168极速赛车开奖，168极速赛车一分钟直播 Tazin Abdullah – Language on the Move

168极速赛车开奖，168极速赛车一分钟直播 Lingua Napoletana and language oppression

Tazin Abdullah — Mon, 07 Apr 2025 06:30:49 +0000

Have you ever heard of Lingua Napoletana or Neapolitan, the language of Naples?

In this episode of the Language on the Move Podcast, Tazin Abdullah speaks to Massimiliano Canzanella, a Neapolitan language activist.

The conversation delves into the history of the Neapolitan language and the interplay of culture, race, and national identity that have contributed to the oppression of the language and its speakers. Massimiliano also discusses his own journey as a language activist and the movement to preserve Neapolitan, including his novels, Set Your Soul To It and You Don’t Say, which were the first ever to be written entirely in Neapolitan (and also available in English translation).

If you enjoy the show, support us by subscribing to the Language on the Move Podcast on your podcast app of choice, leaving a 5-star review, and recommending the Language on the Move Podcast and our partner the New Books Network to your students, colleagues, and friends.

Transcript (coming soon)

Panoramic view of Naples (Image credit: Wikipedia)

168极速赛车开奖，168极速赛车一分钟直播 Lifelong learning from academic mentorship

Tazin Abdullah — Wed, 19 Feb 2025 19:52:11 +0000

Tazin speaks at Talent Day, Bangladesh Forum for Community Engagement

Every year, the Bangladesh Forum for Community Engagement in Sydney, Australia hosts an event called ‘Talent Day’ to acknowledge the achievements of primary and high school students in the Australian-Bangladeshi community. How does this interest a sociolinguist?

In so many ways – the interaction of multiple languages, the code-switching in the speeches, the expressions of heritage and identity in language use, the living examples of language shift through generations of migrants and so much more.

This year, though, my attention was taken by a request to give a short guest speech to the HSC graduates about to embark on their university journeys. My first dilemma was determining what meaningful contribution, as a second year PhD student, I could make. Which part of my university experience could I share? I decided to talk about my PhD supervisors and share two experiences that, for me, underlined the significance of language itself.

I told them about the lecture that Dr. Loy Lising delivers on the first day of class for our students. In the process of introducing me and the other members of the teaching team, she brings up the slide about communicating with us. But before the technical details, she implores the students to remember our common humanity when communicating with teachers. She explains that the use of our shared courtesies, such as “Dear [teacher’s name]”, “could you”, “thank you” acknowledge that a student and a teacher are two human beings communicating with one another.

From Dr. Lising’s words, I extrapolated that approaching someone more learned with humility confers dignity to both the teacher and the student and if anything, reminds one of the humility that should be cultivated in the pursuit of learning.

I then spoke about my first time as a student of Distinguished Professor Ingrid Piller, when I was doing my Masters of Applied Linguistics. It was time for the final assignment and before giving us the details, she displayed an image of a Persian rug. She directed us to the intricate parts that were woven, bit by bit, to produce something so beautiful.

Her next request was for us to write her a “beautiful” assignment. To achieve this, she asked us to remember the great privilege of higher education, which so many others have been and continue to be deprived of. We were reminded of our moral obligation to use our learning to contribute to society and the first step was to dedicate our attention to writing a good assignment – to remember the privilege of being able to write one.

I had never had an assignment presented quite like this before!

Conceptualising and expressing the act of learning as a privilege and the production of work as beautiful was yet another exercise in humility, a reminder of the very significant role that our teachers play in shaping our minds, and an acknowledgement of the purpose of higher education.

Towards the end of my speech, I realised I had given the students a series of stories and I wanted to explain why I had done this.

To be meaningful, university and higher education must be a journey of purpose, guided by our teachers and mentors who nurture our potential to contribute to the world. Ultimately, the university journey symbolises the lifelong commitment to learning from those who are more learned and passing it on to those that follow.

168极速赛车开奖，168极速赛车一分钟直播 Multilingual crisis communication

Tazin Abdullah — Tue, 21 Jan 2025 15:26:28 +0000

In this episode of the Language on the Move Podcast, Tazin Abdullah speaks with Dr. Jia Li, Professor of Applied Sociolinguistics at Yunnan University, China.

