Most FLP research focuses on intrafamily communication (1FLP) and how this is impacted by larger contexts. But what happens when different multilingual families interact intensively on a daily basis? This article analyses language use during a holiday in India in and between four deaf-hearing befriended families, and how this evolved over the twelve days of the trip (4FLP). Three of the four families are our (the authors’) own. The family members originate from the UK, Belgium, Denmark and India. All families use more than one language at home (at least one sign language and one spoken language), and all family members are fluent signers. We ask: how does intrafamilial FLP (1FLP) at home inform interfamilial FLP (xFLP) on holiday? And how does interfamilial contact on holiday inform intrafamilial FLP during that same holiday? The data discussed in the article is organised along different multilingual practices, some of them general to multilingual interactions and others specific to multilingual signers: language mixing, switching and learning, language brokering, speaking and signspeaking. The findings reveal rich complexities of interfamilial language practices which inform thinking on FLP and multilingualism.
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This study explored perceptions of filial care among second-generation Chinese immigrants in the Netherlands. The provision of filial help or care can be regarded as a cultural phenomenon known as filial piety and it can be considered within the broad scope of caregiving as “family care”. Fifteen interviews were conducted, and a thematic analysis was applied. The findings showed that care was given in the form of language brokering, information inquiry, home visits, and facilitative and social support. Care was perceived as a moral duty among the participants and was grounded in their perceived sense of responsibility. The participants’ perspectives on current and future care included practical and normative considerations for meeting parental needs, and included opinions based on filial piety norms. In conclusion, this study showed that filial piety, specifically filial care, is still relevant to the younger immigrant Chinese community in the Netherlands.
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Abstract van prestentatie. According to Roy and Napier (2015), the earliest research on sign language interpreting dates to the mid-1970s. More recently we have acknowledged the need for research to be part of sign language interpreter (SLI) education programs (Winston, 2013). At present, educators feel an urgent need to embed research in their SLI programs with two goals: first, to firmly base their teaching in evidencebased practice, and second, to teach future interpreters how to continuously improve their practice
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Digital technologies permeate and transform organisational practices. As a society, we need means to explore the uncharted terrain that lies ahead and the desirability and consequences of possible courses of action to move forward. We investigate a design approach, called ‘future probing’, to envision and critically analyse possible futures around digital technologies. We first reconstruct our journey and describe related insights on the process, content and context level. Reflecting on the journey, we then extract a key insight revolving around the challenge for participants to link back from exploring the future to their present practice. In a first attempt at theorizing these difficulties, we see future probing as a practice that opens up adaptive space (Uhl-Bien & Arena, 2017) in which people from different backgrounds engage in dialogue about possible futures of digital technologies. We found that adaptive processes, like semi structuring, temporary decentralisation, and collaboration (Uhl-Bien & Arena, 2018) were supported by the future probing practices and seemed to create space for employees to engage in exploration. There was still a lack of compelling acts of brokering and network cohesion (Uhl-Bien & Arena, 2018). This may indicate why linking back to daily practice is challenging. We assume that organising for adaptability requires a deliberate act of connecting far future explorations with present action, and propose that besides explorative skills, ‘adaptive anticipating’ action is needed to make the connection and that linking back through near future experiments might be a way to achieve this.
