Michal B. Paradowski
@uw.edu.pl
Institute of Applied Linguistics
University of Warsaw
Scopus Publications
Scholar Citations
Scholar h-index
Scholar i10-index
Scopus Publications
Anne Marie Devlin, Annarita Magliacane, and Michał B. Paradowski
Wiley
Michał B. Paradowski and Magdalena Jelińska
Informa UK Limited
MICHAŁ B. PARADOWSKI, AGNIESZKA CIERPICH–KOZIEŁ, CHIH–CHUN CHEN, and JEREMI K. OCHAB
Wiley
Piotr Toczyski, Grzegorz Banerski, Cezary Biele, Jarosław Kowalski, and Michał B. Paradowski
Springer International Publishing
AbstractRemoving the language barrier could bring great benefits not only to the scientific community. Therefore, it is necessary to strive to improve both the tools and procedures in which these tools are used, to ensure a reliable exchange of knowledge. The authors try to find out whether the existing and widely available technology (Google Translate) contributes to the facilitation of knowledge sharing among scientists. Humanity has been trying to construct and improve the technology of universal real-time translation for a long time. For many, it was inspired by scifi works, in which, probably, this idea appeared already in the 1940s (see Leinster’s “First contact”). This is an important topic because the language of science has long since become English, and for most of the scientific community it is not the mother tongue. Furthermore, we are now talking about the English languages of the world, or “world Englishes”, not to mention those who say “the language of science is bad English”. The paper tells a story which on the one hand constitutes a thoughtful anecdote, on the other may offer a good introduction to a serious scientific study. As it stands now, the main argument for including it is the story itself, with which we encourage further studies to scale our ideas in terms of a broader sample and comparability.
Magdalena Jelińska and Michał B. Paradowski
Frontiers Media SA
In response to the outbreak of the COVID-19 pandemic, educational institutions around the world were forced into lockdown in order to contain the spread of the virus. To ensure continuous provision of education, most transitioned to emergency remote instruction. This has been particularly the case in higher education (HE) institutions. The circumstances of the pandemic have brought unprecedented psychological pressure on the population, in the case of educators and students exacerbated by the transition to a mode of instruction that was completely novel to the majority. The present study examines how college and university instructors dealt with teaching online in these unparalleled circumstances, with a focus on how factors connected with their daily lives and livelihoods influenced their well-being. Between April and September 2020, a comprehensive online survey was filled out by 804 HE instructors from 92 countries. We explore how sociodemographic variables such as gender, age, relationship status, living conditions, and length of professional experience non-trivially affect situational anxiety, work-life synergy, coping, and productivity. The results contribute to a better understanding of the impact of the pandemic and emergency remote instruction on college and university instructors’ well-being by explaining the mechanisms mediating the relationship between individual, contextual, and affective variables. It may provide helpful guidelines for college and university administrators as well as teachers themselves as to how help alleviate the adverse effects of the continuing pandemic and possible similar disruptions leading to school closures on coping and well-being.
Magdalena Jelińska and Michał B. Paradowski
Frontiers Media SA
The outbreak of the COVID-19 pandemic has upended lives and thrown the taken for granted into disarray. One of the most affected groups were teachers and students, faced with the necessity of school closures and—where logistically feasible—an urgent shift to emergency remote instruction, often with little prior notice. In this contribution, based on an online survey involving participants from 91 countries, we offer a perspective bridging the two groups, by investigating the role of teachers' demographics and professional adaptation to emergency remote teaching in their perception of how their students were coping with the novel situation. The resultant model explains 51% of variance, and highlights the relative weights of the predictor variables. Given the importance of teacher perceptions in the effectiveness of their instruction, the findings may offer valuable guidelines for future training and intervention programs.
Magdalena Jelińska and Michał B. Paradowski
The Online Learning Consortium
The COVID-19 pandemic required educators and learners to shift to emergency remote instruction with little time for preparation. To understand how teachers managed the transition, we surveyed nearly 1,500 teachers from 118 countries from April to September 2020. Using cluster analysis, we detect two readily distinguishable groups of instructors: a group who was more engaged with remote instruction and had better coping in terms of online teaching challenges, and a group who had lower levels of both engagement and coping. We compare the two groups in terms of their sociodemographic characteristics, and also assess the relationship between each sociodemographic marker and teachers’ engagement and coping. Overall, our results suggest that teachers were most engaged and coped best with the transition when they had prior experience with remote instruction, taught in the higher education sector, and taught using real-time synchronous modalities. We also find non-trivial results regarding teachers’ gender, years of teaching experience, and their country’s level of economic development, and observe no relationship between teachers’ age and engagement or coping. The detection of the contextual effects underscores the importance of large multisite research.