Tazin and Jia discuss crisis communication in a linguistically diverse world and a new book co-edited by Dr. Jia Li and Dr. Jie Zhang called Multilingual Crisis Communication that gives us insights into the lived experiences of linguistic minorities affected during the Covid-19 pandemic.

Multilingual Crisis Communication is the first book to explore the lived experiences of linguistic minorities in crisis-affected settings in the Global South, particularly during the Covid-19 pandemic. China has been selected as a case of inquiry for multilingual crisis communication because of its high level of linguistic diversity. Taking up critical sociopolitical approaches, this book conceptualizes multilingual crisis communication from three dimensions: identifying communication barriers, engaging communication repertoires, and empowering communication justice.

Comprising eight main chapters, along with an introduction and an epilogue, this edited book is divided into three parts in terms of the demographic and social conditions of linguistic minorities, as indigenous, migrant, and those with communicative disabilities. This book brings together a range of critical perspectives of sociolinguistic scholars, language teachers, and public health workers. Each team of authors includes at least one member of the research community with many years of field work experience, and some of them belong to ethnic minorities. These studies can generate new insights for enhancing the accessibility and effectiveness of multilingual crisis communication.

This book will be of interest to academics and postgraduate students in the fields of multilingualism, intercultural communication, translation and interpreting studies, and public health policy.

This volume brings together 23 contributors and covers a range contexts in which crisis communication during the COVID19 pandemic has been investigated. Focusing on China owing to a high level of linguistic diversity, this book uses critical sociopolitical approaches, to identifying communication barriers, engaging communication repertoires, and empowering communication justice.

Advance praise for the book

‘Setting a milestone in critical sociolinguistic and applied linguistic studies, this volume offers critical insights into overcoming communication barriers for linguistic minorities during crises, promoting social justice, and enhancing public health responses through inclusive, multimodal, and multilingual strategies. It also serves as testimonies of resilience, courage and kindness during the turbulent time’ (Professor Zhu Hua, Fellow of Academy of Social Sciences and Director of International Centre for Intercultural Studies, UCL, UK)

‘The global pandemic has brought to the fore the key role of multilingual communication in disasters and emergencies. This volume contains cutting edge ethnographic studies that address this seriously from the perspective of Chinese scholars and minoritized populations in China. A decisive contribution to the burgeoning field of multilingualism and critical sociolinguistics in times of crisis.’ (Professor Virginia Zavala, Pontificia Universidad Católica del Perú, Perú)

Transcript (coming soon)

168极速赛车开奖，168极速赛车一分钟直播 Politics of Language Oppression in Tibet

Tazin Abdullah — Tue, 14 Jan 2025 09:28:23 +0000

In this episode of the Language on the Move Podcast, Tazin Abdullah speaks with Dr. Gerald Roche, Associate Professor in the Department of Politics, Media, and Philosophy at La Trobe University, Melbourne, Australia and head of research for the Linguistic Justice Foundation.

Tazin and Gerald discuss his research into language oppression and focus on his recent book The Politics of Language Oppression.

In The Politics of Language Oppression in Tibet, Gerald Roche sheds light on a global crisis of linguistic diversity that will see at least half of the world’s languages disappear this century.

Roche explores the erosion of linguistic diversity through a study of a community on the northeastern Tibetan Plateau in the People’s Republic of China. Manegacha is but one of the sixty minority languages in Tibet and is spoken by about 8,000 people who are otherwise mostly indistinguishable from the Tibetan communities surrounding them. Recently, many in these communities have switched to speaking Tibetan, and Manegacha faces an uncertain future.

The author uses the Manegacha case to show how linguistic diversity across Tibet is collapsing under assimilatory state policies. He looks at how global advocacy networks inadequately acknowledge this issue, highlighting the complex politics of language in an inter-connected world. The Politics of Language Oppression in Tibet broadens our understanding of Tibet and China, the crisis of global linguistic diversity, and the radical changes needed to address this crisis.

