Ingrid Piller
2022
Piller, Ingrid; Zhang, Jie; Li, Jia
Peripheral multilingual scholars confronting epistemic exclusion in global academic knowledge production: a positive case study Journal Article
In: Multilingua, 2022.
@article{Piller2022,
title = {Peripheral multilingual scholars confronting epistemic exclusion in global academic knowledge production: a positive case study},
author = {Ingrid Piller and Jie Zhang and Jia Li},
doi = {10.1515/multi-2022-0034},
year = {2022},
date = {2022-05-09},
urldate = {2022-05-09},
journal = {Multilingua},
abstract = {The decolonization of knowledge is increasingly high on the agenda of applied and sociolinguistics. This article contributes to this agenda by examining how peripheral multilingual scholars confront their linguistic and epistemic exclusion from global knowledge production. Based on the product of such a challenge – a Chinese-centric special issue of Multilingua , a global academic Q1 journal, devoted to crisis communication during the COVID-19 pandemic and committed to furthering intercultural dialogue in research – we explore the decades-long knowledge production process behind that product and so provide a look into the “black box” of academic networking and publishing. Advocating for collaborative autoethnography as an inherently inclusive method, we focus on enabling academic and personal networks, textual scaffolding, and linguistic and epistemic brokerage. The article closes with three aspects of linguistic and epistemic citizenship that are central to inclusion, namely recognition of the value of peripheral knowledges, recognition of a collaborative ethics of care, and recognition of shared responsibility.},
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The decolonization of knowledge is increasingly high on the agenda of applied and sociolinguistics. This article contributes to this agenda by examining how peripheral multilingual scholars confront their linguistic and epistemic exclusion from global knowledge production. Based on the product of such a challenge – a Chinese-centric special issue of Multilingua , a global academic Q1 journal, devoted to crisis communication during the COVID-19 pandemic and committed to furthering intercultural dialogue in research – we explore the decades-long knowledge production process behind that product and so provide a look into the “black box” of academic networking and publishing. Advocating for collaborative autoethnography as an inherently inclusive method, we focus on enabling academic and personal networks, textual scaffolding, and linguistic and epistemic brokerage. The article closes with three aspects of linguistic and epistemic citizenship that are central to inclusion, namely recognition of the value of peripheral knowledges, recognition of a collaborative ethics of care, and recognition of shared responsibility.
2021
Piller, Ingrid; Bruzon, Ana Sofia; Torsh, Hanna
Monolingual school websites as barriers to parent engagement Journal Article
In: Language and Education, 2021.
@article{Piller2021c,
title = {Monolingual school websites as barriers to parent engagement},
author = {Ingrid Piller and Ana Sofia Bruzon and Hanna Torsh},
doi = {10.1080/09500782.2021.2010744},
year = {2021},
date = {2021-12-06},
urldate = {2021-12-06},
journal = {Language and Education},
abstract = {This paper investigates the communication strategies of schools to engage linguistically diverse parents through enrollment information on their websites. The importance of the study is due to the known educational disadvantage experienced by migrant children as well as the known positive influence of parental engagement on educational achievement. Against this background, we ask whether English-speaking and non-English-speaking parents have equal opportunities to support the education of their children through accessible high-quality enrollment information provided by their local school. To this end, we analyze language choice, multilingual information architecture, and references to linguistic diversity on the websites of 30 highly linguistically diverse Australian primary schools. English was found to be the exclusive medium of communication, even in schools where up to 98% of students speak another language at home. Where automated translation options or hyperlinks to external translated information are available, these follow a monolingual logic and are listed by language names in English rather than targeting the specific languages of the school community. References to linguistic diversity are rare but serve to normalize monolingual practices while regulating and otherizing linguistic diversity. The study thus demonstrates that accessible enrollment information in languages other than English is virtually non-existent. We close with implications for more inclusive design and professional development to foster greater parental engagement in linguistically diverse societies.},
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This paper investigates the communication strategies of schools to engage linguistically diverse parents through enrollment information on their websites. The importance of the study is due to the known educational disadvantage experienced by migrant children as well as the known positive influence of parental engagement on educational achievement. Against this background, we ask whether English-speaking and non-English-speaking parents have equal opportunities to support the education of their children through accessible high-quality enrollment information provided by their local school. To this end, we analyze language choice, multilingual information architecture, and references to linguistic diversity on the websites of 30 highly linguistically diverse Australian primary schools. English was found to be the exclusive medium of communication, even in schools where up to 98% of students speak another language at home. Where automated translation options or hyperlinks to external translated information are available, these follow a monolingual logic and are listed by language names in English rather than targeting the specific languages of the school community. References to linguistic diversity are rare but serve to normalize monolingual practices while regulating and otherizing linguistic diversity. The study thus demonstrates that accessible enrollment information in languages other than English is virtually non-existent. We close with implications for more inclusive design and professional development to foster greater parental engagement in linguistically diverse societies.
Piller, Ingrid; Torsh, Hanna; Smith-Khan, Laura
Securing the borders of English and Whiteness Journal Article
In: Ethnicities, 2021, ISBN: 146879682110526.
@article{Piller2021d,
title = {Securing the borders of English and Whiteness},
author = {Ingrid Piller and Hanna Torsh and Laura Smith-Khan},
doi = {10.1177/14687968211052610},
isbn = {146879682110526},
year = {2021},
date = {2021-10-21},
urldate = {2021-10-21},
journal = {Ethnicities},
abstract = {This article examines how racial and linguistic identities are constructed on the Australian reality TV show Border Security. Based on an analysis of 108 episodes of the show involving 253 border force officers and 128 passengers, we explore how the hegemonic Australian identity of the White native speaker of English is constructed on the show. Officers are represented as a relatively uniform group of heroes devoted to protecting Australia’s national security. Simultaneously, most of them look white and sound like native speakers of Australian English. In contrast to the officers, passengers, as their antagonists, do not have a predominant racial or linguistic profile. They are represented as highly diverse. What unites them is not any racial or linguistic profile but that they represent a security risk. Threat thus comes to be mapped onto diversity. The show’s schema of heroes and antagonists invites the audience to identify with the heroes. By identifying with the White-English heroes, the audience also comes to take on their power of judgment over its diverse linguistic and racial Others. The analysis shows how the White-English identity bundle is constructed as the authoritative and legitimate position of the judging knower. The article’s main contribution is to show how the raciolinguistic construct of the White-English complex is made hegemonic in a diverse society officially committed to multiculturalism.},
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This article examines how racial and linguistic identities are constructed on the Australian reality TV show Border Security. Based on an analysis of 108 episodes of the show involving 253 border force officers and 128 passengers, we explore how the hegemonic Australian identity of the White native speaker of English is constructed on the show. Officers are represented as a relatively uniform group of heroes devoted to protecting Australia’s national security. Simultaneously, most of them look white and sound like native speakers of Australian English. In contrast to the officers, passengers, as their antagonists, do not have a predominant racial or linguistic profile. They are represented as highly diverse. What unites them is not any racial or linguistic profile but that they represent a security risk. Threat thus comes to be mapped onto diversity. The show’s schema of heroes and antagonists invites the audience to identify with the heroes. By identifying with the White-English heroes, the audience also comes to take on their power of judgment over its diverse linguistic and racial Others. The analysis shows how the White-English identity bundle is constructed as the authoritative and legitimate position of the judging knower. The article’s main contribution is to show how the raciolinguistic construct of the White-English complex is made hegemonic in a diverse society officially committed to multiculturalism.
Piller, Ingrid; Gerber, Livia
Family language policy between the bilingual advantage and the monolingual mindset Journal Article
In: International Journal of Bilingual Education and Bilingualism, vol. 24, no. 14, pp. 622-635, 2021.
@article{Piller2021,
title = {Family language policy between the bilingual advantage and the monolingual mindset},
author = {Ingrid Piller and Livia Gerber},
year = {2021},
date = {2021-05-01},
urldate = {2021-05-01},
journal = {International Journal of Bilingual Education and Bilingualism},
volume = {24},
number = {14},
pages = {622-635},
abstract = {In contemporary Western societies, parenting has become the subject of a substantial body of advice and self-help literature. Within this literature, questions of bilingual parenting have begun to add yet another dimension to parental anxieties. Against this background, we examine how parents in a general Australian online parenting forum discuss the desires they have for their children's bilingualism and the challenges they experience to their bilingual parenting. We first demonstrate that individual bilingualism in the abstract is discussed in highly favourable terms and is widely conceptualised as a ‘gift’ from parents to children. However, posters’ belief in the bilingual advantage does not easily translate into effective bilingual parenting practices. First, many posters are concerned that bilingualism in the early years might be jeopardising their child's English language proficiency and hence school success. Second, a very narrow definition of ‘true’ bilingualism is connected with a relatively dogmatic belief in the ‘one parent, one language’ parenting strategy. As a result, consecutive bilinguals, particularly migrant fathers, come to be perceived as both problematic bilinguals and problematic parents. We close with implications for family language policy and advocacy in the face of entrenched institutional English monolingualism.},
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In contemporary Western societies, parenting has become the subject of a substantial body of advice and self-help literature. Within this literature, questions of bilingual parenting have begun to add yet another dimension to parental anxieties. Against this background, we examine how parents in a general Australian online parenting forum discuss the desires they have for their children's bilingualism and the challenges they experience to their bilingual parenting. We first demonstrate that individual bilingualism in the abstract is discussed in highly favourable terms and is widely conceptualised as a ‘gift’ from parents to children. However, posters’ belief in the bilingual advantage does not easily translate into effective bilingual parenting practices. First, many posters are concerned that bilingualism in the early years might be jeopardising their child's English language proficiency and hence school success. Second, a very narrow definition of ‘true’ bilingualism is connected with a relatively dogmatic belief in the ‘one parent, one language’ parenting strategy. As a result, consecutive bilinguals, particularly migrant fathers, come to be perceived as both problematic bilinguals and problematic parents. We close with implications for family language policy and advocacy in the face of entrenched institutional English monolingualism.
