Showing posts with label critical. Show all posts
Showing posts with label critical. Show all posts

Monday, November 25, 2019

Social Semiotics & Social Justice: ESFLC 2020 comes to Sheffield

I am delighted to be hosting the next European Systemic Functional Linguistics Conference (ESFLC 2020) at Sheffield Hallam University from 1st to 3rd July 2020.
Our theme is "Social Semiotics and Social Justice". I view SFL as providing a significant, rigorous framework for providing an analysis of discourse that can expose embedded uses of social power. SFL has been adapted in critical discourse analysis, educational linguistics and multimodal analysis and so I really hope that this conference will provide a suitable venue for all of these voices to come together and speak to each other in common cause.
Our plenary speakers, Tom Bartlett, David Block, Ruth Harman & Theo van Leeuwen, will all examine our theme from different perspectives.
We are online as a website here: https://www.esflc2020.org.uk/ which includes the Call for Papers, Guidelines for Submissions, more information about Sheffield, and much more.
We are accepting submissions from here: https://easychair.org/conferences/?conf=esflc2020
You can contact use through email: esflc[at]shu.ac.uk 
And you can catch up with the latest news by following @esflc2020
I hope I can welcome you personally to Sheffield next July.

Thursday, July 12, 2018

Farewell CADAAD 2018

Thank you to the lovely people at Aalborg University, Denmark for hosting a fine conference. The city and its people were very welcoming and offered an excellent location for CADAAD 2018. We eagerly await news for the next venue - which is likely to be outside Europe for the first time.
The programme contained plenty of interesting papers and lots of fascinating research projects. Main topics included healthcare, education, identity, the language of Brexit, and issues of methodology. The conference offered papers of a very high standard and most parallel sessions required difficult choices to be made of what to see and what to miss.
The plenary sessions were informative and thought-provoking (er, with one exception) and fortunately all of them are available from here. Here is a small sample:



Finally, here is the presentation that I was lucky enough to share with some of the delegates. I am glad to say that it generated a lot of questions (and not all of them supportive in nature). Thank you Aalborg.

Tuesday, January 2, 2018

Words on the brain

The Visual Thesaurus (see this earlier posting and this link) may not just be a representation, according to this research: Alexander G. Huth, Wendy A. De Heer, Thomas L. Griffiths, Frédéric E. Theunissen, & Jack L. Gallant. (2016). Natural speech reveals the semantic maps that tile human cerebral cortex. Nature, 532(7600), 453-8.
In this study, subjects were placed in an fMRI scanner while listening to stories, and measurements
were taken in order to correlate blood flow with the words from the story. What they found, perhaps surprisingly, is that across subjects, words cluster semantically across all regions of the brain, producing clustered networks of semantically related words, much like the visual thesaurus. That is, words with a similar meaning appear to be associated within the same small area of the brain.
You can explore these relations and see the sample lexical items that were matched up in the stories in the experiments from the website here. The tour also shows how you can adjust the settings to view more detail and adjust the image. As well as the astonishing results, the visualisations that realise the findings are amazing.
Although it is not especially new, the paper and the website offer a valuable insight into semantic mapping. What we now need is a similar study that allows a more dynamic approach so that the networks and relationships between all of these items and clusters can also be mapped.

Friday, March 10, 2017

Late to the Akala Party

I have always liked to be ahead of the curve, especially when it comes to music, but I have to admit to being WAY behind the curve on Akala. I saw him performing live last year for the first time (on his 10th anniversary tour!!) and he restored my faith in hip-hop as a musical genre not because of his imaginative approach to music but more because of his use of the medium to deliver important messages - like the one he delivers here, but without the backbeat.
What I like about Akala's discussion of Everyday racism and more (see links below), is the way he communicates so clearly about the power of everyday 'mundane' experience, and the everyday language that we use, but is able to relate that directly to the injustices imposed through history and by a society run on division. I can't help but wonder how discourses around 'identity', no matter how well-intentioned, only serve to support this everyday racism and stereotyping of all divisions.

Akala recently hit the mainstream with a BBC4 documentary on Jamaican music "Roots, Reggae, Rebellion" but regularly features in a lot of online video interviews, discussing a wide range of topics, and on talk shows.
Here are more links to talks (some long, some short) and to some of his music: "Lose Myself" & "Carried Away".
I got to the party late - unfashionably so - but am so glad I got the right address.

Saturday, August 13, 2016

Caldas-Coulthard & Iedema: Identity Trouble - Critical Discourse and Contested Identities


At last! A group of writers who are willing to take on the notion of identity and reveal how so many authors have not interrogated its basis in theory. Caldas-Coulthard & Iedema have gathered together some key perspectives on Identity that help to expose its fragile foundations. Highlights for me were Lemke and Skeggs who take nothing for granted. My only real complaint is that I think there were still a few 'filler' chapters by writers who are happy not to be troubled by, or to trouble, identity.
One of my lazier Goodreads reviews.

Sunday, June 19, 2016

Butler - Gender Trouble

Not really what I expected from such an influential writer. As a book intended to promote gender rights I found it very excluding as a non-LGBTQ reader. "But we are excluded from all straight theory" would be a response that endorses the exclusion. With, imho, an over-emphasis on (post-)psychoanalytic theory, the message is lost in the minutae. An anticlimax.
Not much of a Goodreads review, but there you  go.

IVACS 2016

Sincere thanks go to the organiser(s) of IVACS2016, at Bath Spa University, UK with the theme of 'Corpora and Context' (also see here for IVACS). The conference was well attended and ran very smoothly. Both plenary speakers were able to contribute clear and original perspective to the field of the study of language varieties using corpus methods, and the conference featured a wide range of high quality presentations. I was delighted to offer a session called 'The co-text and context of research into identity in applied linguistics' (see the Prezi below).

