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Narratives of infertile Muslim women: the construction of personal and socio-cultural identities in weblogs
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The influence of student perception of teacher emotional intelligence and happiness on foreign language learning
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Science in exile: EAL academic literacies development of established Syrian academics
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The influence of L2 on L1: metapragmatic judgments of L1 non-verbal greetings by Saudi L2 speakers of English - a mixed methods study
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Whose Karate? Language and cultural learning in a multilingual Karate club in London
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Deux ou trois choses que je sais d’elles : les variantes émergentes en français multiculturel de la région parisienne
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Emotion recognition ability across different modalities: the role of language status (L1/LX), proficiency and cultural background
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Visual cues and perception of emotional intensity among L1 and LX users of English
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Closest conjunct agreement in replacives: experimental evidence from Estonian
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Do you see / hear / understand how he feels? Multimodal perception of a Chinese speaker’s emotional state across languages and cultures
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How to prepare psychotherapists for interpreter-mediated therapy?
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Academic socialisation through collaboration: textual interventions in supporting exiled scholars’ academic literacies development
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Negotiating the language(s) for psychotherapy talk: a mixed methods study from the perspective of multilingual clients
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The role of intellectual humility in foreign language enjoyment and foreign language classroom anxiety
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The East India Company Language Policy in the early 19th Century
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Activism signage, emplacement, and sense of public space: a mixed methods study of the linguistic landscape of Bloomsbury
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Abstract:
Studies on activism signage, meaning-making, and the sense of space, span several research areas, including linguistic landscapes, activism, transgressive semiotics, and urbanism. Activism signs are often discussed within studies on flyposting, and are associated, simultaneously, with negative effects on space, and, conversely, as positive manifestations of healthy activism in communities, and the rightful access to shared public space. The literature review revealed several research gaps, including the effect of activism signage on the sense of space, especially safety, regulation, and conviviality. Additionally, little is known on how meanings in these signs are affected by their placement context, the relative transgression of these signs on urban space, and how meanings change with their readers. The interaction between the visual and linguistic components of the signs, and their placement, on meanings, and the sense of space, forms the basis of this research. A mixed-method approach was adopted to address the main research questions. Hundreds of activism signs were analysed, revealing linguistic, visual, and placement trends. The presence of these signs in the area suggested a reduced sense of safety, conviviality, and regulation. These findings were used as a basis for the photo-elicitation questionnaire, which elicited opinions regarding the effect of the main sign components, on meanings, and the sense of space. This study provides strong evidence that activism signs emplacement in urban space has a marked effect on meanings, space regulation, and the sense of safety and conviviality. Meanings in the signs are co-constructed between sign authors and readers. The effective communication of the activism messages is considerably compromised by sign components and placement. The results highlight a dilemma between successful communication of activism messages, and the adverse effects on space. This study presents contributions in the fields of LL research, activism studies, as well urban studies, and the sense of space.
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Keyword:
Applied Linguistics and Communication (to 2020)
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URL: https://eprints.bbk.ac.uk/id/eprint/46882/
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The foreign language classroom anxiety scale and academic achievement: an overview of the prevailing literature and a meta-analysis
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The predictive power of sociobiographical and linguistic variables on foreign language anxiety of Chinese university students
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Are EFL pre-service teachers’ judgment of teaching competence swayed by the belief that the EFL teacher is a L1 or LX user of English?
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