Piller, Ingrid
Language and social justice Online
2021, visited: 29.01.2021.
@online{Piller2021b,
title = {Language and social justice},
author = {Ingrid Piller },
doi = {10.1093/acprof:oso/9780199937240.001.0001},
isbn = {9780199937240},
year = {2021},
date = {2021-01-29},
urldate = {2021-01-29},
abstract = {Understanding and addressing linguistic disadvantage must be a central facet of the social justice agenda of our time. This book explores the ways in which linguistic diversity mediates social justice in liberal democracies undergoing rapid change due to high levels of migration and economic globalization. Focusing on the linguistic dimensions of economic inequality, cultural domination, and imparity of political participation, Linguistic Diversity and Social Justice employs a case-study approach to real-world instances of linguistic injustice. Linguistic diversity is a universal characteristic of human language but linguistic diversity is rarely neutral; rather it is accompanied by linguistic stratification and linguistic subordination. Domains critical to social justice include employment, education, and community participation. The book offers a detailed examination of the connection between linguistic diversity and inequality in these specific contexts within nation-states that are organized as liberal democracies. Inequalities exist not only between individuals and groups within a state but also between states. Therefore, the book also explores the role of linguistic diversity in global injustice with a particular focus on the spread of English as a global language. While much of the analysis in this book focuses on language as a means of exclusion, discrimination, and disadvantage, the concluding chapter asks what the content of linguistic justice might be.
},
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Understanding and addressing linguistic disadvantage must be a central facet of the social justice agenda of our time. This book explores the ways in which linguistic diversity mediates social justice in liberal democracies undergoing rapid change due to high levels of migration and economic globalization. Focusing on the linguistic dimensions of economic inequality, cultural domination, and imparity of political participation, Linguistic Diversity and Social Justice employs a case-study approach to real-world instances of linguistic injustice. Linguistic diversity is a universal characteristic of human language but linguistic diversity is rarely neutral; rather it is accompanied by linguistic stratification and linguistic subordination. Domains critical to social justice include employment, education, and community participation. The book offers a detailed examination of the connection between linguistic diversity and inequality in these specific contexts within nation-states that are organized as liberal democracies. Inequalities exist not only between individuals and groups within a state but also between states. Therefore, the book also explores the role of linguistic diversity in global injustice with a particular focus on the spread of English as a global language. While much of the analysis in this book focuses on language as a means of exclusion, discrimination, and disadvantage, the concluding chapter asks what the content of linguistic justice might be.
Wang, Yining; Piller, Ingrid
Christian bilingual practices and hybrid identities as vehicles of migrant integration Book Chapter
In: Language and spirit, 2021.
@inbook{Wang2021,
title = {Christian bilingual practices and hybrid identities as vehicles of migrant integration},
author = {Yining Wang and Ingrid Piller},
year = {2021},
date = {2021-01-01},
urldate = {2021-01-01},
publisher = {Language and spirit},
abstract = {About two-thirds of Chinese Australians do not have a religious affiliation. However, recent converts to Christianity constitute a growing segment. This paper investigates the conversion journeys of a group of first-generation Chinese Australians as they intersect with their experiences of English language learning, hybrid identity formation, settlement, and parenting. Based on qualitative open-ended interviews with seven highly educated women who had migrated to Australia as adults and converted to Christianity within the first few years of settlement, the chapter traces conversion as a key aspect of their social integration into the new society. The women experienced migration as an existential crisis of economic insecurity, loss of status, language barriers, marital problems, and parenting dilemmas. In the absence of the social networks they had lost through migration, they turned to churches for practical support. The support and community offered by church groups led them to accept a new belief system and completely transformed their lives. The long-term consolidation of the benefits of conversion were achieved through bilingual and bicultural practices and hybrid and adhesive identities, resulting in personal well-being and a high level of social integration. Christian beliefs also became a kind of objective standard that allowed them to bridge generational, linguistic, and cultural gaps with their second-generation children. The chapter closes with a discussion of the lessons that this research holds for secular institutions as they try to improve the social integration of newcomers.
},
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About two-thirds of Chinese Australians do not have a religious affiliation. However, recent converts to Christianity constitute a growing segment. This paper investigates the conversion journeys of a group of first-generation Chinese Australians as they intersect with their experiences of English language learning, hybrid identity formation, settlement, and parenting. Based on qualitative open-ended interviews with seven highly educated women who had migrated to Australia as adults and converted to Christianity within the first few years of settlement, the chapter traces conversion as a key aspect of their social integration into the new society. The women experienced migration as an existential crisis of economic insecurity, loss of status, language barriers, marital problems, and parenting dilemmas. In the absence of the social networks they had lost through migration, they turned to churches for practical support. The support and community offered by church groups led them to accept a new belief system and completely transformed their lives. The long-term consolidation of the benefits of conversion were achieved through bilingual and bicultural practices and hybrid and adhesive identities, resulting in personal well-being and a high level of social integration. Christian beliefs also became a kind of objective standard that allowed them to bridge generational, linguistic, and cultural gaps with their second-generation children. The chapter closes with a discussion of the lessons that this research holds for secular institutions as they try to improve the social integration of newcomers.
2020
Piller, Ingrid
How to teach TESOL ethically in an English-dominant world Miscellaneous
2020.
@misc{Piller2020d,
title = {How to teach TESOL ethically in an English-dominant world},
author = {Ingrid Piller},
year = {2020},
date = {2020-11-19},
urldate = {2020-11-19},
abstract = {One of the thrusts of my research has been a critical examination of the social consequences of the global spread of English.
},
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One of the thrusts of my research has been a critical examination of the social consequences of the global spread of English.
Piller, Ingrid
Language and Social Justice Journal Article
In: pp. 1 - 7, 2020.
@article{nokey,
title = {Language and Social Justice},
author = {Ingrid Piller},
doi = {10.1002/9781118786093.iela0416},
year = {2020},
date = {2020-11-09},
urldate = {2020-11-09},
pages = {1 - 7},
abstract = {Social justice is the overcoming of injustice. Linguistic injustice manifests as linguistic subordination and as the restriction of access to social goods through language. Linguistic subordination is based in the fact of linguistic diversity and means that some linguistic repertoires and their speakers are denied parity of recognition. Restriction of access to social goods such as education, employment, healthcare, or welfare works through institutions. Institutions tend to operate relatively rigid language regimes that place a double burden on those whose linguistic repertoires deviate from those of the institution. This pattern is illustrated with reference to schools as one example. To overcome linguistic injustice, language must be recognized as a mechanism of exclusion and institutions need to be tasked with the responsibility to ensure equitable access irrespective of the linguistic background of the individual.},
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Social justice is the overcoming of injustice. Linguistic injustice manifests as linguistic subordination and as the restriction of access to social goods through language. Linguistic subordination is based in the fact of linguistic diversity and means that some linguistic repertoires and their speakers are denied parity of recognition. Restriction of access to social goods such as education, employment, healthcare, or welfare works through institutions. Institutions tend to operate relatively rigid language regimes that place a double burden on those whose linguistic repertoires deviate from those of the institution. This pattern is illustrated with reference to schools as one example. To overcome linguistic injustice, language must be recognized as a mechanism of exclusion and institutions need to be tasked with the responsibility to ensure equitable access irrespective of the linguistic background of the individual.
Stanlaw, James M.; Piller, Ingrid
Language and social justice Book
The International Encyclopedia of Linguistic Anthropology, 2020, ISBN: 9781118786093.
@book{Stanlaw2020,
title = {Language and social justice},
author = {James M. Stanlaw and Ingrid Piller},
editor = {James M. Stanlaw },
isbn = {9781118786093},
year = {2020},
date = {2020-11-09},
urldate = {2020-11-09},
publisher = {The International Encyclopedia of Linguistic Anthropology},
abstract = {Social justice is the overcoming of injustice. Linguistic injustice manifests as linguistic subordination and as the restriction of access to social goods through language. Linguistic subordination is based in the fact of linguistic diversity and means that some linguistic repertoires and their speakers are denied parity of recognition. Restriction of access to social goods such as education, employment, healthcare, or welfare works through institutions. Institutions tend to operate relatively rigid language regimes that place a double burden on those whose linguistic repertoires deviate from those of the institution. This pattern is illustrated with reference to schools as one example. To overcome linguistic injustice, language must be recognized as a mechanism of exclusion and institutions need to be tasked with the responsibility to ensure equitable access irrespective of the linguistic background of the individual.
},
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Social justice is the overcoming of injustice. Linguistic injustice manifests as linguistic subordination and as the restriction of access to social goods through language. Linguistic subordination is based in the fact of linguistic diversity and means that some linguistic repertoires and their speakers are denied parity of recognition. Restriction of access to social goods such as education, employment, healthcare, or welfare works through institutions. Institutions tend to operate relatively rigid language regimes that place a double burden on those whose linguistic repertoires deviate from those of the institution. This pattern is illustrated with reference to schools as one example. To overcome linguistic injustice, language must be recognized as a mechanism of exclusion and institutions need to be tasked with the responsibility to ensure equitable access irrespective of the linguistic background of the individual.
Piller, Ingrid
Sprachideologien und ihre gesellschaftlichen Konsequenzen Book Chapter
In: pp. 335-340, 2020, ISBN: 978-3-658-20284-2.