Two projects in particular were well represented at the conference. The first was the English Profile project, supported by Cambridge Examinations, which uses examination scripts to map grammatical errors and thus specify which structures students should show mastery over at which CEFR stage. The methodology for this corpus investigation was both  rigorous and original. A clear conclusion from this project was that this progression is only very roughly correlated with the sequence of structures presented in the majority of language teaching coursebooks. The project team has given feedback to CUP, so we wait to see if the publishing industry can respond to these important findings. (Don't hold your breath!!).
The second project that was described over a number of sessions was the CorCenCC (Corpws Cenedlaethol Cymraeg Cyfoes - The National Corpus of Contemporary Welsh, a largely spoken Welsh corpus), based at Cardiff University. This is clearly meant to move on from the current corpus of Welsh currently available. Using modern technology to build up the corpus through an innovative smartphone app, the team is struggling with ethical issues relating not to the consent of the data gatherers but their interlocutors. The aim also appears to be to make the corpus relevant and useful to the welsh-speaking community and involve the community as much as possible in the collection, design and exploitation of the corpus.

Saturday, May 28, 2016

Benedict Anderson: Imagined Communities

Imagined Communities is often cited as the single volume that changed the way that a range of disciplines view nationalism. Written as a response to the failure of Marxist scholars to account for why (typically) men were willing to lay down their life for their country, Anderson equates the nation to a modern religious force in most people's lives, providing them through print and other media technologies with a community that they imagine are carrying out the same activities at the same time in countless locations in the same nation.
I read the whole book (229 pages), from the perspective of critiquing Identity studies, so that I could use this quote: "Out of this estrangement [from one's own unremembered childhood past] comes a conception of personhood, identity (yes, you and that naked baby are identical) which, because it cannot be 'remembered,' must be narrated. Against biology's demonstration that every single cell in a human body is replaced over seven years, the narratives of autobiography and biography flood print-capitalism's markets year by year." (p.204) and write this statement: Anderson (2006) explains in glorious detail how one of the most apparently stable forms of identity - Nationalism - is the product of a particular historical moment, conducive to the economic transformation from imperial state, supported by divine right, to capitalist state, supported by economic might, enabled by mass education, print literacy and linguistic imperialism.
So worth it!!
(This last bit is from my Goodreads.com review)
As a footnote, I found this obituary on the author, but there are plenty of others.

Sunday, May 15, 2016

IJLS Special Issues

Two special issues of the International Journal of Language Studies focusing on Systemic Functional Linguistics have recently been published.


Volume 10 no.2 is entitled "Systemic Functional Linguistics and (Critical) Discourse Analysis"
It features the following papers:

  • Teresa OTEIZA & Claudio PINUER: Appraisal framework and critical discourse studies: A joint approach to the study of historical memories from an intermodal perspective
  • Felipe Leandro de JESUS, Debora de Carvalho FIGUEIREDO & Fabio Santiago NASCIMENTO: Screening the unspeakable: The representation of gender/sex roles and same-sex love in Brokeback Mountain
  • Viviane HEBERLE & Marcos MORGADO: Discussing the representation of immigrants: An integrated view from SFL, CDA and Multimodality
  • Hector J. MCQUEEN: Exploring the intonation of appraised items in one speech by Obama: The case of prominence
  • Lucia Ines RIVAS & Miriam Patricia GERMANI: Analysing correlations between generic patterns and prosodic realizations in interviews in English
  • Tazanfal TEHSEEM: Investigating character construal of rape victims in Pakistani news reporting
Volume 10 no.3 is entitled "Systemic Functional Linguistics and Education"
http://www.ijls.net/pages/volume/vol10no3.html
It features the following papers:

  • Lucia ZUPPA & Susana REZZANO: The construction of the role of the teachers in academic articles on ICT and education
  • Susan HOOD & Jo LANDER: Technologies, modes and pedagogic potential in live versus online lectures 
  • Mark Shiu-kee SHUM, Dan SHI & Chung-pui TAI: The effectiveness of using 'reading to learn, learning to write' pedagogy in teaching Chinese to non-Chinese speaking students in Hong Kong
  • Mary MACKEN-HORARIK & Carmel SANDIFORD: Diagnosing development: A grammatics for tracking student progress in narrative composition
  • Maria Susana GONZALEZ: Discussion and challenge: Linguistic resources
Both of these issues are available for FREE from the IJLS Academia page.

Friday, October 3, 2014

Let's hear it for LLT

Sometimes you just have to remember the good things that are not news, but they keep on going... good!
Language Learning & Technology is one of those good things. Now on Volume 18 - yes, technology in language learning has been studied seriously for at least 18 years - it remains a journal of quality and distinction - and FREE!
Supported by the University of Hawai'i National Foreign Language Resource Center (NFLRC) and the Michigan State University Center for Language Education and Research (CLEAR), LLT recently moved its founding editor Mark Warschauer to the advisory board. He has been replaced by Trudi Heift and Dorothy Chun who was previously assistant editor.
This issue included two articles in particular that caught my eye. Hee-Jung Jung of Chosun University in Gwangju in South Korea set out to discover what might make ubiquitous learning successful. His study identified that the factors of omnipresence, context customization, interactivity, self-directed learning, and perceived enjoyment of technology and the factors of innovation and computer self-efficacy in learners were significant in a student population of 376 learners.
Huifen Lin, of the National Tsing Hua University of Taiwan, carried out a meta-analysis of (quasi-) experimental research studies into the efficacy of computer-mediated communication on language learning. "Results from 59 primary studies show a positive and medium effect from CMC interventions" (from the abstract), with no significant difference between synchronous and asynchronous communications. Interestingly, this result is still tentative due to the typically small number of respondents and participants in the studies under review. Despite at least 18 years of serious research, I think it is still important that we remember that very few substantial studies exist that can reliably make claims about technology in language learning - which is why Jung's article, and many others in LLT, are so important.
That is the thing about LLT - in every issue there are always articles that catch my eye, and add a welcome perspective on the use of technology in language learning. It adds serious, academic research to an area of study that is regularly populated by hope, hype, unreliable studies and blind faith.

