Turn for the Better‖. This program focuses on therapeutic change for abused men who want to 

pursue non-abusive futures and develop healthy relationships. Fourteen, two-hour sessions were 

recorded and transcriptions were analyzed using the methods and theoretical perspective of 

discourse analysis. The men and the group facilitators actively drew on and resisted traditional 

notions of masculine identity. Versions of masculine identities were negotiated in service of various 

rhetorical purposes, such as positioning themselves as legitimate victims of their female partner‘s 

abuse or as non-passive acceptors of their abuse. The results will inform a discussion on the 

nature of intimate partner abuse and victimization in relation to discourses of masculinity.

202

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