@inbook{Piller2020r,
title = {Sprachideologien und ihre gesellschaftlichen Konsequenzen},
author = {Ingrid Piller},
doi = {10.1007/978-3-658-20285-9_49},
isbn = {978-3-658-20284-2},
year = {2020},
date = {2020-10-16},
urldate = {2020-10-16},
pages = {335-340},
abstract = {Ob gesellschaftliche Mehrsprachigkeit mit Zusammenhalt und Integration vereinbar ist oder zu Spaltung und Konflikt führt, wird vielfach kontrovers diskutiert. Manche Autor/innen verweisen auf den Balkan als Paradebeispiel für das Konfliktpotential der Mehrsprachigkeit. Andere schauen auf Länder wie die Schweiz, wo Mehrsprachigkeit und ein hohes Maß an gesellschaftlicher Kohärenz durchaus zusammengehen.},
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Ob gesellschaftliche Mehrsprachigkeit mit Zusammenhalt und Integration vereinbar ist oder zu Spaltung und Konflikt führt, wird vielfach kontrovers diskutiert. Manche Autor/innen verweisen auf den Balkan als Paradebeispiel für das Konfliktpotential der Mehrsprachigkeit. Andere schauen auf Länder wie die Schweiz, wo Mehrsprachigkeit und ein hohes Maß an gesellschaftlicher Kohärenz durchaus zusammengehen.
Piller, Ingrid
How to write a fabulous assignment Miscellaneous
2020.
@misc{Piller2020e,
title = {How to write a fabulous assignment},
author = {Ingrid Piller},
year = {2020},
date = {2020-09-28},
urldate = {2020-09-28},
abstract = {This lecture explains the process of writing an academic assignment in five steps: planning, orientation, structuring, drafting, and revision.
The lecture is delivered by Distinguished Professor Ingrid Piller as part of the postgraduate unit "Literacies" in Macquarie University's Applied Linguistics program.
A written version of some of the content in this lecture can be found at https://www.languageonthemove.com/wha... and a summary of the lecture also exists as a Twitter thread at https://twitter.com/Lg_on_the_Move/st...},
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This lecture explains the process of writing an academic assignment in five steps: planning, orientation, structuring, drafting, and revision.
The lecture is delivered by Distinguished Professor Ingrid Piller as part of the postgraduate unit "Literacies" in Macquarie University's Applied Linguistics program.
A written version of some of the content in this lecture can be found at https://www.languageonthemove.com/wha... and a summary of the lecture also exists as a Twitter thread at https://twitter.com/Lg_on_the_Move/st...
The lecture is delivered by Distinguished Professor Ingrid Piller as part of the postgraduate unit "Literacies" in Macquarie University's Applied Linguistics program.
A written version of some of the content in this lecture can be found at https://www.languageonthemove.com/wha... and a summary of the lecture also exists as a Twitter thread at https://twitter.com/Lg_on_the_Move/st...
Piller, Ingrid
Literacy in heritage language maintenance Miscellaneous
2020.
@misc{Piller2020j,
title = {Literacy in heritage language maintenance},
author = {Ingrid Piller},
year = {2020},
date = {2020-09-05},
urldate = {2020-09-05},
abstract = {Learning how to read and write often takes a backseat in heritage language maintenance. However, in order to reap the full benefits of bilingualism – for the individual and the community – a high level of literacy development is essential. This video provides an overview of the relationship between written and spoken language, and the main challenges in developing minority language literacy to age-appropriate levels. How these can be tackled in community language schools will also be discussed.
The lecture was delivered by Distinguished Professor Ingrid Piller, Macquarie University, for the NSW Federation of Community Language Schools, as part of its community language teacher training development series.},
keywords = {},
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Learning how to read and write often takes a backseat in heritage language maintenance. However, in order to reap the full benefits of bilingualism – for the individual and the community – a high level of literacy development is essential. This video provides an overview of the relationship between written and spoken language, and the main challenges in developing minority language literacy to age-appropriate levels. How these can be tackled in community language schools will also be discussed.
The lecture was delivered by Distinguished Professor Ingrid Piller, Macquarie University, for the NSW Federation of Community Language Schools, as part of its community language teacher training development series.
The lecture was delivered by Distinguished Professor Ingrid Piller, Macquarie University, for the NSW Federation of Community Language Schools, as part of its community language teacher training development series.
Piller, Ingrid
Linguistic diversity in a time of crisis Miscellaneous
2020.
@misc{Piller2020i,
title = {Linguistic diversity in a time of crisis},
author = {Ingrid Piller},
year = {2020},
date = {2020-09-04},
urldate = {2020-09-04},
abstract = {The Covid-19 pandemic has exposed language barriers in societies around the world. It has become obvious that the fact of linguistic diversity had not been incorporated systematically into emergency preparation and crisis planning. As a result, the effectiveness of the pandemic response has suffered, and linguistic minorities everywhere have been struggling to access timely high-quality information. The consequences of widespread language and communication failures have been felt most heavily by the most marginalized groups.
},
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The Covid-19 pandemic has exposed language barriers in societies around the world. It has become obvious that the fact of linguistic diversity had not been incorporated systematically into emergency preparation and crisis planning. As a result, the effectiveness of the pandemic response has suffered, and linguistic minorities everywhere have been struggling to access timely high-quality information. The consequences of widespread language and communication failures have been felt most heavily by the most marginalized groups.
Piller, Ingrid
Does every Australian have an equal chance to know about Covid-19 restrictions? Miscellaneous
2020.
@misc{nokey,
title = {Does every Australian have an equal chance to know about Covid-19 restrictions?},
author = {Ingrid Piller},
year = {2020},
date = {2020-09-01},
urldate = {2020-09-01},
abstract = {This morning I googled “nsw corona/covid restrictions”. The top hits all refer to NSW Government websites, including these two: “What you can and can’t do under the rules” and “Public Health Orders and restrictions.”
},
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This morning I googled “nsw corona/covid restrictions”. The top hits all refer to NSW Government websites, including these two: “What you can and can’t do under the rules” and “Public Health Orders and restrictions.”
Piller, Ingrid
Levels of literacy Masters Thesis
Sydney, NSW, 2020.
@mastersthesis{nokey,
title = {Levels of literacy},
author = {Ingrid Piller},
year = {2020},
date = {2020-09-01},
urldate = {2020-09-01},
address = {Sydney, NSW},
abstract = {What is involved in learning how to read well? This lecture explores different levels of literacy. It explains how people learn to read to high levels, and why too many people don't learn to read beyond 4th grade level.
The lecture is delivered by Distinguished Professor Ingrid Piller as part of the postgraduate unit "Literacies" in Macquarie University's Applied Linguistics program.
The implications of differential literacy levels for Covid-19-related public service communications are discussed at https://www.languageonthemove.com/doe...},
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What is involved in learning how to read well? This lecture explores different levels of literacy. It explains how people learn to read to high levels, and why too many people don't learn to read beyond 4th grade level.
The lecture is delivered by Distinguished Professor Ingrid Piller as part of the postgraduate unit "Literacies" in Macquarie University's Applied Linguistics program.
The implications of differential literacy levels for Covid-19-related public service communications are discussed at https://www.languageonthemove.com/doe...
The lecture is delivered by Distinguished Professor Ingrid Piller as part of the postgraduate unit "Literacies" in Macquarie University's Applied Linguistics program.
The implications of differential literacy levels for Covid-19-related public service communications are discussed at https://www.languageonthemove.com/doe...
Zhang, Jie; Piller, Ingrid; Li, Jia
Linguistic diversity in a time of crisis: language challenges of the Covid-19 pandemic Bachelor Thesis
2020.
@bachelorthesis{Zhang2020,
title = {Linguistic diversity in a time of crisis: language challenges of the Covid-19 pandemic},
author = {Jie Zhang and Ingrid Piller and Jia Li},
editor = {Jie Zhang and Ingrid Piller and Jia Li},
year = {2020},
date = {2020-09-01},
urldate = {2020-09-01},
journal = {Multilingua},
volume = {39},
number = {5},
pages = {503–515},
abstract = {Multilingual crisis communication has emerged as a global challenge during the COVID-19 pandemic. Global public health communication is characterized by the large-scale exclusion of linguistic minorities from timely high-quality information. The severe limitations of multilingual crisis communication that the COVID-19 crisis has laid bare result from the dominance of English-centric global mass communication; the longstanding devaluation of minoritized languages; and the failure to consider the importance of multilingual repertoires for building trust and resilient communities. These challenges, along with possible solutions, are explored in greater detail by the articles brought together in this special issue, which present case studies from China and the global Chinese diaspora. As such, the special issue constitutes not only an exploration of the sociolinguistics of the COVID-19 crisis but also a concerted effort to open a space for intercultural dialogue within sociolinguistics. We close by contending that, in order to learn lessons from COVID-19 and to be better prepared for future crises, sociolinguistics needs to include local knowledges and grassroots practices not only as objects of investigation but in its epistemologies; needs to diversify its knowledge base and the academic voices producing that knowledge base; and needs to re-enter dialogue with policy makers and activists.
},
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tppubtype = {bachelorthesis}
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Multilingual crisis communication has emerged as a global challenge during the COVID-19 pandemic. Global public health communication is characterized by the large-scale exclusion of linguistic minorities from timely high-quality information. The severe limitations of multilingual crisis communication that the COVID-19 crisis has laid bare result from the dominance of English-centric global mass communication; the longstanding devaluation of minoritized languages; and the failure to consider the importance of multilingual repertoires for building trust and resilient communities. These challenges, along with possible solutions, are explored in greater detail by the articles brought together in this special issue, which present case studies from China and the global Chinese diaspora. As such, the special issue constitutes not only an exploration of the sociolinguistics of the COVID-19 crisis but also a concerted effort to open a space for intercultural dialogue within sociolinguistics. We close by contending that, in order to learn lessons from COVID-19 and to be better prepared for future crises, sociolinguistics needs to include local knowledges and grassroots practices not only as objects of investigation but in its epistemologies; needs to diversify its knowledge base and the academic voices producing that knowledge base; and needs to re-enter dialogue with policy makers and activists.