Monday, January 13, 2014

Open Academics

I was recently alerted to Martin Haspelmath's blog call to use technology to release academics from the
stranglehold of publishing houses - not the first and not the last to do so (Thanks to Beatriz Quiroz). As he puts it,
Publishers normally expect that the manuscript of your book is not freely downloadable from your website, so by“publishing” a book, you actually make it less public. While not published yet, it’s freely available on your website to anyone in the world, and after publication, it exists as a paper copy in a few dozen libraries in the rich countries – this is what I call absurd.
In one of the responses, Sebastian Nordhoff points out
reviewers (paid by the state) work for a publishing house (a private company), which then sells the product (the reviews) back to the state. Since reviewers work pro bono anyway, there is no reason why they could not work pro bono for a non-profit enterprise as well.
Clearly an absurd situation!
So what to do?
Well, as it happens like there is for so many things today, there is an open source solution. And then some. Haspelmath's response is to set  up an author-led publishing company called Language Science Press using open source publishing software. All you need to do is learn LaTeX - a formatting language, not unlike html or the early versions of WordPerfect that some may remember, where all formatting in a document is coded.While that may sound like a challenge to most linguists, I know a great many engineers that write more comfortably in LaTex than in "normal" trousers text (sorry couldn't resist that one!).
This brings us to the tasty bit of this post. Instead of going to all the trouble of setting up software to help with the publishing and printing, Haspelmath and  Stefan Müller (FU Berlin) used the open source OMP - Open Monograph Press. This allows you to edit, publish and maintain books:
Open Monograph Press is an open source software platform for managing the editorial workflow required to see monographs, edited volumes and, scholarly editions through internal and external review, editing, cataloguing, production, and publication. OMP can operate, as well, as a press website with catalog, distribution, and sales capacities. - See more at: http://pkp.sfu.ca/omp
But, wait, that's not all. Surely, if you can do that for books you can do it for journals as well? Of course they can. The PKP (Public Knowledge Project hosted by Simon Fraser University) also offers an open source journal management system called "Open Journal Systems" (so, no surprises there, then). Does just what it says on the tin!
And, if that is not enough, there's more. Yes, what else do academics do alongside publishing? Running conferences was the answer that I was looking for when I asked the question that I already had the answer for (Yes, academics do that more than anyone else, too). So, does PKP have a free, open source solution to advertising, administering CFPs and delegates, registrations and preparing proceedings? You bet your plenary speaker they do.And it's called OCS. That stands for Open Conference System, in case your imagination switch had been turned off. What exactly does it allow you to do?

  • create a conference Web site 
  • compose and send a call for papers electronically 
  • accept paper and abstract submissions 
  • allow paper submitters to edit their work 
  • post conference proceedings and papers in a searchable format 
  • post, if you wish, the original data sets 
  • register participants 
  • integrate post-conference online discussions (See more at: http://pkp.sfu.ca/ocs) 

Just in case you're still not impressed, one more job that SFU want to take away from the privateers is the aggregating of citations and publications. They have produced a system called OHS. You are not going to guess what that stands for. No, really you won't. It's Open Harvester Systems which will allow you to create a searchable index of metadata from Open Archives Initiative-compliant archives (see here for more info).

Friday, October 4, 2013

Learn 2 Read 4 Life

November sees the inaugural conference for the Reading4Life organisation in Uppsala, Sweden entitled "Education for Social Justice." The name says it all, really! But, just in case you are not clear what Reading4Life might be about, here is their mission:
Reading for Life works towards the goal of democratising education so that all learners are given the best opportunities to develop cognitively, linguistically, socially and emotionally regardless of age, sex, ethnicity or social background and have available a range of options to enable them to participate fully in society.

Based on the successes of ReadingToLearn, this European organisation has already found partners in at least 8 countries, and counting.
The principles and philosophy that the organisation are based on also provide a clear picture of their understanding of learning and education:
Principles and philosophy 
Reading for Life’s work is based upon the beliefs that:
  • knowledge is a social construct,
  • linguistic and cognitive development are inextricably linked and dependent on social interaction,
  • school learning depends on classroom interactions, so teacher–student interactions have a powerful impact on learning and the construction of learner identity,
  • learning is fostered through a range of different experiences and reflection from multiple perspectives so learning occurs best in heterogeneous groups,
  • powerful learning occurs by experiencing success in accomplishing challenging tasks. Therefore schools/teachers need to carefully plan how to support or “scaffold” learners so that they move through continuous cycles of success,
  • language is the most important tool for learning. Therefore schools/teachers not only need to teach explicitly through language but they must also teach how language operates to make meaning in all subject areas. Therefore chlidren/students learn language, learn through language and learn about language,
  • language is the most effective tool for self-expression, communication and exercising power and influence. Therefore, all children/students need to understand and learn to use language for a variety of purposes, so that everybody has equal opportunities to make an impact and influence the development of society,
  • while competence in the official language of any country is an essential goal for education, all languages are important, for the individual and for society at large. Therefore, students’ knowledge of any language must be encouraged and supported by schools as well as the learning of new languages
  • the role of the teacher is to scaffold student learning by modelling, guiding and joint work in students’ “Zone of Proximal Development” (Vygotsky). A socio-cultural, teaching-learning centred, model of learning supports the notion of scaffolding rather than dichotomies such as teacher-centred (traditional) or student-centred (progressive/constructivist) models of teaching and learning 
  • school development is best promoted in ”learning organisations” where ideas and pedagogies are critiqued and tested in the classroom through action research. Reading for Life does not believe that school improvement will be achieved by privatisation and competition.
Just to give us a further insight into the principles of the organisation and how it operates, here are some interviews with one its main founders, Dr. David Rose


