|Publication type:||Conference other|
|Type of review:||Peer review (abstract)|
|Title:||Reshaping interaction in higher/tertiary education (HTE) under the challenges of inclusion|
|Conference details:||18th International Pragmatics Conference (IPrA), Brussels, Belgium, 9-14 July 2023|
|Subjects:||Inclusive communication; Academic inclusion; Interaction analysis|
|Subject (DDC):||378: Higher education |
418.0087: Barrier-free communication
|Abstract:||The panel addresses IPrA’s special theme (The shape of interaction: the pragmatics of (a)typicality) by asking how academic communication is or can be (re)shaped as an interaction that strives to be inclusive. Inclusive interaction in higher/tertiary education (HTE) entails but is not restricted to e.g. subtitling, audio description, sign language translation, simplified language (“Easy Languages”) and Universal Design for learning. Students experiencing barriers bring with them their own resources and sensitivity for interacting, communicating and acquiring knowledge. The panel brings together scholars whose research deals with communicative vulnerability and accommodation strategies, experiencing minority status, the pragmatics of asymmetric, inclusive, accessible, and bias-free communication in academic interaction and related research on Universal Design. Methods include, among others, multimodal analyses of interaction data, analyses of institutional talk/text/discourse/media situated in HTE/universities, and research comparing international advances in academic inclusion. The panel also focuses on methodological and theoretical reflections, bridging gaps between linguistic pragmatics and disability studies in HTE. New contradictory developments in interaction in higher education, such as aspiration for more participation and increasing language anxiety will also be explored. The panel is going to answer the following research questions: • Which adaptations in actual academic interaction can accommodate students who experience communicative barriers, e.g., auditory or visual, for various reasons? What can we learn from their experience of “minority status”? • Which types of interactions in HTE bear which risks of exclusion and hindered participation, and how can these situations and settings be described from interaction data? • As interactions between people with and without impairments are often described as “asymmetrical” or “atypical”: In what way are those interactions in HTE contexts actually different from “typical” interactions? How do categories like the ones mentioned shape the research on interactions? • How do terms such as “inclusive”, “barrier-free”, “accessible”, and “(dis-)ability”, among others, shape institutional communication? And how can inter- and transdisciplinary approaches reach more clarity on the terms and help reshape interaction in HTE? • In which ways can issues of diversity – e.g., culture, multilingual societies, the individual students’ linguistic competencies in L1 (first language) and L2 (foreign or second language) and their intersectional needs – be integrated into an approach that has a broad understanding of inclusion and relates inclusive communication to accessible, intercultural and bias-free communication? • What kind of competences are acquired on the part of translators, mobility trainers and others with intermediary roles? • How can knowledge on socio-cultural, linguistic and pragmatic aspects of inclusive communication be explored, shared and transferred internationally in HTE, given the great divides that exist, depending on historical and institutional (pre-)conditions, more or less advanced inclusive institutions and education systems, and provisions in recognition of the UN Convention on the Rights of Persons with Disabilities? The panel is organised by the International Network on Inclusion and Inclusive Communication in Tertiary Education (NIICTE), established at the 2021 IPrA conference. Its purpose is to strengthen interdisciplinary collaboration on inclusion, with a view to how linguistic pragmatics can inform practices of inclusion and inclusive communication in HTE.|
|Fulltext version:||Published version|
|License (according to publishing contract):||Not specified|
|Organisational Unit:||Institute of Language Competence (ILC)|
|Published as part of the ZHAW project:||Digitale Möglichkeiten der Inklusion an Hochschulen (DigOPIA)|
|Appears in collections:||Publikationen Angewandte Linguistik|
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Hohenstein, C., Lévy-Tödter, M., Sowinska, A., & Bock, B. (2023). Reshaping interaction in higher/tertiary education (HTE) under the challenges of inclusion. 18th International Pragmatics Conference (IPrA), Brussels, Belgium, 9-14 July 2023.
Hohenstein, C. et al. (2023) ‘Reshaping interaction in higher/tertiary education (HTE) under the challenges of inclusion’, in 18th International Pragmatics Conference (IPrA), Brussels, Belgium, 9-14 July 2023.
C. Hohenstein, M. Lévy-Tödter, A. Sowinska, and B. Bock, “Reshaping interaction in higher/tertiary education (HTE) under the challenges of inclusion,” in 18th International Pragmatics Conference (IPrA), Brussels, Belgium, 9-14 July 2023, 2023.
Hohenstein, Christiane, et al. “Reshaping Interaction in Higher/Tertiary Education (HTE) under the Challenges of Inclusion.” 18th International Pragmatics Conference (IPrA), Brussels, Belgium, 9-14 July 2023, 2023.
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