for Journals by Title or ISSN
for Articles by Keywords
help

Publisher: Equinox Publishing   (Total: 30 journals)   [Sort by number of followers]

Showing 1 - 30 of 30 Journals sorted alphabetically
Australian Religion Studies Review     Hybrid Journal   (Followers: 5)
Buddhist Studies Review     Hybrid Journal   (Followers: 11, SJR: 0.126, h-index: 1)
Bulletin for the Study of Religion     Hybrid Journal   (Followers: 12)
Communication & Medicine     Hybrid Journal   (Followers: 4, SJR: 0.176, h-index: 14)
Comparative Islamic Studies     Hybrid Journal   (Followers: 13)
Fieldwork in Religion     Hybrid Journal   (Followers: 13)
Gender and Language     Hybrid Journal   (Followers: 13, SJR: 0.159, h-index: 3)
Health and Social Care Chaplaincy     Hybrid Journal   (Followers: 7)
Implicit Religion     Hybrid Journal   (Followers: 3, SJR: 0.297, h-index: 5)
Intl. J. of Speech Language and the Law     Hybrid Journal   (Followers: 10, SJR: 0.173, h-index: 19)
J. for Research into Freemasonry and Fraternalism     Hybrid Journal  
J. for the Cognitive Science of Religion     Full-text available via subscription   (Followers: 6)
J. for the Study of Religion, Nature and Culture     Hybrid Journal   (Followers: 10, SJR: 0.219, h-index: 2)
J. of Cognitive Historiography     Full-text available via subscription   (Followers: 3)
J. of Contemporary Archaeology     Full-text available via subscription   (Followers: 4)
J. of Glacial Archaeology     Full-text available via subscription  
J. of Interactional Research in Communication Disorders     Hybrid Journal   (Followers: 8)
J. of Islamic Archaeology     Full-text available via subscription   (Followers: 3)
J. of Mediterranean Archaeology     Hybrid Journal   (Followers: 24, SJR: 0.872, h-index: 19)
J. of Research Design and Statistics in Linguistics and Communication Science     Full-text available via subscription   (Followers: 2)
J. of World Popular Music     Full-text available via subscription   (Followers: 4)
Jazz Research J.     Hybrid Journal   (Followers: 4)
PentecoStudies: An Interdisciplinary J. for Research on the Pentecostal and Charismatic Movements     Hybrid Journal   (Followers: 2, SJR: 0.101, h-index: 1)
Perfect Beat     Hybrid Journal   (Followers: 3, SJR: 0.111, h-index: 1)
Pomegranate : The Intl. J. of Pagan Studies     Hybrid Journal   (Followers: 6, SJR: 0.108, h-index: 5)
Popular Music History     Hybrid Journal   (Followers: 12)
Religions of South Asia     Hybrid Journal   (Followers: 9, SJR: 0.101, h-index: 1)
Religious Studies and Theology     Hybrid Journal   (Followers: 7, SJR: 0.101, h-index: 1)
Sociolinguistic Studies     Hybrid Journal   (Followers: 2, SJR: 0.231, h-index: 8)
Writing & Pedagogy     Hybrid Journal   (Followers: 9)
Journal Cover Writing & Pedagogy
  [9 followers]  Follow
    
   Hybrid Journal Hybrid journal (It can contain Open Access articles)
   ISSN (Print) 1756-5839 - ISSN (Online) 1756-5847
   Published by Equinox Publishing Homepage  [30 journals]
  • Advancing Research on Speaking and Writing: Pedagogical Possibilities
    • Rosalind Horowitz introduces this special issue of Writing and Pedagogy on "Orality and Literacy in the 21st Century: Prospects for Writing Pedagogy".2017-06-07T08:51:07Z
      DOI: 10.1558/wap.33843
      Issue No: Vol. 9, No. 1 (2017)
       
  • Orality, literacy, and the representation of thought
    • Oral traditions have been limited in their ability to present the full range of a character’s experiences, focusing for the most part on overt actions rather than a character’s inner thoughts. The invention of writing has given writers the ability to reach a distant and often unknown audience and the leisure to mold language in new ways. Writers have thus acquired the ability to place a reader inside a character’s thoughts, either as they are experienced from the inside with mimesis, or by commenting on them omnisciently from the outside with diegesis. Examples are provided of each method of presentation.2017-05-02T11:01:12Z
      DOI: 10.1558/wap.33544
      Issue No: Vol. 9, No. 1 (2017)
       