Introduction to Reading To Learn


More information on Reading to Learn


A Talk by David Rose (thanks to "Manxman" Alan Hess for sharing this)

Sunday, June 2, 2013

Nunberg - The Linguistics of Punctuation

The Linguistics of Punctuation by Geoffrey Nunberg
My rating: 4 of 5 stars

'The Linguistics of Punctuation' does just what it says on the tin. It does it very well... unfortunately. Nunberg provides a wide range of incisive remarks and observations on the function, role and syntax of punctuation in text. The problem is that he tries to place those observations within a generative framework of linguistics that neither accommodates his theory nor would accept it. His work has often been referred to by natural language processing researchers and has a wide range of followers. Trying to go with the flow of mainstream linguistics at the time of publication prevented Nunberg from stating the obvious - most schools of formal linguistics are defined by punctuation. Generative (or government and binding or minimalist or whatever the prevailing term and flavour may be) linguistic theories operate within the confines of written languages, most of which use punctuation to delimit units of language. As Nunberg points out, only modern written English and a few other romance languages are segmented this way - it is not a necessary condition of language. This latter point is not emphasised, however, as that would expose generative theories for the Euro-grapho-centric theories that they are. This does not detract however, from Nunberg's astute analysis of the behaviour of certain punctuation marks (such as parentheses versus parenthetical dashes). What is missing from the book. however, is a long-standing theory of punctuation. As far as I know, nobody has attempted a serious book-length linguistic analysis of punctuation since 1990. Anybody that attempts to will have to work hard to surpass Nunberg's volume. What is need is for someone to bring his observations up to date, or remove them entirely from a generative linguistics-bound paradigm.

View all my Goodreads reviews

Thursday, January 17, 2013

Svenbro - Phrasikleia: An Anthropology of Reading in Ancient Greece

Some modern theorists on reading in the modern and ancient world want to view the act, process and social position of reading from a modern position. What Svenbro manages in this volume is to make clear just how different the social position of reading was in ancient Greece. The debate around silent reading seems to produce violent reactions because, I believe, modern theorists do not want their heroes viewed as somehow deficient, and maintaining that Plato or Plutarch had to, at least, subvocalise when reading or, at worst, always read aloud is liking calling them dunces (put on the cone-shaped hat & stand in the corner Plato!). Svenbro makes very clear that the social stigma attached to reading aloud simply did not exist in ancient Greece. In fact, writing was only seen as a (poor) replacement for the voice. The role of the written word was to produce a voice, and only when the ear caught the words could a meaning be reproduced. This was so important to the Greeks that myths were developed to separate Greek writing from its Phoenician roots. Unlike other commentators, however, Svenbro disagrees that the ancients could not read silently. It was possible (although the form of writing in scriptura continua made it far less efficient than modern spaced writing), but it was very unusual and was only practiced by scholars, playwrights or poets that had to read a lot of text. Svenbro deduces all of this from original documents, placing particular emphasis on inscriptions on statues that announce themselves to the reader as well as extracts of plays and poetry.

Yep. You guessed it - also available as a Goodreads review.

Thursday, November 8, 2012

Steels - Experiments in Cultural Language Evolution

Luc Steels co-founded the Computer Science Department at Vrije Universiteit Brussel, and is part of their Artificial Intelligence Lab. In 1996 he founded the Sony Computer Science Laboratory in Paris, and is now  ICREA research professor at the Institute for Evolutionary Biology. Since about 1995, he has been heavily involved in finding practical ways to demonstrate how language evolves. His main approach, revealed in a wide range of publications, is to simulate the emergence of language in computational and, more recently, robotic agents. A recent book, Experiments in Cultural Language Evolution, published by John Benjamins, details these experiments by his team.  Here is an interview from 2006, courtesy of "Talking Robots." His work has resulted in a theory of language called "Fluid Construction Grammar" which reflects many issues brought up in usage-based approaches to language acquisition.


Review of  Experiments in Cultural Language Evolution

Reviewer:  Nick Moore
Book Title: Experiments in Cultural Language Evolution
Book Author: Luc Steels
Publisher: John Benjamins
Linguistic Field(s): Computational Linguistics; Historical Linguistics; Linguistic Theories; Text/Corpus Linguistics

SUMMARY

The ten papers collected in “Experiments in Cultural Language Evolution” represent the state-of-the-art of research into simulated multi-agent interaction. Centered around Luc Steels’ work at the Sony Computer Science Laboratory, Paris, this volume represents the culmination of more than a decade of work dedicated to uncovering the practicalities of language evolution in a social setting. The book is divided into three sections. An introductory section comprises a Foreword and an Introduction, both by Steels, that set out the direction and the theoretical framework for the remaining papers. Part 1 describes experiments in vocabulary evolution and Part 2 details how grammatical features evolve in experiments in the same framework. Each experiment enhances results gained in previous experiments.

The Foreword places the volume in its historical context by stressing that the question of language evolution is almost as plagued by speculation today as in 1995, when Steels launched this research project. Because there is no fossil record and because we cannot allow any modern language to represent languages as they first emerged, we can only be guided by general principles of evolution when theorising the evolution of languages. Steels and his team have since synthesised an approach to language evolution that attempts to simulate the evolution of language in a cultural context by using computational agents, typically embodied as robots. The Foreword also summarises each chapter.

