Anna Franca Plastina, University of Calabria, Italy
Anna Franca Plastina is Professor of English Language and Translation at the University of Calabria, where she coordinates the local CLAVIER (Corpus and Language Variation in English Research) unit as an inter-university network in southern Italy. Her research interests are in discourse analysis, specialized language, applied linguistics and psycholinguistics. Her most recent publications include the chapters Healthy pic hashtagging in Twitter: The role of infographics in #AntibioticGuardian (2021, Routledge); The web-mediated construction of interdiscursive truth(s) about the MMR vaccine. A defamation case (co-authored, 2021, Routledge); the volume Social-Ecological Resilience to Climate Change: Discourses, Frames and Ideologies (2020, Cambridge Scholars Publishing), and the article Case reporting: a historical discourse analysis of the functional uses of if-conditionals in medical-officer-of-health reports (2019, Token: A Journal of English Linguistics).
Multimodal Discourse Analysis of Health Discourse on Social Media: Approaches and Practices
The increasingly consumer-driven world of health care is witnessing an expanding proliferation of social media users searching for health-related information. This phenomenon is leading health organizations and pharmaceutical companies to create their niches within social media environments for different promotional purposes (Plastina 2015, 2021). Accordingly, the wider public is unprecedentedly exposed to pervasive multimodal practices of health-related discourses which are worthy of further in-depth investigation (Plastina 2013). This paper will discuss how multimodal discourse analyses of drug advertising and public health campaigning stand to benefit from questioning respectively their social semiotic meaning-making processes (cf. Kress & van Leeuwen 2001; Kress 2010) and metafunctional organization (O’Halloran & Lim 2014). These multimodal practices artfully “provide us with views of how things are or should be” (Harrison 2002: 857), and thus strongly affect health consumers’ attitudes and decisions.
Jean-Rémi Lapaire, Université de Bordeaux
Pr. Jean-Rémi LAPAIRE started his teaching career at Université Toulouse Le Mirail (now Toulouse Jean Jaurès) then transferred to Université Bordeaux Montaigne in 2001. He has initially trained as an English Language and Literature major but now teaches cognitive linguistics, discourse pragmatics, language pedagogy and gesture studies. He is officially attached to the English Department but also works with students and colleagues from other faculties and programs (General Linguistics, French as a Foreign Language, Performing Arts, Ecole Doctorale Montaigne Humanités…). His main claim is that too little attention is paid to the reality of the “learning body”. He has accordingly designed and taught multimodal seminars ("Literature in Motion", "Doing Language", "Pragmatics in the Flesh", "Moved by Grammar"...) promoting the union of sensory-motor activity and reflection, creative writing and academic writing, action-research and creative research. Central to his approach is the desire to link science and the arts, the abstract and the concrete, verbal and non-verbal expression, old ways and new ways. He has developed international partnerships with American and European universities (lectures, master classes, visiting scholarships, student festivals, co-advising…) and fostered cross-disciplinary collaboration in the arts, languages and sciences (e.g. embodied approaches to mathematics and astrophysics).
Abstract
"Intermodality, intermediality and intersemiotic translation: recruiting theoretical concepts to engage the learning bodycreatively in language education "
The concepts and frameworks that educators use to design, explain and assess their teaching strategies or learning scenarios are not just “scholarly abstractions.” Theories can become creative tools and transformative agents that inspire and empower all those participating in a given learning/teaching event. Spatial arrangements may thus be reconfigured, the range of classroom activities broadened, and the common repertoire of attitudes and gestures diversified. Some learning injuries might also be healed in the process. Drawing on my own experience, both as a practitioner and a researcher, I will show how the interpretative potential of learners (i.e. their ability to understand, perform and resemiotise written or spoken discourse) may develop using the cognitive and socio-cultural resources of intersemiosis. I will also look at reception (i.e. learning attitudes and learner feedback) using data from the various postgraduate programs I have taught: English Studies, General Linguistics, Performance Studies, French as a Foreign or Second Language, English for Academic Purposes.
Caroline Rossi, Université Grenoble Alpes
Caroline Rossi is a professor of Specialised translation and Applied linguistics. An alumni of the Ecole Normale Supérieure trained in English language, literature and linguistics, she works at the crossroads of psycholinguistics, cognitive linguistics and translation studies. Passionate about cognition, and dedicated to promoting innovative work in this field, she is the current president of the French Association for Cognitive Linguistics (AFLiCo) and a member of the board of directors of the Pôle Grenoble Cognition. At Grenoble Alpes University, she is the head of the internal team Translation Terminology and Technologies of the GREMUTS group within ILCEA4 research lab. She is currently in charge of the French teams in two European projects on the teaching of machine translation (MultiTraiNMT project) and training in new translation technologies (FOIL project).
Résumé
Learning ESP with a little help from translation: the benefits of a multimodal, situated approach
Starting from recent work on the possible contributions of neural machine translation to language teaching (Rossi et al., in press), I will present several types of activities resulting from the European project MultiTraiNMT (www.multitrainmt.eu) and discuss how they could be used with students of the Applied Languages BA (LEA). I will then focus on translation tasks combining verbal and pictorial modes of presentation, to analyse uses of translation that are not based on equivalence, but rather similar to Laviosa's (2014) holistic approach, fostering the development of symbolic competence. Finally, I will stress the advantages of using a combination of mediation and situated translation tasks, including machine translation, to train “the language professional of the future, who needs to grow into a self-reflective, interculturally competent and responsible meaning maker in our increasingly multilingual world” (Laviosa 2015 : 105).
Loading...