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As immigration and mobility increases, so do interactions between people from different linguistic backgrounds. Yet while linguistic diversity offers many benefits, it also comes with a number of challenges. In seven empirical articles and one commentary, this Special Issue addresses some of the most significant language challenges facing researchers in the 21st century: the power language has to form and perpetuate stereotypes, the contribution language makes to intersectional identities, and the role of language in shaping intergroup relations. By presenting work that aims to shed light on some of these issues, the goal of this Special Issue is to (a) highlight language as integral to social processes and (b) inspire researchers to address the challenges we face. To keep pace with the world’s constantly evolving linguistic landscape, it is essential that we make progress toward harnessing language’s power in ways that benefit 21st century globalized societies.
As part of a larger research paradigm on understanding client change in the helping professions from an interprofessional perspective, this paper applies a conversation analytic approach to investigate therapists’ requesting examples (REs) and their interactional and sequential contribution to clients’ change during the diagnostic evaluation process. The analyzed data comprises 15 videotaped intake interviews that followed the system of Operationalized Psychodynamic Diagnosis. Therapists’ requesting examples in psychodiagnostic interviews explicitly or implicitly criticize the patient’s prior turn as insufficient. They also open a retro-sequence and in the following turns provide for a description that helps clarify meaning and evince psychic or relational aspects of the topic at hand. While the therapist’s prior request initiates the patient’s insufficient presentation, the patient’s example presentation is regularly followed by the therapist’s summarizing comments or by further requests. Requesting examples thus are a particular case of requests that follow expandable responses regarding the sequential organization; yet, given that they make examples conditionally relevant, they are more specific. With the help of this sequential organization, participants co-construct common knowledge which allows the therapist to pursue the overall aim of therapy, which is to increase the patients’ awareness of their distorted perceptions, and thus to pave the way for change.
Self-Regulated Learning (SRL) is a term that can be used to describe an individual’s ability to develop a skill set allowing him or her to learn in a number of different ways. SRL can also relate to new pedagogical theories that encourage teachers in formal education to motivate and support their students into achieving a high level of self-regulation. This paper reports on the findings of a number of surveys conducted with a wide variety of teachers in different countries, regarding their perceptions of SRL. The results and analysis of these surveys help inform not only the perceptions of SRL amongst teachers but also examine the challenges and opportunities that arise from taking this approach.
This article presents an approach that supports the creation of personal learning environments (PLE) suitable for self-regulated learning (SRL). PLEs became very popular in recent years offering more personal freedom to learners than traditional learning environments. However, creating and configuring PLEs demand specific meta-skills that not all learners have. This situation leads to the challenge how learners can be supported to create PLEs that are useful to achieve their intended learning outcomes. The theory of SRL describes learners as self-regulated if they are capable of taking over control of the own learning process. Grounding on that theory, a model has been elaborated that offers guidance for the creation of PLEs containing tools for cognitive and meta-cognitive learning activities. The implementation of this approach has been done in the context of the ROLE infrastructure. A quantitative and qualitative evaluation with teachers describes advantages and ideas for improvement.