  • Orality as cultural action: Contributions to literacy
    • Literacy education, especially writing in US secondary schools, suffers for its detachment from the breadth of social purposes for which literacy is required and in which literacy is developed. Complex forms of cultural communication are best learned in conjunction with creative, productive, action sanctioned through authentic social connections. Orality offers clues to the development of practice-oriented literacy education that can help contextualize emerging interest in disciplinary literacy within broader cultural worlds that give us practical reasons and rules. This paper presents four cases of practice-oriented communication, which encompass a broad set of communities of practice. They offer multiple avenues for thinking about the role of practice and oral communication in teaching writing as a twenty-first-century literacy. Discussion of the cases suggests opportunities for instruction in situated, contingent, and emergent twenty-first-century literacies.2017-05-09T09:50:36Z
      DOI: 10.1558/wap.22200
      Issue No: Vol. 9, No. 1 (2017)
       
  • Going beyond oral-written-signed-irl-virtual divides. Theorizing
           languaging from mind-as-action perspectives
    • The multidisciplinary research presented in this paper focuses everyday life and social practices that can be characterized by the use of one (or more) language variety, modality or register. Conceptual ideas that arise from explorations based upon empirical analysis of situated and distributed so called monolingual and multilingual oral talk, written communication, signed interactions and embodiment in and across virtual and in-real-life settings inside and outside higher education and schools are presented and discussed. Using sociocultural and decolonial perspectives on language-use or languaging, analytical findings from traditionally segregated fields of study – Literacy Studies, Bilingualism, Deaf education, Language Studies – are juxtaposed. An overarching concern here is framed by the continuing dominance of structural linguistic positions and demarcated fields within the Language and Educational Sciences that frame didactical thinking. The work presented here highlights concerns regarding established concepts like ‘bilingualism’ and ‘codes’ and suggests more empirically relevant alternatives like ‘chaining’, ‘languaging’, ‘fluidity’, ‘timespace’ and ‘visual-orientation’ from ethnographically and netnographically framed projects where data-sets include everyday life in virtual settings and educational institutions in the global North. Focusing social practices – what is communicated and the ways in which communication occurs – challenges currently dominant monolingual and monological perspectives on human language broadly and oral, written and signed languaging specifically.2017-04-14T07:05:53Z
      DOI: 10.1558/wap.27046
      Issue No: Vol. 9, No. 1 (2017)
       
  • Evidence of the role of prosody in argumentative writing: Comma use in
           texts written by Brazilian students aged 11–14
    • This paper aims to provide a linguistic analysis of prosodic patterns (especially the complex of suprasegmental phonological features which includes intonation, pauses and stress) underlying use of commas in texts written by Brazilian students. The analysed material consists of texts produced in the last year of primary education at a public school in an inner city of São Paulo State, Brazil. The object of analysis is composed of two kinds of comma use which occur in a simple scheme: unconventional uses and conventional uses of commas, both uses being defined from grammatical rules taught at school. The analysis leads to a theoretical discussion about the importance of orality in the way people approach writing and the relationship between orality and writing in text production practices at school. It is argued that accounting for the relationship between orality and literacy may reveal linguistic phenomena and important symbolic processes which are identifiable in the writing of young students who are going through the learning process of writing texts at school.2017-04-13T07:21:00Z
      DOI: 10.1558/wap.26498
      Issue No: Vol. 9, No. 1 (2017)
       
  • Developing fluency in writing: How features of speech can support acts of
           writing
    • Grounded in the work of Ong’s (1982) theory of the ‘internalization of the technology of writing’ (p. 437), this study sought to understand the application of oral language skills to writing. Contextualized in a South Texas urban setting, five elementary students participated in an after-school book club over the course of six months. During this time, the participants engaged in discursive activities in the form of response sheets, discussions, communal meaning statements, and reflective journal entries. Using seminal research by Elbow (1985) that supports how writing is similar to speech, findings showed that seven of the nine characteristic features of speech were also evident in the writing acts engaged by the participants. Those characteristics were: spontaneity; responding, replying, and two-way communication; voice, participation in meaning making; and organization and structure. This context for writing removed many of the threats commonly associated with the traditional unidirectional approach to writing. Overall, the participants merged the speech acts into the writing acts, moving seamlessly through the processes of communication.2017-05-11T09:43:53Z
      DOI: 10.1558/wap.26555
      Issue No: Vol. 9, No. 1 (2017)
       