Chapter 1, “Self-organization and selection in cultural language evolution” by Steels, outlines the theoretical framework for the empirical descriptions in the remaining chapters. Steels demands that any theoretical description of language evolution be biologically feasible, demonstrate advantage to social reproduction, and adapt to cultural change. Language in this model is assumed to be open-ended, distributed, and transmitted non-telepathically. The key aspects of an evolutionary theory that are applied to language are fundamentally functional, i.e., Does language succeed in communicating? Agents apply general strategies that adapt language for optimum expressive adequacy, cognitive effort, learnability and social conformity. The repeated application of these strategies to instances of communicative events produces a language system based on the probability of communicative success. The language system is the combination of the general cognitive capabilities of routine processing and meta-analysis. Ready-made responses may be available to a speaker, but analysis is required to evaluate those responses. Where self-evaluation indicates a lack of success, a repair is introduced. Repair actions may require a reframing of the chosen sentence, the selection of an alternative lexical item, or the creation of a new item or structure. Self-evaluation is possible because of a routine termed ‘re-entry’ (i.e. a process that matches the mirror-neuron hypothesis; see Rizzolatti and Craighero, 2004), which allows the speaker to practice the communicative effect of the chosen sentence before it is articulated by acting as the hearer in an internal process.

While the language system adapts, constrained by language strategies, language items emerge through a self-enforcing cumulative process of invention, trial, and alignment between agents. As with repair, alignment is central to the self-organising character of language. Alignment is the social enaction of frequency, such that the communicatively successful use of a language item increases the likelihood of it being adopted by other agents. This process is demonstrated throughout the volume in various experiments. To further strengthen the centrality of self-organisation in language evolution, Steels also employs the principle of 'structural coupling' (Maturana, 2002), which facilitates alignment through linguistic transmission due to the structure of an organism and its interaction with the living, non-living and linguistic environment, without the need for intention or a central authority.

The key issue for Steels is to provide empirical evidence for the theoretical framework sketched here. Contemporary evolutionary linguistic processes, such as creolisation, can shed light on how language evolves, as can placing linguistically-competent subjects into a context where new language must be invented to complete a communicative task. However, Steels and his collaborators choose to model evolutionary processes computationally and robotically, using embodied agents to enact language games. Throughout the volume, robots engage in: acquisition experiments, where one linguistically competent robot passes on a linguistic system to another robot with a pidgin version of the language, through tutoring, although neither robot knows which has the full version; emergent experiments, where both robot agents, using the strategies described above, collaborate to converge on a non-predetermined stable linguistic system; and reconstruction experiments, where strategies are varied by agents to simulate known linguistic evolution. The remaining chapters describe these experiments for selected vocabulary (Part 1) and grammatical (Part 2) features.

Steels and Martin Loetzsch start Part 1 with the simplest language game: the naming game. In the “non-grounded” version of this emergent experiment, two agents share the same viewpoint of a set of objects. The speaker offers a name for an object, to which the hearer points. If the hearer matches the speaker’s object, a new round is played. However, a number of repairs may occur. The speaker may identify an object with no known name, in which case it has to invent one. The hearer may not know the word, so it guesses the object. If the guess is correct, the new word is remembered, but if it is incorrect, the speaker points out the object, and the new word is remembered. If the hearer knows a different word for the same object, scores are given to the different words so that, through usage, agents converge on agreed words. Thus, in one experiment, twelve words for five objects after 50 games become five to six words, on average, after 200 games. In the “grounded” version of the game, the agents are mobile and may see the same objects from different angles. Identifying objects through luminance, yellow/blue and red/green scores, x and y coordinates, and height and width measurements, agents store prototypes of objects which they then collaborate to name with other agents, using similar strategies and repairs as in the previous game. Aggregate results produce close to 100% communicative success after 1,000 games producing 20 terms after 18 views of 10 objects. Adding the ability to both track moved objects and update prototype models results in about 90% success with 11 terms from 1,500 games after 16 views of 10 objects. That is, these two learning heuristics produce far less ambiguity and synonymy.

In “Language Strategies for Color”, Joris Bleys engages robot agents in naming games for colour, thereby accounting for how categories emerge from a natural spectrum. Agents carry out the same language games as in the previous experiment, but here the objects are distinguishable only by colour. Robot agents use a learning strategy that adjusts, rather than replaces, the current prototypical colour towards the speaker’s use of the colour word whenever communication is unsuccessful. Using English words based on scores for brightness, red/green and yellow/blue scores, robot agents score about 83% communicative success, matching baseline or target scores set by human agents. In an emergent experiment using only hue (or brightness), robot agents achieve about 72% success. To make the experiments more closely match natural language, Bleys also investigates graded membership of colour categories (e.g. “only slightly”, “somewhat” or “very” red). In a reconstruction experiment, robot agents produce words that were “qualitatively similar” (p.74) to their human counterparts in baseline data. Similarly, in acquisition experiments, robot agents demonstrate communicative success at rates marginally below humans. An emergent experiment for colour produces almost 95% communicative success with little variance for 5 words after about 15,00 games. The impressive results for graded membership demonstrate another important aspect of these evolutionary experiments: language strategies adapt to give selective advantage. In this case, graded membership of colours allows a higher rate of success than brightness-only or hue-and-brightness systems.

The experiments in the next two chapters, “Emergent mirror systems for body language” by Steels and Michael Spranger and “The co-evolution of basic spatial terms and categories” by Spranger, add complexity to the linguistic models developed in the previous two chapters by adding verbal and adverbial options (Steel and Spranger) and prepositional meanings (Spranger). Spranger’s experimental embodied-robotic subjects achieve 98% communicative success when reconstructing German spatial terms. Steel and Spranger claim that “It is only by the full integration of all aspects of language with sophisticated sensory-motor intelligence that agents were able to arrive at a shared communicative system that is adequate for the game” (107) of correctly ordering a fellow robot agent to strike a particular pose. That is, communicative success is achieved by: grounding the agents in a sensory experience relative to their own body and its parts; employing a prototypical, rather than categorical, approach to language; simulating mirror neurons (by enabling robots to simulate and monitor, without enacting, a motor programme); and providing feedback loops for the motor system.