Transcript (coming soon)

168极速赛车开奖，168极速赛车一分钟直播 How did Arabic get on that sign?

Tazin Abdullah — Tue, 29 Oct 2024 21:05:26 +0000

In this episode of the Language on the Move Podcast, I speak with Dr. Rizwan Ahmad, Professor of Sociolinguistics in the Department of English Literature and Linguistics in the College of Arts and Sciences at Qatar University in Doha. We discuss aspects of the Linguistic Landscape, focusing on Rizwan’s research into how Arabic is used on public signs and street names in Qatar, Pakistan, Bangladesh, and India.

The conversation delves into the use of Arabic in both Arabic-speaking and non-Arabic-speaking contexts for different purposes. Rizwan explains how variations in grammar, font, and script combined with the distinct social contexts of different countries produces distinctive meanings in relation to culture and identity.

If you enjoy the show, support us by subscribing to the Language on the Move Podcast on your podcast app of choice, leaving a 5-star review, and recommending the Language on the Move Podcast and our partner the New Books Network to your students, colleagues, and friends.

Transcript (coming soon)

The 99 names of Allah, in a Doha Mall, 2018 (Image Credit: Ingrid Piller)

168极速赛车开奖，168极速赛车一分钟直播 Police first responders interacting with domestic violence victims

Tazin Abdullah — Sat, 28 Sep 2024 22:13:43 +0000

In this episode of the Language on the Move Podcast, I speak with Dr. Kate Steel, Lecturer in Linguistics at the University of the West of England, in Bristol, UK.

We discuss discursive management in the context of police first responders and domestic violence victims, focusing on Kate’s research in her 2024 paper ‘“Can I Have a Look?”: The Discursive Management of Victims’ Personal Space During Police First Response Call-Outs to Domestic Abuse Incidents’.

Using body cam footage from police call outs for domestic violence incidents, this paper focuses on how the interaction between police and domestic violence victims is managed. The interaction analysis reveals the impact of the context – in this case, the victims’ personal space – which police must enter in order to perform their role and responsibilities as first responders.

If you enjoy the show, support us by subscribing to the Language on the Move Podcast on your podcast app of choice, leaving a 5-star review, and recommending the Language on the Move Podcast and our partner the New Books Network to your students, colleagues, and friends.

Reference

Steel, K. (2024). “Can I Have a Look?”: The Discursive Management of Victims’ Personal Space During Police First Response Call-Outs to Domestic Abuse Incidents. International Journal for the Semiotics of Law – Revue internationale de Sémiotique juridique, 37(2), 547-572. https://doi.org/10.1007/s11196-023-10050-x

For related content, see our “Language and Law” category.

Transcript (coming soon)

168极速赛车开奖，168极速赛车一分钟直播 Muslim literacies in China

Tazin Abdullah — Tue, 23 Jul 2024 23:32:10 +0000

In this episode of the Language on the Move Podcast, Tazin Abdullah speaks with Dr Ibrar Bhatt about heritage literacies of Chinese Muslims, who weave Arabic into their distinct language, art, and street signage.

For some images of Ibrar’s work, check out the Sino-Muslim Literacies Project.

168极速赛车开奖，168极速赛车一分钟直播 New ways to answer old questions about Ramadan

Tazin Abdullah — Wed, 19 Apr 2023 04:17:56 +0000

Image 1

Like many parents of teenagers, I delightedly welcome any occasion to connect with a generation I don’t always understand and that doesn’t always understand me. As a Muslim family in Australia, this inter-generational exchange is often characterized by questions from my children about our Islamic practices and how we talk about these with our friends who are not Muslim. One of the most questioned of these practices is Ramadan, the month in the Islamic calendar when Muslims abstain from consumption of food and drink during the day.

So, when my children began texting me a range of Ramadan-themed memes, I was elated to find something that we could relate to and laugh at together. Image 1 has always topped the list of our favorites.

There are many versions of this meme, and it owes its popularity to the fact that across generations, we answer this question every Ramadan, without fail. In fact, the first time I showed this meme to a work friend, he exclaimed, “Hey, I asked you that, too!” We both laughed (at him) and then, spent the next half hour going through other Ramadan memes, like those in Image 2 and Image 3.