Piller, Ingrid; Zhang, Jie; Li, Jia
Linguistic diversity in a time of crisis: Language challenges of the COVID-19 pandemic Bachelor Thesis
2020.
@bachelorthesis{Piller2020s,
title = {Linguistic diversity in a time of crisis: Language challenges of the COVID-19 pandemic},
author = {Ingrid Piller and Jie Zhang and Jia Li},
doi = {10.1515/multi-2020-0136},
year = {2020},
date = {2020-08-28},
urldate = {2020-08-28},
journal = {Multilingua},
volume = {39},
issue = {5},
abstract = {Multilingual crisis communication has emerged as a global challenge during the COVID-19 pandemic. Global public health communication is characterized by the large-scale exclusion of linguistic minorities from timely high-quality information. The severe limitations of multilingual crisis communication that the COVID-19 crisis has laid bare result from the dominance of English-centric global mass communication; the longstanding devaluation of minoritized languages; and the failure to consider the importance of multilingual repertoires for building trust and resilient communities. These challenges, along with possible solutions, are explored in greater detail by the articles brought together in this special issue, which present case studies from China and the global Chinese diaspora. As such, the special issue constitutes not only an exploration of the sociolinguistics of the COVID-19 crisis but also a concerted effort to open a space for intercultural dialogue within sociolinguistics. We close by contending that, in order to learn lessons from COVID-19 and to be better prepared for future crises, sociolinguistics needs to include local knowledges and grassroots practices not only as objects of investigation but in its epistemologies; needs to diversify its knowledge base and the academic voices producing that knowledge base; and needs to re-enter dialogue with policy makers and activists.},
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Multilingual crisis communication has emerged as a global challenge during the COVID-19 pandemic. Global public health communication is characterized by the large-scale exclusion of linguistic minorities from timely high-quality information. The severe limitations of multilingual crisis communication that the COVID-19 crisis has laid bare result from the dominance of English-centric global mass communication; the longstanding devaluation of minoritized languages; and the failure to consider the importance of multilingual repertoires for building trust and resilient communities. These challenges, along with possible solutions, are explored in greater detail by the articles brought together in this special issue, which present case studies from China and the global Chinese diaspora. As such, the special issue constitutes not only an exploration of the sociolinguistics of the COVID-19 crisis but also a concerted effort to open a space for intercultural dialogue within sociolinguistics. We close by contending that, in order to learn lessons from COVID-19 and to be better prepared for future crises, sociolinguistics needs to include local knowledges and grassroots practices not only as objects of investigation but in its epistemologies; needs to diversify its knowledge base and the academic voices producing that knowledge base; and needs to re-enter dialogue with policy makers and activists.
Piller, Ingrid
The mind-altering magic of literacy Miscellaneous
2020.
@misc{nokey,
title = {The mind-altering magic of literacy},
author = {Ingrid Piller
},
year = {2020},
date = {2020-08-27},
urldate = {2020-08-27},
abstract = {How does literacy affect the human mind? This lecture traces research into the relationship between literacy and cognition from the "Great Divide" theories of the 1960s via ethnographic research that sought to distinguish between literacy and education effects to contemporary neuroscience highlighting the plasticity of the reading brain.
The lecture is delivered by Distinguished Professor Ingrid Piller as part of the postgraduate unit "Literacies" in Macquarie University's Applied Linguistics program.},
keywords = {},
pubstate = {published},
tppubtype = {misc}
}
How does literacy affect the human mind? This lecture traces research into the relationship between literacy and cognition from the "Great Divide" theories of the 1960s via ethnographic research that sought to distinguish between literacy and education effects to contemporary neuroscience highlighting the plasticity of the reading brain.
The lecture is delivered by Distinguished Professor Ingrid Piller as part of the postgraduate unit "Literacies" in Macquarie University's Applied Linguistics program.
The lecture is delivered by Distinguished Professor Ingrid Piller as part of the postgraduate unit "Literacies" in Macquarie University's Applied Linguistics program.
Piller, Ingrid
What can Australian Message Sticks teach us about literacy? Journal Article
In: Language on the move, 2020.
@article{Piller2020n,
title = {What can Australian Message Sticks teach us about literacy?},
author = {Ingrid Piller},
year = {2020},
date = {2020-08-18},
urldate = {2020-08-18},
journal = {Language on the move},
abstract = {Few people have ever heard about a fascinating form of visual communication used by Indigenous Australians: message sticks.
},
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pubstate = {published},
tppubtype = {article}
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Few people have ever heard about a fascinating form of visual communication used by Indigenous Australians: message sticks.
Piller, Ingrid
The Latin alphabet's take-over of the world's languages Miscellaneous
2020.
@misc{Piller2020m,
title = {The Latin alphabet's take-over of the world's languages},
author = {Ingrid Piller },
year = {2020},
date = {2020-08-10},
urldate = {2020-08-10},
abstract = {The Latin alphabet is used by more people, for more languages, and in more contexts than any other script in human history. This lecture explains the spread of the Latin alphabet and the linguistic consequences of transferring it to languages other than Latin, with a special focus on English spelling.
The lecture is delivered by Distinguished Professor Ingrid Piller as part of the postgraduate unit "Literacies" in Macquarie University's Applied Linguistics program.
A written version of some of the content in this lecture can be found at https://www.languageonthemove.com/is-...
Note error on Slide 2: “日本人” (nihonjin) means "Japanese person", the Japanese language is called “日本語” (nihongo)},
keywords = {},
pubstate = {published},
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}
The Latin alphabet is used by more people, for more languages, and in more contexts than any other script in human history. This lecture explains the spread of the Latin alphabet and the linguistic consequences of transferring it to languages other than Latin, with a special focus on English spelling.
The lecture is delivered by Distinguished Professor Ingrid Piller as part of the postgraduate unit "Literacies" in Macquarie University's Applied Linguistics program.
A written version of some of the content in this lecture can be found at https://www.languageonthemove.com/is-...
Note error on Slide 2: “日本人” (nihonjin) means "Japanese person", the Japanese language is called “日本語” (nihongo)
The lecture is delivered by Distinguished Professor Ingrid Piller as part of the postgraduate unit "Literacies" in Macquarie University's Applied Linguistics program.
A written version of some of the content in this lecture can be found at https://www.languageonthemove.com/is-...
Note error on Slide 2: “日本人” (nihonjin) means "Japanese person", the Japanese language is called “日本語” (nihongo)
Piller, Ingrid
Is English spelling an insult to human intelligence? Miscellaneous
2020.
@misc{Piller2020f,
title = {Is English spelling an insult to human intelligence?},
author = {Ingrid Piller},
year = {2020},
date = {2020-08-10},
urldate = {2020-08-10},
abstract = {During a dreary German winter in the 1980s, I would get up early each Friday morning, wrap myself up against the cold, and ride my bike in the morning darkness up “Gallows Hill Street”, where for many centuries the city’s court of justice had been located. My destination was a windowless underground classroom in a 1960s concrete building, where an “Advanced Dictation” class was taking place that was compulsory for all undergraduate students of English.
},
keywords = {},
pubstate = {published},
tppubtype = {misc}
}
During a dreary German winter in the 1980s, I would get up early each Friday morning, wrap myself up against the cold, and ride my bike in the morning darkness up “Gallows Hill Street”, where for many centuries the city’s court of justice had been located. My destination was a windowless underground classroom in a 1960s concrete building, where an “Advanced Dictation” class was taking place that was compulsory for all undergraduate students of English.
Piller, Ingrid
The invention of writing Miscellaneous
2020.
@misc{Piller2020l,
title = {The invention of writing},
author = {Ingrid Piller},
year = {2020},
date = {2020-08-04},
urldate = {2020-08-04},
abstract = {This lecture explains why writing was invented, by who, and how they went about it. The lecture is delivered by Distinguished Professor Ingrid Piller as part of the postgraduate unit "Literacies" in Macquarie University's Applied Linguistics program. A written version of some of the content in this lecture can be found at https://www.languageonthemove.com/who... and the lecture also exists as a Twitter thread at https://twitter.com/Lg_on_the_Move/st....
},
keywords = {},
pubstate = {published},
tppubtype = {misc}
}
This lecture explains why writing was invented, by who, and how they went about it. The lecture is delivered by Distinguished Professor Ingrid Piller as part of the postgraduate unit "Literacies" in Macquarie University's Applied Linguistics program. A written version of some of the content in this lecture can be found at https://www.languageonthemove.com/who... and the lecture also exists as a Twitter thread at https://twitter.com/Lg_on_the_Move/st....
Piller, Ingrid
Who invented writing? Journal Article
In: Language on the move, 2020.
@article{Piller2020o,
title = {Who invented writing?},
author = {Ingrid Piller},
year = {2020},
date = {2020-08-04},
urldate = {2020-08-04},
journal = {Language on the move},
abstract = {Today, literacy has become near universal with the global literacy rate around 85 percent. Even the minority who remain illiterate are likely to be aware of the existence of written language (and their exclusion from its benefits). Mass literacy is a relatively recent phenomenon in the history of humanity and dates from the 19th century, with literacy rates steadily increasing over the past 200 years. Before then, literacy was restricted to a tiny elite in those societies where literacy existed and there were many societies that were not familiar with written language at all.