Part 1 culminates in the chapter “Multi-dimensional meanings in lexical formation”, by Pieter Wellens and Loetzsch, which attempts to simulate a more natural environment for lexical emergence and demonstrate the adaptive benefits of the strategies adopted in the studies in this volume. The language games played by robot agents in the preceding chapters all focus on one aspect of language, but this does not reflect natural language use, when speakers must select the most suitable linguistic features to distinguish objects. The most favourable results are obtained when agents use a probability-based ‘Adaptive Strategy’ for word learning, whereby a fuzzy-logic algorithm for ‘best fit’ is used in naming objects as speaker or hearer. In experiments where 25 agents able to distinguish 16 features per object play 4,000 games each, totalling 50,000 games over 10 repetitions, the agents achieve 90% communicative success after 10,000 games, and approach a 98% success rate after 30,000 games. Another measure, lexicon coherence, which quantifies the alignment between agents’ lexicons at any time, reaches 0.4 after 10,000 games and averages only as high as 0.45 on a scale of -1 to +1 after 50,000 games. This reflects natural language, where high levels of communicative success are achieved even when agents do not totally agree on word meanings.

Part Two of the book, ‘Emergence of Grammatical Systems’, opens with Remi van Trijp’s ‘The evolution of case systems for marking event structure’, which posits three bold hypotheses: 1. “Case evolves because it has selective advantage for communication” (170); 2. case emerges when a population shares a ‘case strategy’; and 3. “Case markers can be repurposed for a different language system if the original selective advantages of a case system have been ‘usurped’ by more dominant, competing systems in the language” (170). In experiments where one robot agent describes a scene that the two agents have just watched together, robot agents acquire the case system for German, although van Trijp rejects the need for 'a priori' grammatical categories. After 5,000 games, coherence scores are above 0.95, the language system is highly systematic, and cognitive effort is at a minimum, thus providing support for the first hypothesis. Moreover, the evolution of the Spanish personal pronoun system is reconstructed in experiments that provide evidence for hypotheses 2 and 3 above. As with native speakers, grammatical variation is accommodated by robot agents who produce language with preferences for certain structures. Similarly, subsequent experiments demonstrate a paradigm shift in the population, with preferences moving from one system to another. In the conclusion, van Trijp is careful to emphasise that these experiments demonstrate a high level of communicative success using general shared cognitive strategies – typically, “analogical reasoning or similarity-based categorization” (202).

In “Emergent functional grammar for space”, Spranger and Steels demonstrate the selective advantage of grammaticalising spatial relationships over the solely lexical variant in experiments that reconstruct German and that self-organise into an emergent system. Crucially, they show how a semantically-oriented strategy towards grammaticalised spatial relationships requires less cognitive effort for greater communicative success. Similarly, Katrien Beuls, Steels and Sebastian Höfer’s experiments into “The emergence of internal agreement systems” produce results that reduce cognitive effort and ambiguity by grouping related words into groups or phrases. Kateryna Gerasymova, Spranger and Beuls investigate the Russian system of Aktionsarten in “A language strategy for aspect”. Although the Russian system of aspect is considered complex and elaborate, robot agents are able to reconstruct and acquire the system, partially aided by the ability to accept holophrases (a learned combination of words) for later analysis. Robot agents then demonstrate how an entirely new aspect system can emerge. As in the experiments by Wellens and Loetzsch, the final chapter ''The emergence of quantifiers'', by Simon Pauw and Joseph Hilferty, demonstrates the selective advantage of fuzzy categories by focusing on quantifying expressions. Experiments in acquisition and formation compare the alternative strategies of absolute quantification and scalable quantification, resulting in the conclusion that the more unpredictable the environment, the more likely a scalable strategy will prevail.

EVALUATION

Although each paper has different authors, the volume exhibits both a remarkable sense of consistency and a clear sense of progression from one chapter to the next. The research reveals a sense of direction shared by Steels and the other contributors that is laid out in Chapter One. In fact, it is advisable to read Chapter One again after examining the results of later experiments, in order to fully appreciate the significance of the bold approach taken by this team of researchers.

The greatest danger of depending on functional explanations to support a hypothesis is that evidence can only be interpreted as supporting an inert status quo. Fortunately, Steels and colleagues avoid this theoretical blind alley by incorporating the dynamics of alignment and the explanations and mechanisms for linguistic change. For instance, in van Trijp’s chapter, experimental evidence provides support for the hypothesis that the advantages provided by grammatical case in Spanish have been replaced by other grammatical features, freeing case markers to function in new ways. Perhaps my only concern with some of the papers in the volume is that there is an over-reliance on formal, rather than functional models of language. While some functional models may be difficult to model computationally, there are solutions, such as Halliday and Matthiessen (1999), which may provide the research team with grammatical models more aligned with the non-representational approach to language that is central to the research reported here.

This book and other experiments by the same team provide empirical evidence for the emergence of language based on evolutionary principles, on what we currently understand about brain structure and organisation (e.g. Edelman 1999; 2004) and, significantly, without the need for language-specific acquisition strategies; in all of the experiments here, the learning strategies employed are general cognitive strategies rather than language-specific. The experiments repeatedly demonstrate that: language can emerge without a priori conditions; current language systems can be aligned within a community through structural coupling; known developments in language can be modelled in embodied robotic agents with simulated mirror neurons; and language functions probabilistically, not categorically. I am unaware of any other series of falsifiable experiments that provide verifiable evidence to counter these conclusions, despite many theoretical claims to the contrary. Consequently, this volume should be of value to anyone interested in language evolution, in the application of natural languages to robotic agents, and in general linguistic theory.