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In this paper, we report on interview data collected from 14 Deaf leaders across seven countries (Australia, Belgium, Ireland, the Netherlands, Switzerland, United Kingdom, and the United States) regarding their perspectives on signed language interpreters. Using a semi-structured survey questionnaire, seven interpreting researchers interviewed two Deaf leaders each in their home countries. Following transcription of the data, the researchers conducted a thematic analysis of the comments. Four shared themes emerged in the data, as follows: (a) variable level of confidence in interpreting direction, (b) criteria for selecting interpreters, (c) judging the competence of interpreters, and (d) strategies for working with interpreters. The results suggest that Deaf leaders share similar, but not identical, perspectives about working with interpreters, despite differing conditions that hold regarding how interpreting services are provided in their respective countries. When compared to prior studies of Deaf leaders’ perspectives of interpreters, these data indicate some positive trends in Deaf leaders’ experience with interpreters; however, results also point to a need for further work in creating an atmosphere of trust, enhancing interpreters’ language fluency, and developing mutual collaboration between Deaf leaders and signed language interpreters. De url van de uitgeversversie van het artikel is: http://dx.doi.org/10.1556/084.2017.18.1.5
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Background: Courses for migrants in Europe are mostly aimed at literacy in western languages as a means for participation in society. These curricula are not suitable for migrants without previous basic education, which leaves groups of migrants vulnerable to alienation and without support for social integration.Method: The IDEAL-programme (Integrating Disadvantaged Ethnicities through Adult Learning), which takes a participatory didactic approach and in which daily personal and family life is the starting point for learning, was provided and evaluated in the Netherlands and Sweden in 2011–2013. The participants (N = 16) were migrant mothers of Berber and Arabic origin without formal educational experience. The teachers shared the same back-ground and served as role model facilitators and social brokers.Results: Through exploring their personal narratives, the participants showed new insights,skills, and attitudes on the topics of communication, health and parenting. All participants showed progress in language acquisition and participation in society. The Dutch group of migrant mothers reported to use less physical punishment and threats to their children,and to practise more positive parenting skills instead.Discussion: Literacy oriented programmes for social integration are not suitable for all migrants and do not encourage acculturation. The proposed method offers a feasible alter-native, so that migrants may be more adequately supported in their efforts for social integration in receiving societies. In order to advance the future development of participatory programmes for civic education, several key intervention design principles and political conditions are discussed.
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Colleges and universities of applied sciences are involved in a wide range of activities related to international business education. International collaborations have always raised concerns because the participants in theseactivities coming from various jurisdictions also bring certain security and legal risks. The universities and their SME partners are therefore subject to the rules of deemed export. Multinational companies have internal regulations, trainings and processes to ensure compliance with export control rules. The Members of the COMMITTED consortium found that many European universities and partnerSMEs involved in international business education lack such internal regulations, trainings and processes. The Manual on Deemed Export in Academia for International Business Educators has been developed as a guide to support compliance critical thinking and due diligence in handling public security issues.
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This systematic review aims to take stock of the current knowledge regarding the possible processes, challenges, favourable conditions, and potential for change involved in translanguaging within and across learning settings in the case of multilingual children with a migration background engaged in disciplinary content learning. This study includes 94 publications identified and selected following the PRISMA guidelines. The results point towards seven constitutive and leveraging processes involved in translanguaging. Constitutive processes refer to processes through which translanguaging practices can be enacted (i.e., combining linguistic features attributed to different named languages; employing semiotic features multimodally; translating; comparing). Leveraging processes are processes through which such practices can be promoted (i.e., collaborating; brokering; designing a multilingual linguistic landscape). Furthermore, both challenges to and favourable conditions for translanguaging in in-school and out-of-school settings are linked to efforts to maintain and challenge the prevalent monolingual norm at the level of policies, institutions, educators, children, and caregivers. Finally, building on a boundary-work lens, we show that translanguaging involves significant potential for change, establishing continuity across learning settings for multilingual children with a migration background; however, this continuity emerges in a dynamic interplay with discontinuities for institutional settings and even children themselves.
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The participating universities and their associated partners under the Committed project have formulated the following recommendations to help the European legislators create a coherent system in educating and preparing the HEIs for proper handling of compliance risks and issues in research and education activities. To lay down the fundamentals of a uniform, European export compliance andrisk management system for higher education and scientific research, the project members scrutinized the currently existing and effective European regulations, the European Commission’s recommendation in this subject and the respective national rules, and also U.S. legislation in the field of deemed export.
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