},
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Today, literacy has become near universal with the global literacy rate around 85 percent. Even the minority who remain illiterate are likely to be aware of the existence of written language (and their exclusion from its benefits). Mass literacy is a relatively recent phenomenon in the history of humanity and dates from the 19th century, with literacy rates steadily increasing over the past 200 years. Before then, literacy was restricted to a tiny elite in those societies where literacy existed and there were many societies that were not familiar with written language at all.
Piller, Ingrid
Why are academic lectures so weird? Journal Article
In: Language on the move, 2020.
@article{Piller2020p,
title = {Why are academic lectures so weird?},
author = {Ingrid Piller},
year = {2020},
date = {2020-07-27},
urldate = {2020-07-27},
journal = {Language on the move},
abstract = {Yesterday, I spent six hours pre-recording a puny little lecture of 15 minutes for the postgraduate “Literacies” unit I’m teaching this term. The unit has gone fully online this year due to the Covid-19 pandemic and I have been planning for interactive delivery in a variety of formats.
},
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Yesterday, I spent six hours pre-recording a puny little lecture of 15 minutes for the postgraduate “Literacies” unit I’m teaching this term. The unit has gone fully online this year due to the Covid-19 pandemic and I have been planning for interactive delivery in a variety of formats.
Piller, Ingrid
Why are academic lectures so weird? Miscellaneous
2020.
@misc{Piller2020q,
title = {Why are academic lectures so weird?},
author = {Ingrid Piller},
year = {2020},
date = {2020-07-27},
urldate = {2020-07-27},
abstract = {Yesterday, I spent six hours pre-recording a puny little lecture of 15 minutes for the postgraduate “Literacies” unit I’m teaching this term. The unit has gone fully online this year due to the Covid-19 pandemic and I have been planning for interactive delivery in a variety of formats.
},
keywords = {},
pubstate = {published},
tppubtype = {misc}
}
Yesterday, I spent six hours pre-recording a puny little lecture of 15 minutes for the postgraduate “Literacies” unit I’m teaching this term. The unit has gone fully online this year due to the Covid-19 pandemic and I have been planning for interactive delivery in a variety of formats.
Piller, Ingrid
Sociolinguistic ethnographies of globalisation Book Chapter
In: Tusting, Karin (Ed.): no. 5, pp. 54-69, Routledge, Taylor and Francis Group, London, 2020.
@inbook{Piller2020k,
title = {Sociolinguistic ethnographies of globalisation},
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},
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urldate = {2020-06-01},
number = {5},
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address = {London},
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Piller, Ingrid
Language challenges of Covid-19 are a pressing issue Miscellaneous
2020.
@misc{Piller2020g,
title = {Language challenges of Covid-19 are a pressing issue},
author = {Ingrid Piller},
year = {2020},
date = {2020-04-24},
urldate = {2020-04-24},
abstract = {In mid-March, we issued a call for papers for a special issue of the international sociolinguistics journal Multilingua devoted to “Linguistic diversity and public health: sociolinguistic perspectives on Covid-19” edited by Ingrid Piller (Macquarie University, Sydney), Jie Zhang (Zhongnan University of Economics and Law, Wuhan), and Jia Li (Yunnan University, Kunming).
},
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pubstate = {published},
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In mid-March, we issued a call for papers for a special issue of the international sociolinguistics journal Multilingua devoted to “Linguistic diversity and public health: sociolinguistic perspectives on Covid-19” edited by Ingrid Piller (Macquarie University, Sydney), Jie Zhang (Zhongnan University of Economics and Law, Wuhan), and Jia Li (Yunnan University, Kunming).
Piller, Ingrid
Linguistic diversity and public health: sociolinguistic perspectives on COVID-19 Miscellaneous
2020.
@misc{Piller2020h,
title = {Linguistic diversity and public health: sociolinguistic perspectives on COVID-19},
author = {Ingrid Piller},
year = {2020},
date = {2020-03-16},
urldate = {2020-03-16},
abstract = {The communication of public health information is a key aspect of the containment of contagious diseases. In fact, communication has been such a major aspect of the ongoing COVID-19 pandemic that it has been said to be accompanied by an “infodemic”, where many populations do not have access to sufficient reliable information while simultaneously being swamped with misleading information.
},
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pubstate = {published},
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The communication of public health information is a key aspect of the containment of contagious diseases. In fact, communication has been such a major aspect of the ongoing COVID-19 pandemic that it has been said to be accompanied by an “infodemic”, where many populations do not have access to sufficient reliable information while simultaneously being swamped with misleading information.
Piller, Ingrid
Female academics and shamans face the same glass ceiling Miscellaneous
2020.
@misc{Piller2020c,
title = {Female academics and shamans face the same glass ceiling},
author = {Ingrid Piller
},
year = {2020},
date = {2020-03-08},
urldate = {2020-03-08},
abstract = {It’s another International Women’s Day and time to reflect on powerful women: what is most noticeable about them is that there are so few of them.
},
keywords = {},
pubstate = {published},
tppubtype = {misc}
}
It’s another International Women’s Day and time to reflect on powerful women: what is most noticeable about them is that there are so few of them.
Piller, Ingrid
Editorial: Sharing knowledge in the spirit of Humboldt Journal Article
In: Journal & Proceedings - Royal Society of New South Wales, vol. 152, no. 4, pp. 291-294, 2020, ISBN: 0035-9173/20/030291-04.
@article{Piller2020b,
title = {Editorial: Sharing knowledge in the spirit of Humboldt},
author = {Ingrid Piller},
isbn = {0035-9173/20/030291-04},
year = {2020},
date = {2020-03-01},
urldate = {2020-03-01},
journal = {Journal & Proceedings - Royal Society of New South Wales},
volume = {152},
number = {4},
pages = {291-294},
abstract = {This editorial introduction provides an overview of the design of the 2019 Biennial Symposium of the Australian and New Zealand Associations of von Humboldt Fellows, which took place at Macquarie University, 22–24 November 2019. Under the theme “Sharing Knowledge in the Spirit of Humboldt,” the conference provided a space to reflect on Humboldt’s legacy as a research communicator and to engage with contemporary challenges of research communication, dissemination, and impact.
},
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This editorial introduction provides an overview of the design of the 2019 Biennial Symposium of the Australian and New Zealand Associations of von Humboldt Fellows, which took place at Macquarie University, 22–24 November 2019. Under the theme “Sharing Knowledge in the Spirit of Humboldt,” the conference provided a space to reflect on Humboldt’s legacy as a research communicator and to engage with contemporary challenges of research communication, dissemination, and impact.
Piller, Ingrid
Language ideologies and their social consequences Book Chapter
In: Gogolin, Ingrid; Hansen, Antje; McMonagle, Sarah; Rauch, Dominique (Ed.): no. 6, Chapter 49, pp. 335-340, Springer, Springer Nature, Wiesbaden, 2020, ISBN: 9783658202859.
@inbook{nokey,
title = {Language ideologies and their social consequences},
author = {Ingrid Piller},
editor = {Ingrid Gogolin and Antje Hansen and Sarah McMonagle and Dominique Rauch
},
isbn = {9783658202859},
year = {2020},
date = {2020-01-01},
urldate = {2020-01-01},
number = {6},
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publisher = {Springer, Springer Nature},
address = {Wiesbaden},
chapter = {49},
abstract = {The handbook acts as a reference work that presents theory, empirical research and practical knowledge from the dynamic research fields of multilingualism and education in their interrelationship. The topics covered include the international state of research and development. Contributions on traditions of conceptualizing language and education enable a better understanding of today's norms and represent multidisciplinary perspectives. In times of globalization and extensive individual mobility, this work is not only of current importance, but also relevant for the future.},
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The handbook acts as a reference work that presents theory, empirical research and practical knowledge from the dynamic research fields of multilingualism and education in their interrelationship. The topics covered include the international state of research and development. Contributions on traditions of conceptualizing language and education enable a better understanding of today's norms and represent multidisciplinary perspectives. In times of globalization and extensive individual mobility, this work is not only of current importance, but also relevant for the future.
Piller, Ingrid
Covid-19 forces us to take linguistic diversity seriously Book Chapter
In: no. 6, Chapter 2, pp. 12-17, 2020.
@inbook{Piller2020,
title = {Covid-19 forces us to take linguistic diversity seriously},
author = {Ingrid Piller
},
year = {2020},
date = {2020-01-01},
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number = {6},
pages = {12-17},
chapter = {2},
abstract = {In a time of crisis like the current pandemic, how can we influence behaviour change and ensure international cooperation in a multilingual world? And can we learn lessons from the Chinese approach?},
keywords = {},
pubstate = {published},
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In a time of crisis like the current pandemic, how can we influence behaviour change and ensure international cooperation in a multilingual world? And can we learn lessons from the Chinese approach?
2019
Piller, Ingrid
On the conditions of authority in academic publics Bachelor Thesis
2019.