Image 3

Image 2

And once more, I shared not just a laugh with someone, but an opening for genuine intercultural communication and sharing. In the numerous conversations these memes inspired, most expressed that they had no idea that there was a ‘world’ of Muslim memes that entertained and explained.

For me, these memes have played two important communication roles: intergenerational and intercultural. In the Australian context, second and third generation Muslims communicate with each other and outside of the Muslim community in English. Many of their linguistic expressions relate to sarcasm, irony and wordplays based on English. Their cultural references are TV shows like Friends and The Hunger Games and there is no shortage of memes based on dialogues from popular TV shows and movies. The creative efforts behind Muslim-based memes have been written about in numerous places such as here.

The humor not only provides a platform for internal communication for Muslims but also a means to connect to non-Muslims, with whom they share these linguistic expressions and cultural references. Both my Muslim and non-Muslim friends always get a kick out of the memes in Image 4 and Image 5. By the way, iftar is the meal eaten at sunset to break the day’s fast and traditionally begins with the consumption of dates.

Image 4

Image 5

Humor – specifically, humor in a language and mode that we all relate to – connects us and provides access to the practices of a community often questioned and misunderstood. A few years back, the ABC offered a Ramadan explainer using a series of memes and tweets. There are also innumerable social media feeds devoted to Muslim memes, such as this Facebook page or this Twitter feed.

The volume of meme production on these platforms is indicative of the time devoted to this means of communication. In a study of young American Muslim women who engage in meme-making, Ali (2020) showed how these memes allow their creators to negotiate aspects of their citizenship in USA. For a community that is often subject to stereotyping, these memes offer a way to construct their own identity.

I think that is true, also, of me and my teenagers. We can rummage through our sociolinguistic repertoire, draw on the pertinent elements of our identities, and exercise some control over the way we present ourselves as Muslims. Many of these memes have been the starting point of deeper and more engaging conversations about being Muslim in Australia today.

Image 6

As we come to the end of Ramadan this week and look forward to the day of Eid to celebrate a month of fasting, I have been sharing the meme in Image 6 far and wide.

References

Ali, I. (2020). Muslim women meme-ing citizenship in the era of War on Terror militarism. The Quarterly Journal of Speech, 106(3), 334–340.

168极速赛车开奖，168极速赛车一分钟直播 Supporting ELICOS students through Covid-19

Tazin Abdullah — Thu, 26 Nov 2020 22:31:18 +0000

Editor’s note: The language challenges of the COVID-19 crisis have held much of our attention this year. Here on Language on the Move, we have been running a series devoted to language aspects of the COVID-19 crisis since February, and readers will also have seen the special issue of Multilingua devoted to “Linguistic Diversity in a Time of Crisis”. Additionally, multilingual crisis communication has been a major facet of the research projects conducted by Master of Applied Linguistics students at Macquarie University as part of their “Literacies” unit. Over the next few weeks, we will share some of their findings.

First up is Tazin Abdullah’s inquiry into COVID-19 information aimed at international students in intensive English courses in Australia. Access to timely high-quality information is key during any crisis and it is widely acknowledged that English language learners in Australia have often been left out of timely high-quality information. But is there such a thing as too much information and does quantity compromise quality?

***

(Image credit: Kristina Tripkovic via Unsplash)

“Getting information off the Internet is like taking a drink from a fire hydrant,” says Mitchell Kapor, the founder of Lotus Development Corporation. He may have, originally, addressed this to fellow IT professionals but that image of information gushing out strikes a chord with many. It rings especially true in the context of COVID-19, where the transmission of information has been the modus operandi for almost every institution. Today, none of us can envisage functioning without a steady flow of information but in some situations, does it drown in itself?

ELICOS students in Australia

Take, for example, the case of ELICOS (English Language Intensive Courses for Overseas Students) students. ELICOS courses are offered by Australian universities to enable international students to fulfill English language requirements for university entry. The students have stringent visa conditions regarding attendance and academic progress. They must pass their courses, as failure to pass means they have to repeat that same ELICOS course, while their university entry is delayed.