  • Drawing from, reworking and contesting classroom meanings: Repetition as a
           voicing tool in 6th grade students’ argumentative texts
    • This article, integrating different lines of sociocultural and critical research, sets out to analyze argumentative writing in a 6th grade Cypriot Greek elementary classroom. Attention is directed to specific strategies used, such as repetition and paraphrase of each other’s words and of text meanings. These strategies are revisited as voicing tools, arising out of students’ engagement with a nexus of reading and writing events and with the ideological positions constituted through them. The analysis traces the bi-directional processes at work in this polyvocal community. Classroom activities, rather than seen as neutral, are redefined as constituents of a deeply dialogic universe, which privileges specific texts and voices and projects various identity positions onto speakers and writers. At the same time, this universe gives rise to specific scaffolds which help students in the appropriation of advanced generic resources. Students’ argumentative texts are shown to arise out of the integration of various dialogically-emergent strategies. Analysis illustrates how students, while drawing from prior texts, and acknowledging genre-related scaffolds, rework and contest social meanings and generic resources as part of their attempt to assert their voice vis-à-vis those populating their classroom community.2017-04-13T08:01:04Z
      DOI: 10.1558/wap.28853
      Issue No: Vol. 9, No. 1 (2017)
       
  • Talk to Text Safaliba Literacy Activism: Grassroots Ghanaian Educational
           Language Policy
    • Safaliba is an understudied indigenous language. Approximately 7–9,000 Ghanaians speak it in a country with a population of about 26.3 million. It is one of an estimated 73 indigenous Ghanaian languages, none of which have a majority of first language speakers. Safaliba speakers are for the most part subsistence farmers, while a minority are teachers, shopkeepers, tradespeople, and craftspeople who often farm too. The purpose of this essay is to share an encapsulated history of literacy of this proud and strong people, as well as document a Safaliba activist’s resistance to hegemonic discourses in Ghanaian language policy. It is a captivating story because of its intergenerational activism, quiet resistance to government materials, and Safaliba materials development from talk to text. The paper frames Safaliba activism as an indigenous people’s late modern resistance to global pressures that are causing languages to disappear at an unprecedented rate. Data are from a larger linguistic ethnography.2017-04-14T07:10:12Z
      DOI: 10.1558/wap.30379
      Issue No: Vol. 9, No. 1 (2017)
       
  • Understanding orality through online fanfiction: Implications for writing
           and pedagogy
    • Fanfiction is a work of fantasy in which fans write stories based on original books, movies, TV series, and other cultural and artistic forms of expression. This study looks into fanfiction dedicated to the popular TV series Breaking Bad. In particular, it examines how fans construct the (spoken) dialogues of their (written) stories. The article explores the pedagogic value of using fanfiction in educational contexts, focusing on the analysis, creation, and enactment of stories inspired by TV series and movies that feature a combination of narration and ‘written speech’. The article also offers practical recommendations for classroom and online activities that support the development of skills and understandings related to writing and orality. The effort of representing speech in a written form (i.e., writing dialogues and descriptions of conversations) can help students reflect, with the aid of the teacher, on the distinctiveness and specificity of written and spoken communication. By comparing, contrasting, and critiquing audiovisual and written texts (e.g., the episodes of a TV series and the transcriptions of its dialogues), and by creating their own dialogue-rich stories, students can improve their understanding of the idiosyncrasies of writing and orality across modes, thus advancing their literacy and critical skills as creative producers, not just consumers, of popular culture and media.2017-04-14T07:14:43Z
      DOI: 10.1558/wap.27007
      Issue No: Vol. 9, No. 1 (2017)
       
  • Writing Development in Children with Hearing Loss, Dyslexia, or Oral
           Language Problems: Implications for Assessment and Instruction, Barbara
           Arfé, Julie Dockrell, Virginia Berninger (eds.) (2014)
    • New York: Oxford University Press, pp. 356 ISBN 978-0-19-982728-22017-04-14T07:18:26Z
      DOI: 10.1558/wap.27655
      Issue No: Vol. 9, No. 1 (2017)
       
 
 
JournalTOCs
School of Mathematical and Computer Sciences
Heriot-Watt University
Edinburgh, EH14 4AS, UK
Email: journaltocs@hw.ac.uk
Tel: +00 44 (0)131 4513762
Fax: +00 44 (0)131 4513327
 
Home (Search)
Subjects A-Z
Publishers A-Z
Customise
APIs
Your IP address: 54.90.92.204
 
About JournalTOCs
API
Help
News (blog, publications)
JournalTOCs on Twitter   JournalTOCs on Facebook

JournalTOCs © 2009-2016