We are delighted to welcome you to the second issue of the 2019 volume of Annual Review of Education, Communication and Language Sciences. This issue includes three research articles, one book review and one research report. The scope of the studies presented here is extensive, illustrating the diversity of research carried out by postgraduate students in the School of Education, Communication and Language Science. Indeed, this issue includes papers from students in cross cultural communication.
Here we present an overview of the papers included in this issue.
Dr. Alina Schartner and colleagues report on the findings of a cross-disciplinary action research project aimed at evaluating current induction processes at a single British university, across subject areas and levels of study, through an investigation of students’ opinions about current provision. The study followed a two-stage mixed methods design, triangulating qualitative focus group data with quantitative questionnaire data. The benefits of induction and the transition experience has implications for student engagement, stress management and mental health, as well as achievement and retention. This paper will be of interest to a range of higher education practitioners involved in induction processes, including academic tutors, professional services staff and wellbeing advisors.
Chenxi Gao completed her MA in Cross-Cultural Communications and Media Studies at Newcastle University, and her BA in Early Childhood Studies at Birmingham City University. Chenxi explores how the mental health category “attention deficits hyperactivity disorder (ADHD)” and its symptoms are verbally constructed by lay university students in China. The research findings reveal that language constructing ADHD are effects of stigma to a considerable extent. Given stigmatization surrounding ADHD can burden societies and families significantly, the findings suggest destigmatization to be a necessary course of action for industrialized societies, such as China.
Hayley Powell combines her course studies and over two decades of dance experience in order to creatively examine how narrative identities are developed and portrayed through choreography. Dance offers the medium of non-verbal communication when words are left unsaid or simply are not enough. This article specifically focuses on the field of modern dance. Data inclusive of four dance videos is presented with a combination of discourse and multimodal discourse analysis. Inclusion of a final methodology, Laban movement analysis, examines the selected works where “body, effort, space and shape” are in the spotlight. The selected videos undercover intimate narrative identities of abuse, addiction, and loss. Such intimate conversations through choreography allow the reader to put “themselves” on stage with the dancer(s) as they may find strength in their own and, perhaps similar, narrative identity through the performance. This article is of interest to those in the field of cross-cultural communication as well as the field of performing arts.
Dhiaa Kareem examines US press discourse during the 2003 US-led invasion war on Iraq and shows how the US press facilitated the war through communicating what the US officials wanted to tell the public through a process of selective shaming of Saddam Hussein. Saddam was the focus in the build-up to the war as well as during the invasion. He was consistently constructed as representing the evil camp in the good-evil binary. He was criminalized in the press, which recalled his past wrongdoings, assigning him negative attributes. The demonization of Saddam and the hyper-personalization of the war by the US press served the propaganda agenda to justify the war on Iraq.
Afnan Alaoula reviews a book named ‘Multimodality, Learning and Communication: A Social Semiotic Frame’ which explores what does learning mean outside the traditional institutions? How do we engage with different multimodal resources when communicating with others in this contemporary social world to expand the social semiotic theory and provide various terminologies to understand communication and learning within hugely diverse societies and unpredictable multimodal communicational tasks? This book review will be of interest to those in the field of applied linguistics especially CA and multimodal research.
Kubra Kirca Demirbaga explores how primary school teachers interpret and implement the education policy of England in gifted and talented education. In this context, it is explained how primary school teachers describe the conceptions of giftedness and talent, and what they think about the adequacy of their training in the education of gifted and talented children. Findings have shown that the perceptions of primary school teachers towards giftedness and talent are different. One of the teachers uses the concepts of giftedness and talent interchangeably and defined them as an inherent cognitive ability. The other one handled these concepts as separately, defined giftedness as an untrained and spontaneous inherent ability and talent as an ability acquired through labour and struggle. Although the educational backgrounds of the teachers are different, both think that their training was inadequate in the education of gifted and talented children. This report will be of interest to researchers who will study gifted and talented education and teacher training in gifted and talented education in England in the next.
The ARECLS Journal has been an academic voice for postgraduate students for more than 10 years and we hope this will continue, with the support of staff, student editors and the PGR community of ECLS. We would like to thank the contributions for submitting their work for publication in ARECLS. Special thanks are also extended to the editorial board’s student reviewers, in particular, for their work on this issue.