A Re-conceptualisation of 'Culture Shock' through the Lens of Cognitive Dissonance Theory - Giorgia Faroni 'Culture shock' has been criticised terminologically and conceptually, yet it is still a frequent buzzword in academic and non-academic conversations. Through the lens of cognitive dissonance theory, I re-frame the concept of 'culture shock' and propose a new model to...
After registering, you will receive a confirmation email containing information about joining the Zoom meeting. Nathalie Czeke & Jasmin Rimpler: Remote Testing of the Familiar Word Effect With Non-Dialectal and Dialectal German-Learning 1–2-Year-Olds Variability is pervasive in spoken language, in particular if one is exposed to two varieties of the same language (e.g., the standard variety and...
Join us for this CLER Conversation, led by Dr. Lucy Taylor, University of Leeds. With discussants Parinita Shetty, Doctoral Researcher, University of Leeds, and Dr. Harry Kuchah, University of Leeds. We read, we write: Reconsidering reading-writing relationships in primary school children The extent to which children’s reading experiences influence their writing production is not...
Join us for this CLER Conversation, led by Achmad Farid, Postgraduate Researcher & Dr Martin Lamb, University of Leeds. With discussants Dr. Adam Gargani and Dr. Milada (Millie) Walkova, University of Leeds. Exploring the links between religious identity and language learning motivation The links between identity and motivation to learn are now well-established: we learn at...
Join us for this CLER Conversation, led by Prof Cecile De Cat with discussants Dr. Gill Main, and Rumana Hossain, Postgraduate Researcher, University of Leeds Socio-economic status as a proxy for input quality in bilingual children? This study investigates the effect of socio-economic status (SES) as a proxy for input quality, in predicting language proficiency. Different operationalizations...