REFERENCES

Edelman, G.M. 1999. Building a picture of the brain. Annals of the New York Academy of Sciences 882 June 1999, p.68-89

Edelman, G.M. 2004. Wider Than the Sky - The Phenomenal Gift of Consciousness. New Haven: Yale University Press

Halliday, M.A.K. and Matthiessen, C.M.I.M. 1999. Construing Experience through Meaning: A Language-based Approach to Cognition. London: Continuum

Maturana Romesin, H. 2002. Autopoiesis, Structural coupling and cognition: A history of these and other notions in the biology of cognition. Cybernetics and Human Knowing 9(4), pp.5-34

Rizzolatti, G. and Craighero, L. 2004. The Mirror-Neuron system. Annual Review of Neuroscience 27, pp.169-92

Nick Moore has worked in Brazil, Oman, Turkey, the UAE and the UK with students and teachers of English as a foreign language, English for specific and academic purposes, and linguistics. His PhD in applied linguistics from the University of Liverpool addressed information structure in written English. His other research interests include systemic functional linguistics, corpus linguistics, theories of embodiment, lexis and skills in language teaching, and reading programs. He is the co-editor of 'READ', maintains a blog on language, linguistics and learning at najmoore.blogspot.com and has recently joined the TESOL unit at Sheffield Hallam University.


The review for this book is posted here on linguistlist.org. 

Saturday, September 1, 2012

ISFC 39 - Boldly Going

I was fortunate enough to attend ISFC 39, hosted by UTS. The 39th International Systemic Functional Congress was held at the University of Technology, Sydney (UTS), 16-20 July, 2012. The plenary talks were bold, innovative and inspiring, and none were presented by the SFL 'old guard;' the organisers were brave enough to give the opportunity to 'The Next Generation' of SFL researchers. The event was also attended by the 'legends' of the discipline: Halliday, Hasan and Martin amongst others. I met lots of very nice people that had previously been just names in books, such as David Rose, Mary Macken-Horarik, Terry Royce, Geoff Williams and Alison Moore (no relation!). I was introduced, formally, to Legitimation Code Theory, an update of Bernstein's code theory, by Karl Maton, dazzled, furiously, by Chris Cleirigh's rough ride over semiotics, biology and evolution, and inspired, sublimely, by Shooshi Dreyfus' linguistic analysis of her severely disabled son's communication patterns. The programme was packed with interesting talks full of insight. I learned about the grammaticalisation of movement, the pedagogic cycle that inspires the reading-to-learn programme and its application in new second language contexts, and the importance of the concept of recontextualisation, to name just a few. Finally, there were so many new publications by authors present at the conference that an extra date had to be added to launch all of the books (thanks to Pauline Jones' great organisational skills).


I was also lucky enough to attend two very different pre-congress institutes (courses related to SFL matters). The first was a 'traditional' tutorial-style hands-on attempt by Jim Martin to help the rest of us construct our own system networks. He advocates a 'gently does it' approach, limiting grammatical features and only bringing in new ones when you can account for all of the others. The second was a much freer discussion-based course on the concept and use of Register in SFL, led by Annabelle Lukin (yes, she of the Vimeo SFL group fame - the same). She kindly shared all that she could on a dedicated website and made it clear that we were there together not to find answers but to start asking the right questions. Thanks to Annabelle and ISFC39 I have a much better understanding of David Butt and the work that he and his colleagues have achieved.

Please download the ISFC39 Proceedings, carefully edited by John Knox. (My paper is also available on the academia.edu site.) It is packed full of fascinating insights on a range of SFL topics covering a variety of modalities and languages. As soon as there are any videos of the plenary talks made available I will add a new post.

Thursday, July 5, 2012

Pennycook: Critical Applied Linguistics - A Critical Introduction. A Critique

Alastair Pennycook takes us on a very personal voyage of where he thinks a Critical approach to applied linguistics should take us. Along the way he is quite critical (small c) of a large number of applied linguistics, including Critical (large C) Linguists.
Pennycook is less than sympathetic towards writers that would consider themselves Critical Discourse Analysts, such as Fairclough. He thinks that Fairclough just isn't Critical enough, but he saves most of his scorn for Widdowson. It seems as though Widdowson has just stumbled onto the topic of critical linguistics via Google, and believes his gravitas should be sufficient to allow him full vent of his opinions. Pennycook viciously deconstructs all of the false dichotomies that Widdowson applies to Critical linguistics, and reveals that Widdowson really does not understand what the real issues are. It seems that Fairclough was let off lightly!
However, Pennycook's view of Critical (i.e. Critical Theory, i.e. modern Marxism) is not really that clear, either. Perhaps the only person that is not saved from Pennycook's rejection of claims to Critical Applied Linguistics is Foucault, whose brand of critical theory is obviously admired by Pennycook. Finally, Pennycook suggests how a Critical approach to applied linguistics might change the language learning classroom.
In all of Pennycook's carefully constructed arguments, however, I found one important thing missing: Linguistics. Despite his disregard for Fairclough's linguistic analysis, Pennycook offers no new way to analyse how language may actually work in real texts to support the very detailed power structures described in his neo-Foucaultian framework. When I see such models I may be less critical of his view of Critical Applied Linguistics.

How did you know this is another cheap shot? Yes, it's a Goodreads review I'd almost forgotten, but as I'm going to UTS, (Pennycook's stomping ground), I thought I'd dust it off and give it an airing.