@bachelorthesis{Piller2019e,
title = {On the conditions of authority in academic publics},
author = {Ingrid Piller},
doi = {10.1111/josl.12393},
year = {2019},
date = {2019-11-01},
urldate = {2019-11-01},
journal = {Journal of Sociolinguistics},
volume = {23},
issue = {2},
abstract = {en The discourse of some of the most powerful public figures in today’s world is often incoherent and nonsensical. Incoherent yet authoritative discourse shows that authority does not rest in language but results from non‐linguistic and pre‐textual conditions. The non‐linguistic and pre‐textual conditions are exemplified in an Australian case‐study of a media debate between the Immigration Minister and a refugee, drawing on research by Smith‐Khan (2019a, 2019b). Two such conditions are then examined with reference to academic publics. First, I ask which languages do or do not carry authority, before moving on to speaker identity as a condition of authority. The close association between English and academic excellence has resulted in diminishing the authority of academic publications in languages other than English. The same is true of publications by women and people of colour. I close by reflecting on referencing practices as forms of extending authoritativeness to voices in excluded languages and from excluded scholars in academic publics. 关于学术群体和权威性的探讨 zh 当今世界有权势的公众人物话语时常缺乏逻辑且荒谬。缺乏逻辑但却具有权威性的话语表明权威并不源自于语言本身，而是来源于非语言因素和先语篇的条件。非语言因素和先语篇条件可以从 Smith‐Khan (2019a, 2019b) 在澳大利亚进行的一项案例研究体现，这项研究对移民部部长和一位难民在媒体上的争论进行分析。本文要探讨的是非语言因素和先语篇条件在学术界的问题。首先，本文探讨哪种语言具有或不具有权威性，其次，本文讨论说话者的身份如何影响话语权威。本文指出英语和学术能力的密切关联导致非英文学术作品失去权威性。同样，女性和有色人种的学术作品也无法获得权威性。最后，本文指出文献引用应顾及被学术圈排斥在外的语言和学者们，因为文献引用是话语权威的延伸形式。},
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}
en The discourse of some of the most powerful public figures in today’s world is often incoherent and nonsensical. Incoherent yet authoritative discourse shows that authority does not rest in language but results from non‐linguistic and pre‐textual conditions. The non‐linguistic and pre‐textual conditions are exemplified in an Australian case‐study of a media debate between the Immigration Minister and a refugee, drawing on research by Smith‐Khan (2019a, 2019b). Two such conditions are then examined with reference to academic publics. First, I ask which languages do or do not carry authority, before moving on to speaker identity as a condition of authority. The close association between English and academic excellence has resulted in diminishing the authority of academic publications in languages other than English. The same is true of publications by women and people of colour. I close by reflecting on referencing practices as forms of extending authoritativeness to voices in excluded languages and from excluded scholars in academic publics. 关于学术群体和权威性的探讨 zh 当今世界有权势的公众人物话语时常缺乏逻辑且荒谬。缺乏逻辑但却具有权威性的话语表明权威并不源自于语言本身，而是来源于非语言因素和先语篇的条件。非语言因素和先语篇条件可以从 Smith‐Khan (2019a, 2019b) 在澳大利亚进行的一项案例研究体现，这项研究对移民部部长和一位难民在媒体上的争论进行分析。本文要探讨的是非语言因素和先语篇条件在学术界的问题。首先，本文探讨哪种语言具有或不具有权威性，其次，本文讨论说话者的身份如何影响话语权威。本文指出英语和学术能力的密切关联导致非英文学术作品失去权威性。同样，女性和有色人种的学术作品也无法获得权威性。最后，本文指出文献引用应顾及被学术圈排斥在外的语言和学者们，因为文献引用是话语权威的延伸形式。
Piller, Ingrid
Asylum interviews as linguistic conflict zones Miscellaneous
2019.
@misc{Piller2019b,
title = {Asylum interviews as linguistic conflict zones},
author = {Ingrid Piller},
year = {2019},
date = {2019-10-18},
urldate = {2019-10-18},
abstract = {Language is the inescapable medium through which we live our lives. Access to social goods such as education, employment or community participation occurs through the medium of a particular language. However, all too often we take language for granted and its social role is obscured. One context that exemplifies both the power of language and its invisibility is the asylum determination procedure.
},
keywords = {},
pubstate = {published},
tppubtype = {misc}
}
Language is the inescapable medium through which we live our lives. Access to social goods such as education, employment or community participation occurs through the medium of a particular language. However, all too often we take language for granted and its social role is obscured. One context that exemplifies both the power of language and its invisibility is the asylum determination procedure.
Piller, Ingrid
Advocating for linguistic diversity Miscellaneous
2019.
@misc{Piller2019,
title = {Advocating for linguistic diversity},
author = {Ingrid Piller},
year = {2019},
date = {2019-05-17},
urldate = {2019-05-17},
abstract = {This week, Professor Lisa Lim and her colleagues from Sydney University’ School of Languages and Cultures brought together researchers from Sydney and Hong Kong to examine heritage languages in urban multilingual diaspora. The many diverse perspectives and research projects presented at the symposium served to reinforce the fact that, in Australia as elsewhere, linguistic diversity is a demographic reality.
},
keywords = {},
pubstate = {published},
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}
This week, Professor Lisa Lim and her colleagues from Sydney University’ School of Languages and Cultures brought together researchers from Sydney and Hong Kong to examine heritage languages in urban multilingual diaspora. The many diverse perspectives and research projects presented at the symposium served to reinforce the fact that, in Australia as elsewhere, linguistic diversity is a demographic reality.
Piller, Ingrid
Asylum interviews as linguistic conflict zones Miscellaneous
2019.
@misc{Piller2019c,
title = {Asylum interviews as linguistic conflict zones},
author = {Ingrid Piller },
year = {2019},
date = {2019-04-18},
urldate = {2019-04-18},
abstract = {Language is the inescapable medium through which we live our lives. Access to social goods such as education, employment or community participation occurs through the medium of a particular language. However, all too often we take language for granted and its social role is obscured. One context that exemplifies both the power of language and its invisibility is the asylum determination procedure.
},
keywords = {},
pubstate = {published},
tppubtype = {misc}
}
Language is the inescapable medium through which we live our lives. Access to social goods such as education, employment or community participation occurs through the medium of a particular language. However, all too often we take language for granted and its social role is obscured. One context that exemplifies both the power of language and its invisibility is the asylum determination procedure.
Piller, Ingrid
Australians speaking Asian Miscellaneous
2019.
@misc{Piller2019d,
title = {Australians speaking Asian},
author = {Ingrid Piller },
year = {2019},
date = {2019-04-14},
urldate = {2019-04-14},
abstract = {“Fremdschämen” is a German word that means being embarrassed on behalf of someone else. In Australia, this feeling is frequently induced by the behavior of our politicians. Yesterday, public embarrassment on behalf of our Prime Minister, Scott Morrison, resulted when he greeted an Asian-looking woman on the campaign trail with “ni hao”. “I’m Korean”, she responded, and Australians cringed “How embarrassing!”
},
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“Fremdschämen” is a German word that means being embarrassed on behalf of someone else. In Australia, this feeling is frequently induced by the behavior of our politicians. Yesterday, public embarrassment on behalf of our Prime Minister, Scott Morrison, resulted when he greeted an Asian-looking woman on the campaign trail with “ni hao”. “I’m Korean”, she responded, and Australians cringed “How embarrassing!”
2018
Piller, Ingrid; Gerber, Livia
Family language policy between the bilingual advantage and the monolingual mindset Journal Article
In: International Journal of Bilingual Education and Bilingualism, pp. 1 - 14, 2018.
@article{Piller2018,
title = {Family language policy between the bilingual advantage and the monolingual mindset},
author = {Ingrid Piller and Livia Gerber},
doi = {10.1080/13670050.2018.1503227},
year = {2018},
date = {2018-08-01},
urldate = {2018-08-01},
journal = {International Journal of Bilingual Education and Bilingualism},
pages = {1 - 14},
abstract = {Open access: https://www.tandfonline.com/doi/full/10.1080/13670050.2018.1503227 In contemporary Western societies, parenting has become the subject of a substantial body of advice and self-help literature. Within this literature, questions of bilingual parenting have begun to add yet another dimension to parental anxieties. Against this background, we examine how parents in a general Australian online parenting forum discuss the desires they have for their children's bilingualism and the challenges they experience to their bilingual parenting. We first demonstrate that individual bilingualism in the abstract is discussed in highly favourable terms and is widely conceptualised as a ‘gift’ from parents to children. However, posters’ belief in the bilingual advantage does not easily translate into effective bilingual parenting practices. First, many posters are concerned that bilingualism in the early years might be jeopardising their child's English language proficiency and hence school success. Second, a very narrow definition of ‘true’ bilingualism is connected with a relatively dogmatic belief in the ‘one parent, one language’ parenting strategy. As a result, consecutive bilinguals, particularly migrant fathers, come to be perceived as both problematic bilinguals and problematic parents. We close with implications for family language policy and advocacy in the face of entrenched institutional English monolingualism.
},
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pubstate = {published},
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}
Open access: https://www.tandfonline.com/doi/full/10.1080/13670050.2018.1503227 In contemporary Western societies, parenting has become the subject of a substantial body of advice and self-help literature. Within this literature, questions of bilingual parenting have begun to add yet another dimension to parental anxieties. Against this background, we examine how parents in a general Australian online parenting forum discuss the desires they have for their children's bilingualism and the challenges they experience to their bilingual parenting. We first demonstrate that individual bilingualism in the abstract is discussed in highly favourable terms and is widely conceptualised as a ‘gift’ from parents to children. However, posters’ belief in the bilingual advantage does not easily translate into effective bilingual parenting practices. First, many posters are concerned that bilingualism in the early years might be jeopardising their child's English language proficiency and hence school success. Second, a very narrow definition of ‘true’ bilingualism is connected with a relatively dogmatic belief in the ‘one parent, one language’ parenting strategy. As a result, consecutive bilinguals, particularly migrant fathers, come to be perceived as both problematic bilinguals and problematic parents. We close with implications for family language policy and advocacy in the face of entrenched institutional English monolingualism.