Formal requirements are only part of the story

While all these formal requirements are outlined in black and white, the everyday challenges facing ELICOS students may not be so apparent. These students face the same challenges that have been identified for international students and language learners in other contexts (Piller, 2016; Barakos & Plöger, 2020; Li, Xie, Ai, & Li, 2020).

During their time in Australia, they are engaged in the process of getting their head around a new language. At the same time, they must read and write academically in that new language and sit examinations that test their language skills in relation to specific subject matters, e.g., accounting or current affairs.

The challenges of being a newcomer

Now, add one more layer to this complexity. They are in a new country, interacting with previously unknown systems, and in unfamiliar socio-cultural contexts. Consequently, ELICOS students must decipher all sorts of important and relevant non-academic information. In a new country, they must find out who to call in an emergency or how to go to a doctor. To do these things effectively, they must not only be able to read information but also to locate it.

Teaching institutes are legally required to provide information

This necessitates legislative frameworks such as the Australian ESOS (Education Services for Overseas Students) Act, under which ELICOS institutions carry the responsibility of making adequate support and welfare information available to students. Students must know where to find emergency, medical, mental health, accommodation, health insurance services, and more. The aim is to ensure that they have access to all kinds of information relating to living and operating in a new country. Given the linguistic difficulties that ELICOS students face, the effective communication of all of this requires great effort, even without COVID-19.

With the onset of the pandemic, this communication challenge took on a whole new dimension.

Providing orientation information online

As institutions moved online, the provision of support information also relied entirely on online mechanisms (Behan, 2020). One of the changes that has taken place is that orientation programmes have become virtual. They take place via the Zoom format of presenters speaking and sharing slides with links, contact details and videos. Students are being sent emails, also full of links and contact details for support services. At the same time, students are receiving voluminous emails regarding academic matters.

To observe the impact of these changes, it is useful to examine online orientations in contrast to pre-COVID-19 face-to-face orientations. Orientations always involve the provision of multiple links and contact details but the face-to-face format allows presenters to address the specific linguistic needs of ELICOS students.

For example, prior to providing contact details for mental health support, there would be an explanation of what mental health is. This will usually involve interactive games or activities that arouse the interest and hold the attention of students. Once an ELICOS student understands what mental health is and can contextualise the language around the subject, contact details for mental health support will mean more than just letters and numbers on a slide.

Face-to-face orientations are also structured to provide a large amount of information at a pace suitable to ELICOS students. In contrast, online orientations are compressed into shorter time frames. This includes all the usual support information plus specific direction regarding COVID-19, but minus the interactive activities that help a student contextualise and understand that information.

Drowning in emails

Then, there are emails. The volume of pandemic-time emails has inundated inboxes, with students feeling like they are drowning in a sea of information. In a survey I conducted at the Macquarie University English Language Centre (see also Abdullah, 2020), students lamented that they find it difficult to look at inboxes and distinguish where each email has come from.

When they open emails, they are confused by the number of email addresses and the variety of links to go to for information. Consequently, students skim to find what they regard as essential, e.g., the how to enrol or pay fees and they overlook information about support services.

Drawing attention to support services

So, how can support and welfare information attract the attention of ELICOS students? Student attention is already scattered over several online platforms and digital multi-tasking can reduce effective reception of information (May & Elder, 2018). As students are digitally multi-tasking at unprecedented levels, students themselves suggested being innovative with online communication tools.

For instance, GIFs and memes can be used to promote support services or provide contact details. Another idea is to use short animated videos that demand less time from viewers and also deal with each aspect of welfare at a time. These videos can be played at different times throughout the length of ELICOS courses, so students can be reminded gently of the support available.

Listen to the target community

This input from students that was provided in the survey is a meaningful reminder of the valuable contribution the target community itself can make (Carlo, 2020). Not only can they assist by highlighting their specific literacy needs but the ‘grassroots’ knowledge they possess will inform the design of communication that is most effective for them (Piller, Jia & Zhang, 2020).