Michał B. Paradowski, Andrzej Jarynowski, Magdalena Jelińska, and Karolina Czopek
Cambridge University Press (CUP)
1. Motivation Second language (L2) or target language (TL) acquisition can take place in different, both educational and leisure settings. One non-negligible context is social interactions in peer learner networks, particularly in immersion settings (Mitchell, McManus, & Tracy-Ventura, 2015; Mitchell, Tracy-Ventura, & McManus, 2017). A scenario that has been commonly assumed to lead to significant gains in students’ language proficiency is residence and study abroad (SA). However, extensive variation has been documented both in the amount of SA students’ L2 contact and in their linguistic outcomes (Kinginger, 2009; McManus, 2019). Dewey, Belnap, and Hillstrom (2013) emphasise the need for additional research – a necessity reiterated in a recent synthesis of state-of-the-art papers on language learning in SA contexts (Isabelli-García, Bown, Plews, & Dewey, 2018). One of the factors determining L2 success may be the mediating role of communication taking place ᴡɪᴛʜɪɴ students’ social networks. Being involved in social networks, learners share and actively construct knowledge through ongoing social exchanges and collaboration (Coleman, 2015).
Michał B. Paradowski and Aleksandra Bator
Informa UK Limited
ABSTRACT This article examines the perceived effectiveness of multilingual upbringing strategies and ways of communication adopted by families where the parents are of two different nationalities. The theoretical introduction presents an overview of the most important issues related to the linguistic development in bi-/multilingual children, debunking common myths and misconceptions surrounding the notions of bi-/multilingualism. The empirical part analyses the results of a survey conducted among parents who raise their children multilingually, looking at the strategies of communication adopted, the perceived effectiveness thereof, and whether the respondents would have changed or improved anything if they had been given a ‘second chance’. The results show that the most frequently implemented method is the one parent-one language approach, whose usefulness the majority assessed positively. Other practical conclusions concerning multilingual upbringing are also drawn.
Michał B. Paradowski
Informa UK Limited
ABSTRACT Cookery books are governed by their own laws not only in the choice of vocabulary and fixed expressions, but also grammar and style. Their translations should accordingly not only be linguistically impeccable and technically accurate, but also read as if written by a professional. This article offers new insights into the translation norms and conventions of cookbooks and recipes by discussing how corpus tools can help choose the most appropriate collocation or turn of phrase and validate hypotheses concerning crucial but non-salient choices at the lexical, syntactic, stylistic, spelling and punctuation levels. With the aid of a rich self-compiled corpus of recipes (1 million tokens, <12,000 types) we then describe several features of British and American culinary texts, outline major categories of snares lurking for the translator, discuss key characteristics of English-language recipes, and present numerous concrete examples vindicating the brownie points gained through analyses of recipe websites and cookery software in teaching English for specific purposes and specialised translation from the author’s experience of more than a decade.
Marta Gawinkowska, Michał B. Paradowski, and Michał Bilewicz
Public Library of Science (PLoS)
Bilinguals often switch languages depending on what they are saying. According to the Emotion-Related Language Choice theory, they find their second language an easier medium of conveying content which evokes strong emotions. The first language carries too much emotional power, which can be threatening for the speaker. In a covert experiment, bilingual Polish students translated texts brimming with expletives from Polish into English and vice versa. In the Polish translations, the swear word equivalents used were weaker than in the source text; in the English translations, they were stronger than in the original. These results corroborate the ERLC theory. However, the effect was only observed for ethnophaulisms, i.e. expletives directed at social groups. It turns out that the main factor triggering the language choice in bilinguals is not necessarily the different emotional power of both languages, but social and cultural norms.
Michał B. Paradowski and Łukasz Jonak
Walter de Gruyter GmbH
Abstract Linguistic creativity is a manifestation of communities’ and cultures’ innovativeness. The initial results will be presented of an empirical project analysing the character and speed of the social spread of winged words and neologisms in a microblogging site, using the tools of social network analysis applied to big-scale data. Investigating the diffusion of linguistic innovation requires an approach pooling competences from human, social, and computational sciences. Such a complex systems perspective can lead to a deeper understanding of how mutual relations and communication between Internet users impact the cultural evolution of language in time and space, and the shape and dynamics of the interactions themselves, delivering quantitative estimates on the expansion of linguistic expressions and allowing the prediction of future trends and their scale.