Piller, Ingrid; Gerber, Livia
Family language policy between the bilingual advantage and the monolingual mindset Journal Article
In: International Journal of Bilingual Education and Bilingualism, pp. 1-14, 2018.
@article{Piller2018c,
title = {Family language policy between the bilingual advantage and the monolingual mindset},
author = {Ingrid Piller and Livia Gerber},
doi = {10.1080/13670050.2018.1503227},
year = {2018},
date = {2018-08-01},
urldate = {2018-08-01},
journal = {International Journal of Bilingual Education and Bilingualism},
pages = {1-14},
abstract = {Open access: https://www.tandfonline.com/doi/full/10.1080/13670050.2018.1503227 In contemporary Western societies, parenting has become the subject of a substantial body of advice and self-help literature. Within this literature, questions of bilingual parenting have begun to add yet another dimension to parental anxieties. Against this background, we examine how parents in a general Australian online parenting forum discuss the desires they have for their children's bilingualism and the challenges they experience to their bilingual parenting. We first demonstrate that individual bilingualism in the abstract is discussed in highly favourable terms and is widely conceptualised as a ‘gift’ from parents to children. However, posters’ belief in the bilingual advantage does not easily translate into effective bilingual parenting practices. First, many posters are concerned that bilingualism in the early years might be jeopardising their child's English language proficiency and hence school success. Second, a very narrow definition of ‘true’ bilingualism is connected with a relatively dogmatic belief in the ‘one parent, one language’ parenting strategy. As a result, consecutive bilinguals, particularly migrant fathers, come to be perceived as both problematic bilinguals and problematic parents. We close with implications for family language policy and advocacy in the face of entrenched institutional English monolingualism.},
keywords = {},
pubstate = {published},
tppubtype = {article}
}
Open access: https://www.tandfonline.com/doi/full/10.1080/13670050.2018.1503227 In contemporary Western societies, parenting has become the subject of a substantial body of advice and self-help literature. Within this literature, questions of bilingual parenting have begun to add yet another dimension to parental anxieties. Against this background, we examine how parents in a general Australian online parenting forum discuss the desires they have for their children's bilingualism and the challenges they experience to their bilingual parenting. We first demonstrate that individual bilingualism in the abstract is discussed in highly favourable terms and is widely conceptualised as a ‘gift’ from parents to children. However, posters’ belief in the bilingual advantage does not easily translate into effective bilingual parenting practices. First, many posters are concerned that bilingualism in the early years might be jeopardising their child's English language proficiency and hence school success. Second, a very narrow definition of ‘true’ bilingualism is connected with a relatively dogmatic belief in the ‘one parent, one language’ parenting strategy. As a result, consecutive bilinguals, particularly migrant fathers, come to be perceived as both problematic bilinguals and problematic parents. We close with implications for family language policy and advocacy in the face of entrenched institutional English monolingualism.
Piller, Ingrid
Beatriz P.Lorente. Scripts of Servitude: Language, Labor Migration and Transnational Domestic Work Journal Article
In: Journal of Sociolinguistics, vol. 22, iss. 2, 2018.
@article{Piller2018b,
title = {Beatriz P.Lorente. Scripts of Servitude: Language, Labor Migration and Transnational Domestic Work},
author = {Ingrid Piller},
doi = {10.1111/josl.12281},
year = {2018},
date = {2018-03-30},
urldate = {2018-03-30},
journal = {Journal of Sociolinguistics},
volume = {22},
issue = {2},
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Piller, Ingrid
Beatriz P.Lorente. Scripts of Servitude: Language, Labor Migration and Transnational Domestic Work. Bachelor Thesis
2018.
@bachelorthesis{Piller2018d,
title = {Beatriz P.Lorente. Scripts of Servitude: Language, Labor Migration and Transnational Domestic Work.},
author = {Ingrid Piller},
doi = {10.1111/josl.12281},
year = {2018},
date = {2018-03-30},
urldate = {2018-03-30},
journal = {Journal of Sociolinguistics},
volume = {22},
issue = {2},
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tppubtype = {bachelorthesis}
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2016
Piller, Ingrid
Linguistic diversity and social justice: an introduction to applied sociolinguistics Book
Oxford University Press, Oxford, 2016, ISBN: 9780199937264.
@book{Piller2016,
title = {Linguistic diversity and social justice: an introduction to applied sociolinguistics},
author = {Ingrid Piller
},
isbn = {9780199937264},
year = {2016},
date = {2016-12-01},
urldate = {2016-12-01},
number = {283},
publisher = {Oxford University Press},
address = {Oxford},
abstract = {Understanding and addressing linguistic disadvantage must be a central facet of the social justice agenda of our time. This book explores the ways in which linguistic diversity mediates social justice in liberal democracies undergoing rapid change due to high levels of migration and economic globalization. Focusing on the linguistic dimensions of economic inequality, cultural domination and imparity of political participation, Linguistic Diversity and Social Justice employs a case-study approach to real-world instances of linguistic injustice. Linguistic diversity is a universal characteristic of human language but linguistic diversity is rarely neutral; rather it is accompanied by linguistic stratification and linguistic subordination. Domains critical to social justice include employment, education, and community participation. The book offers a detailed examination of the connection between linguistic diversity and inequality in these specific contexts within nation states that are organized as liberal democracies. Inequalities exist not only between individuals and groups within a state but also between states. Therefore, the book also explores the role of linguistic diversity in global injustice with a particular focus on the spread of English as a global language. While much of the analysis in this book focuses on language as a means of exclusion, discrimination and disadvantage, the concluding chapter asks what the content of linguistic justice might be.},
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tppubtype = {book}
}
Understanding and addressing linguistic disadvantage must be a central facet of the social justice agenda of our time. This book explores the ways in which linguistic diversity mediates social justice in liberal democracies undergoing rapid change due to high levels of migration and economic globalization. Focusing on the linguistic dimensions of economic inequality, cultural domination and imparity of political participation, Linguistic Diversity and Social Justice employs a case-study approach to real-world instances of linguistic injustice. Linguistic diversity is a universal characteristic of human language but linguistic diversity is rarely neutral; rather it is accompanied by linguistic stratification and linguistic subordination. Domains critical to social justice include employment, education, and community participation. The book offers a detailed examination of the connection between linguistic diversity and inequality in these specific contexts within nation states that are organized as liberal democracies. Inequalities exist not only between individuals and groups within a state but also between states. Therefore, the book also explores the role of linguistic diversity in global injustice with a particular focus on the spread of English as a global language. While much of the analysis in this book focuses on language as a means of exclusion, discrimination and disadvantage, the concluding chapter asks what the content of linguistic justice might be.
2015
Piller, Ingrid
Monolingual ways of seeing multilingualism Bachelor Thesis
2015.
@bachelorthesis{Piller2015,
title = {Monolingual ways of seeing multilingualism},
author = {Ingrid Piller},
doi = {10.1080/17447143.2015.1102921},
year = {2015},
date = {2015-11-02},
urldate = {2015-11-02},
journal = {Journal of Multicultural Discourses},
volume = {11},
issue = {1},
pages = {1-9 },
keywords = {},
pubstate = {published},
tppubtype = {bachelorthesis}
}
2014
Piller, Ingrid
Editorial: Linguistic diversity and social inclusion in Australia Bachelor Thesis
2014.
@bachelorthesis{Piller2014,
title = {Editorial: Linguistic diversity and social inclusion in Australia},
author = {Ingrid Piller},
doi = {10.1075/aral.37.3},
year = {2014},
date = {2014-01-01},
journal = {Australian Review of Applied Linguistics},
volume = {37},
issue = {3},
pages = {189-197},
abstract = {This editorial introduction orients the reader to current public debates and the state of research with regard to the intersection of linguistic diversity and social inclusion in contemporary Australia. These are characterised by a persistent lack of attention to the consequences of linguistic diversity for our social organisation. The editorial introduction serves to frame the five original research articles that comprise this special issue and identifies the key challenges that linguistic diversity presents for a fair and just social order. These challenges run as red threads through all the articles in this issue and include the persistent monolingual mindset which results in a pervasive language blindness and an inability to even identify language as an obstacle to inclusion. Furthermore, where language is recognised as an obstacle to inclusion this usually takes the form of assuming that an individual suffers from a lack of English language proficiency. Improving English language proficiency is then prescribed as a panacea for inclusion. However, on close examination that belief in itself can constitute a form of exclusion with detrimental effects both on language learning and equal opportunity. © 2014 Applied Linguistics Association of Australia. All Rights Reserved.},
keywords = {},
pubstate = {published},
tppubtype = {bachelorthesis}
}
This editorial introduction orients the reader to current public debates and the state of research with regard to the intersection of linguistic diversity and social inclusion in contemporary Australia. These are characterised by a persistent lack of attention to the consequences of linguistic diversity for our social organisation. The editorial introduction serves to frame the five original research articles that comprise this special issue and identifies the key challenges that linguistic diversity presents for a fair and just social order. These challenges run as red threads through all the articles in this issue and include the persistent monolingual mindset which results in a pervasive language blindness and an inability to even identify language as an obstacle to inclusion. Furthermore, where language is recognised as an obstacle to inclusion this usually takes the form of assuming that an individual suffers from a lack of English language proficiency. Improving English language proficiency is then prescribed as a panacea for inclusion. However, on close examination that belief in itself can constitute a form of exclusion with detrimental effects both on language learning and equal opportunity. © 2014 Applied Linguistics Association of Australia. All Rights Reserved.
Piller, Ingrid
Editorial: Linguistic diversity and social inclusion in Australia Bachelor Thesis
2014.