Developing a base of community volunteers (Piller, 2020) who can assist in producing context-appropriate and relevant GIFs, memes or videos will help to develop communication tools and methods that are community-centred and thus, more inclusive.

Centering ELICOS students

It is important for ELICOS students to be seen as a community of their own within the larger international student cohort. They have unique needs when it comes to assistance with navigating any kind of information. Now, more than ever, support and welfare information is pertinent, as they endeavour for success in their university education during the international crisis we are facing.

It is imperative that institutions ensure that the message of support reaches, not overwhelms, ELICOS students.

References

Abdullah, T. (2020, September 18). How can we support you better? Looking after ELICOS students in uncertain times [Presentation Slides]. 2020 English Australia Conference. Australia. https://www.englishaustralia.com.au/documents/item/1072
Barakos, Elisabeth, & Plöger, Simone. (2020, May 25). Recent-arrival migrant students during the Covid-19 school closures. Language on the Move. https://www.languageonthemove.com/recent-arrival-migrant-students-during-the-covid-19-school-closures/
Behan, T. (2020, September 8). Bringing Back Our International Students: The Future of International Education across Australia and New Zealand [Zoom Webinar]. Monash Migration and Inclusion Centre. https://monash.zoom.us/webinar/register/WN_wvxIR2YFTB-no6I9b7Wf5A?fbclid=IwAR3wHidfa7D9zCSOit3HF2XPzoiCTc95G7ju3fZ-SoagFdcPxsB8J5H_NZM
Carlo, P. D. (2020, August 6). Message- vs. community-centered models in risk communication. Language on the Move. https://www.languageonthemove.com/message-vs-community-centered-models-in-risk-communication/
Li, J., Xie, P., Ai, B., & Li, L. (2020, August 17). Multilingual communication experiences of international students during the COVID-19 Pandemic, Multilingua, 39(5), 529-539, doi: https://doi.org/10.1515/multi-2020-0116
May, K. E. & Elder, A. D. (2018). Efficient, helpful, or distracting? A literature review of media multitasking in relation to academic performance. International Journal of Educational Technology in Higher Education. 15 (1) 1-17.doi: 10.1186/s41239-018-0096-z
Piller, I. (2016). Linguistic diversity and social justice. Oxford University Press. DOI:10.1093/acprof:oso/9780199937240.001.0001
Piller, I. (2020, October 12). Crisis communication in multilingual Australia. https://www.languageonthemove.com/crisis-communication-in-multilingual-australia/
Piller, I. Jia, L. & Zhang, J. (2020, August 28) Linguistic diversity in a time of crisis: Language challenges of the COVID-19 pandemic. Multilingua 39(5): 503–515. DOI: https://www.degruyter.com/view/journals/mult/39/5/article-p503.xml

168极速赛车开奖，168极速赛车一分钟直播 Tazin Abdullah – Language on the Move

168极速赛车开奖，168极速赛车一分钟直播 Lingua Napoletana and language oppression

Transcript (coming soon)

168极速赛车开奖，168极速赛车一分钟直播 Lifelong learning from academic mentorship

168极速赛车开奖，168极速赛车一分钟直播 Multilingual crisis communication

Advance praise for the book

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168极速赛车开奖，168极速赛车一分钟直播 Politics of Language Oppression in Tibet

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168极速赛车开奖，168极速赛车一分钟直播 How did Arabic get on that sign?

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168极速赛车开奖，168极速赛车一分钟直播 Police first responders interacting with domestic violence victims

Reference

Transcript (coming soon)

168极速赛车开奖，168极速赛车一分钟直播 Muslim literacies in China

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168极速赛车开奖，168极速赛车一分钟直播 New ways to answer old questions about Ramadan

References

Related content

168极速赛车开奖，168极速赛车一分钟直播 Supporting ELICOS students through Covid-19

ELICOS students in Australia

Formal requirements are only part of the story

The challenges of being a newcomer

Teaching institutes are legally required to provide information

Providing orientation information online

Drowning in emails

Drawing attention to support services

Listen to the target community

Centering ELICOS students

References