Tuesday, June 19, 2012

Release Mohammad Ali Salmani Nodoushan

Mohammad Ali Salmani Nodoushan is an Iranian applied linguist. I have read a number of his papers and have great respect for his work. I have been in contact with him on a number of occasions in relation to the International Journal of Language Studies (IJLS). He was very quick to offer me the opportunity to join the Editorial board in 2010, and has sent me a number of papers for review.
However, it would appear that Mohammad has been re-arrested. His personal facebook page (http://www.facebook.com/nodushan) and the facebook page for IJLS (http://www.facebook.com/ijls.ed) have both been de-activated, even though the co-editor for IJLS attempted to re-activate it.
Mohammed was released from Iranian jail a few months ago after facing the death penalty. The Iranian authorities accuse him of converting to Christianity which they consider is worthy of the death penalty. Although it is almost impossible to confirm this information, the following message was sent earlier this week:

Hi. 
I am contacting you on behalf of your friend. 
Please DO NOT reply to this mail. I will delete this address as soon as this email is sent. 
Your friend in C*U*S*T*O*D*Y again since 14:00 hours local time June 13, 2012. 
Charges: 
1.        Conversion 
2.        Persistence on New Faith 
3.        Propaganda against G*O*V*E*R*N*M*E*N*T by placing a footnote on page 1 of the article at: http://www.ijls.net/volumes/volume6issue1/montazeran1.pdf 
4.        Including some J*E*W*S and I*S*R*A*E*L*I*s on I*J*L*S editorial board (i.e., this has resulted in his being charged for E* S* P*I *O *N *A *G *E for that G*O*V*E*R*N*M*E*N*T) 
Items 1 to 4 all automatically entail a D*E*A*T*H sentence. 
Please make sure you go public with this info since our cyber activities are CTRLed here, so we cannot do anything. Things must be done outside of here.   
Please remember that my name must be kept S*E*C*R*E*T.  Please: 
1.        Contact S*A*R, U*N* Human R*I*G*H*T*S W*A*T*C*H, and other related organizations and N*G*Os. 
2.        Open a new P*E*T*I*T*I*O*N on G*O*P*E*T*I*T*I*O*N dot C*O*M 
3.        Go public with all the past info and documents on F*A*C*E*B*O*O*K and other M*E*D*I*A 
4.        Whatever else you think will help. 
Thank you very much. 


When Mohammad was arrested previously there was a campaign to raise his case in international media and with the concerned charities and NGOs, such as Scholars At Risk and Amnesty International. As you can see, there is a call to do the same this time in order to save the life of a fellow academic whose only crime is to profess to a belief that the governing political regime consider hostile. 


Please help in any way you can. There is an online petition that you can sign here:
Release Mohammad Ali Salmani Nodoushan Petition | GoPetition
If you know any other way, please share with the IJLS co-editor Professor Randall Gess.
(Another unusual post for this blog.)

Monday, June 4, 2012

My Year of the iPhone

Okay, I admit that this is not exactly a typical post for this blog, but with all the hype about how iPad and iPhone can revolutionise education I feel that I am justified (see a small sample of the hype here). I have just given away my iPhone 4. I am incredibly relieved that I will no longer have to put up with the stupid way it does everything.
Give a few examples you say? Okay, then. Let's start with iTunes. First of all, why do I have to use an iTunes account at all? I do, because without it Apple does not let me start the phone I just paid much too much money for.
Then why do I have to give Apple Inc. my credit card & billing details when I just want free stuff? Imagine that you went to a "regular store" (i.e. one without an i added to the beginning for no reason) & as soon as you step inside, they take your credit card from you. As you walk around the shop, you suddenly realise that the store has taken money from your credit card. When you query them, they kindly inform you that their very special products cannot remain in your shopping trolley for more than 5 minutes without you being charged. Would you go back there again? Ever? So why do we allow Apple Inc. to treat us this way?
Next, back to iTunes. It is rubbish. It is designed to make you use it exclusively. When I try to back up my terrible photos from my phone,  iTunes tries to copy all of my photos from the computer to the already full memory on the phone. The memory cannot be increased, and why would I want that anyway? Without asking me? With almost no control over where it places anything? Can't I have photos that exist independently of the rubbish images that iPhone produces? I have a VERY extensive music collection - far bigger than will fit on any Apple device and none of which I bought from iTunes. Most of the music is from my own collection of CDs. iTunes works on the principle that I have a music library that I must have bought from iTunes that 'synchs' with my phone, and so I can only have as much music as will fit on my iPhone, unless I want to copy everything that I want to transfer to the phone into a separate directory on my computer. Waste of space - waste of time.
Then there are all those pointless apps (e.g. Newsstand, Stocks, Weather, Gamecenter etc.) that I have no use for, but which take up the insufficient memory and cannot be removed. Ever. For no reason.
Then there's the micro SIM card. Because of this (exclusively) Apple innovation, it is next to impossible to transfer your contact information to and from your iPhone. I had to manually enter my contacts. Twice. The first time on buying the phone, and the second when the wonderful update lost half my contacts details despite supposedly backing up first.
I should stop. But I won't. Welcome back all those websites that still use the Flash animation format in preference to Quicktime. Wow, there's a lot of you out there!
Apple may have reinvented the mobile phone business with its AppStore, but it is no longer alone, no matter what it may wish for through absurd legal disputes. And in most cases Android apps are free - for life (although there are hints that Apple is teaching Google bad habits). There are almost no apps that are exclusive to Apple, so why would you pay up to three times as much for your device to be over-charged again?
Finally, back to that question of iPads and iPhones in education. While these devices may seduce you with their smooth, easy touch, it must be remembered that they are both primarily devices for electronic media consumption, not production (see here, here and here for more comments). You can watch, listen, view and surf with ease, but writing on one without cumbersome accessories quickly becomes tiresome - as does carrying around self-defeating cumbersome accessories. This makes them suitable only for passive inactivity. They are unlikely to engage thinking and so can have little effect on learning.
Wake up people. Apple are NOT the "good guys" of the software industry. Just because their advertising image is whiter than white, it does not mean the company is. Apple must be guilty of far more anti-competitive practices than any other software company (again, why do I have to go through the Apple AppStore or iTunes? Why can I not delete Apps? Why should websites be forced into using Quicktime instead of Flash?), so why aren't they in court already? If people did not like the way Bill Gates & Microsoft went about their business, through anti-competitive bundling of products and bullying acquisitions of competitors, how blind do you have to be to not see Apple Inc. doing just the same things? At least Bill Gates knows how to spend his money. Apple users stop making excuses for the company because they have made you think you have bought into a California-cool lifestyle. Wake up & smell the Jobbies, people!!