@bachelorthesis{Piller2014b,
title = {Editorial: Linguistic diversity and social inclusion in Australia},
author = {Ingrid Piller},
doi = {10.1075/aral.37.3},
year = {2014},
date = {2014-01-01},
urldate = {2014-01-01},
journal = {Australian Review of Applied Linguistics},
volume = {37},
issue = {3},
pages = {189-197},
abstract = {This editorial introduction orients the reader to current public debates and the state of research with regard to the intersection of linguistic diversity and social inclusion in contemporary Australia. These are characterised by a persistent lack of attention to the consequences of linguistic diversity for our social organisation. The editorial introduction serves to frame the five original research articles that comprise this special issue and identifies the key challenges that linguistic diversity presents for a fair and just social order. These challenges run as red threads through all the articles in this issue and include the persistent monolingual mindset which results in a pervasive language blindness and an inability to even identify language as an obstacle to inclusion. Furthermore, where language is recognised as an obstacle to inclusion this usually takes the form of assuming that an individual suffers from a lack of English language proficiency. Improving English language proficiency is then prescribed as a panacea for inclusion. However, on close examination that belief in itself can constitute a form of exclusion with detrimental effects both on language learning and equal opportunity. © 2014 Applied Linguistics Association of Australia. All Rights Reserved.},
keywords = {},
pubstate = {published},
tppubtype = {bachelorthesis}
}
This editorial introduction orients the reader to current public debates and the state of research with regard to the intersection of linguistic diversity and social inclusion in contemporary Australia. These are characterised by a persistent lack of attention to the consequences of linguistic diversity for our social organisation. The editorial introduction serves to frame the five original research articles that comprise this special issue and identifies the key challenges that linguistic diversity presents for a fair and just social order. These challenges run as red threads through all the articles in this issue and include the persistent monolingual mindset which results in a pervasive language blindness and an inability to even identify language as an obstacle to inclusion. Furthermore, where language is recognised as an obstacle to inclusion this usually takes the form of assuming that an individual suffers from a lack of English language proficiency. Improving English language proficiency is then prescribed as a panacea for inclusion. However, on close examination that belief in itself can constitute a form of exclusion with detrimental effects both on language learning and equal opportunity. © 2014 Applied Linguistics Association of Australia. All Rights Reserved.
Piller, Ingrid; Lising, Loy
Language, employment, and settlement: Temporary meat workers in Australia Journal Article
In: Multilingua, vol. 33, iss. 1-2, pp. 35-39, 2014.
@article{Piller2014c,
title = {Language, employment, and settlement: Temporary meat workers in Australia},
author = {Ingrid Piller and Loy Lising},
doi = {10.1515/multi-2014-0003},
year = {2014},
date = {2014-01-01},
urldate = {2014-01-01},
journal = {Multilingua},
volume = {33},
issue = {1-2},
pages = {35-39},
abstract = {Australia is one of the world’s largest beef exporters. However, meat processing jobs are widely considered undesirable and are increasingly filled with employer-sponsored migrant workers on temporary long-stay visas. Against this background, our paper explores the role of language in the employment and migration trajectories of a group of meat processing workers from the Philippines in a small town in rural Australia. Methodologically, we employ a case study approach combining macro-data from language and migration policy documents and media reports with micro-data from ethnographic fieldwork. We explore the role of language in recruitment, in the workplace, during leisure time, and in gaining permanent residence in Australia. To begin with, language is not a recruitment criterion as the primary visa holder is hired on the basis of a so-called ‘trade test,’ i.e., observed at butchering work in the Philippines by an Australian recruiter. Spouses of the primary visa holder are also issued a temporary visa and are offered unskilled employment in the same plant. Once in Australia, the participants had few opportunities to practice English at work or in the community. In this way, temporary migrants came to Australia with limited English and had limited opportunities to improve their English in the country. However, visa extensions or the conversion of their temporary visa to a permanent residency visa is contingent upon their English language proficiency and only granted if they achieve a score of Level 5 or above on the IELTS (International English Language Testing System). Because of their limited education and limited practice opportunities, this proficiency level was out of the reach of most of our participants. We conclude by arguing that – in a context where},
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pubstate = {published},
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}
Australia is one of the world’s largest beef exporters. However, meat processing jobs are widely considered undesirable and are increasingly filled with employer-sponsored migrant workers on temporary long-stay visas. Against this background, our paper explores the role of language in the employment and migration trajectories of a group of meat processing workers from the Philippines in a small town in rural Australia. Methodologically, we employ a case study approach combining macro-data from language and migration policy documents and media reports with micro-data from ethnographic fieldwork. We explore the role of language in recruitment, in the workplace, during leisure time, and in gaining permanent residence in Australia. To begin with, language is not a recruitment criterion as the primary visa holder is hired on the basis of a so-called ‘trade test,’ i.e., observed at butchering work in the Philippines by an Australian recruiter. Spouses of the primary visa holder are also issued a temporary visa and are offered unskilled employment in the same plant. Once in Australia, the participants had few opportunities to practice English at work or in the community. In this way, temporary migrants came to Australia with limited English and had limited opportunities to improve their English in the country. However, visa extensions or the conversion of their temporary visa to a permanent residency visa is contingent upon their English language proficiency and only granted if they achieve a score of Level 5 or above on the IELTS (International English Language Testing System). Because of their limited education and limited practice opportunities, this proficiency level was out of the reach of most of our participants. We conclude by arguing that – in a context where
2013
Piller, Ingrid; Takahashi, Kimie
Language Work Aboard the Low-cost Airline: A Critical Sociolinguistic Perspective on Institutions and Work Book Chapter
In: 2013, ISBN: 9781783091010.
@inbook{Piller2013,
title = {Language Work Aboard the Low-cost Airline: A Critical Sociolinguistic Perspective on Institutions and Work},
author = {Ingrid Piller and Kimie Takahashi},
doi = {10.21832/9781783091010-006},
isbn = {9781783091010},
year = {2013},
date = {2013-12-31},
urldate = {2013-12-31},
keywords = {},
pubstate = {published},
tppubtype = {inbook}
}
Piller, Ingrid
Yasemin Yildiz, Beyond the mother tongue: The postmonolingual condition Bachelor Thesis
2013.
@bachelorthesis{Piller2013b,
title = {Yasemin Yildiz, Beyond the mother tongue: The postmonolingual condition},
author = {Ingrid Piller},
doi = {10.1017/S004740451300050X},
year = {2013},
date = {2013-09-01},
urldate = {2013-09-01},
journal = {Language in Society},
volume = {42},
issue = {4},
pages = {463-466},
keywords = {},
pubstate = {published},
tppubtype = {bachelorthesis}
}
Piller, Ingrid; Cho, Jinhyun
Neoliberalism as Language Policy Journal Article
In: Language in Society, vol. 42, iss. 1, 2013.
@article{Piller2013c,
title = {Neoliberalism as Language Policy},
author = {Ingrid Piller and Jinhyun Cho},
doi = {10.1017/S0047404512000887},
year = {2013},
date = {2013-02-01},
urldate = {2013-02-01},
journal = {Language in Society},
volume = {42},
issue = {1},
abstract = {This article explores how an economic ideology—neoliberalism—serves as a covert language policy mechanism pushing the global spread of English. Our analysis builds on a case study of the spread of English as a medium of instruction (MoI) in South Korean higher education. The Asian financial crisis of 1997/98 was the catalyst for a set of socioeconomic transformations that led to the imposition of “competitiveness” as a core value. Competition is heavily structured through a host of testing, assessment, and ranking mechanisms, many of which explicitly privilege English as a terrain where individual and societal worth are established. University rankings are one such mechanism structuring competition and constituting a covert form of language policy. One ranking criterion—internationalization—is particularly easy to manipulate and strongly favors English MoI. We conclude by reflecting on the social costs of elevating competitiveness to a core value enacted on the terrain of language choice. (English as a global language, globalization, higher education, medium of instruction (MoI), neoliberalism, South Korea, university rankings.},
keywords = {},
pubstate = {published},
tppubtype = {article}
}
This article explores how an economic ideology—neoliberalism—serves as a covert language policy mechanism pushing the global spread of English. Our analysis builds on a case study of the spread of English as a medium of instruction (MoI) in South Korean higher education. The Asian financial crisis of 1997/98 was the catalyst for a set of socioeconomic transformations that led to the imposition of “competitiveness” as a core value. Competition is heavily structured through a host of testing, assessment, and ranking mechanisms, many of which explicitly privilege English as a terrain where individual and societal worth are established. University rankings are one such mechanism structuring competition and constituting a covert form of language policy. One ranking criterion—internationalization—is particularly easy to manipulate and strongly favors English MoI. We conclude by reflecting on the social costs of elevating competitiveness to a core value enacted on the terrain of language choice. (English as a global language, globalization, higher education, medium of instruction (MoI), neoliberalism, South Korea, university rankings.
2012
Piller, Ingrid
Intercultural Communication: An Overview One Bachelor Thesis
2012.
@bachelorthesis{Piller2012,
title = {Intercultural Communication: An Overview One},
author = {Ingrid Piller},
doi = {10.1002/9781118247273.ch1},
year = {2012},
date = {2012-03-22},
urldate = {2012-03-22},
journal = {The Handbook of Intercultural Discourse and Communication},
abstract = {Introduction“Having a Culture”Beyond “Having a Culture”Empirical Intercultural CommunicationLanguage in “Intercultural Communication”Inequality in Intercultural CommunicationConclusion Bibliography.},
keywords = {},
pubstate = {published},
tppubtype = {bachelorthesis}
}
Introduction“Having a Culture”Beyond “Having a Culture”Empirical Intercultural CommunicationLanguage in “Intercultural Communication”Inequality in Intercultural CommunicationConclusion Bibliography.