Nano-flow liquid chromatography tandem mass spectrometry (nano-flow LC-MS/MS) is the mainstay in proteome research because of its excellent sensitivity but often comes at the expense of robustness. ...Here we show that micro-flow LC-MS/MS using a 1 × 150 mm column shows excellent reproducibility of chromatographic retention time (<0.3% coefficient of variation, CV) and protein quantification (<7.5% CV) using data from >2000 samples of human cell lines, tissues and body fluids. Deep proteome analysis identifies >9000 proteins and >120,000 peptides in 16 h and sample multiplexing using tandem mass tags increases throughput to 11 proteomes in 16 h. The system identifies >30,000 phosphopeptides in 12 h and protein-protein or protein-drug interaction experiments can be analyzed in 20 min per sample. We show that the same column can be used to analyze >7500 samples without apparent loss of performance. This study demonstrates that micro-flow LC-MS/MS is suitable for a broad range of proteomic applications.
This book examines the impact of globalization on languages in contact, including the study of linkages between the global and local, and transnational and situated communication. It engages with ...social theory and social processes while grappling with questions of language analysis raised by globalized language contact. Drawing on case studies from North America, Europe and Africa, the volume makes three important contributions to contemporary sociolinguistics by: * arguing that concepts of scale and space are essential for understanding contemporary sociolinguistic phenomena * showing that the transnational flows and movements of peoples highlight the problem and work of identity in relation to both place and time * addressing methodological challenges raised by different approaches to the study of globalization and language contact.ÃÂ This cutting-edge monograph featuring research by renowned international contributors will be of interest to academics researching sociolinguistics, and language and globalization.
Rights to Speak Baynham, Mike
Journal of applied linguistics and professional practice,
04/2022, Volume:
16, Issue:
2
Journal Article
Peer reviewed
Vignette
Around the time I was preparing to write this commentary, I attended a poetry event in Glasgow celebrating Palestinian poetry. Due to unforeseen circumstances I was asked to step in and read ...the English translations, unprepared, in place of a distinguished Scottish poet/translator, alongside a Palestinian poet, Iyad Hayatleh, who read Arabic originals from an anthology followed by his own poems in the language and then a short story he had written in English. The anthology contained poems from a range of Palestinian poets with translations into Standard English with occasional Scots English expressions (e.g. ‘two wee hands’) and into Scots and Gaelic and Shetlandic. All the translations I in fact read were into this occasionally Scots-inflected Standard English.
Iyad read from the anthology in the first part of the reading, and I read the English translations in my southern English accent. So far, so conventional. In the second part of the reading, however, it turned out that Iyad’s poems in Arabic were to be followed by his own translations of them into English. At this point it seemed to me rather odd that I should be reading Iyad’s own translations. So when he had finished reading the first poem and handed the manuscript over to me to read, I suggested to him that he should read the English (there having been no time before the reading to plan this). At this point, however, he indicated that he would rather not, so I carried on reading the English. After this Iyad went on to read his short story, which is an account of his experience of seeking asylum, his reading in English creating a very powerful effect in the room.
ABSTRACT From its historical origins as a resistant and violently repressed bundle of music, dance and martial arts practices of the African diaspora in Brazil, capoeira has travelled, becoming a ...global phenomenon with groups and networks in diverse sites around the world, including London, Cape Town and Hong Kong and indeed Leeds where this research was based. We focus on the linguistic, cultural and embodied ensemble of capoeira, researching a capoeira group with diverse participants led by Sandro, a Brazilian contramestre, providing a rich laboratory for what has been called language learning “in the wild”, specifically of the Afro-Brazilian linguistic and cultural practices (music, movement, lyric, voice) that are a crucial element of the capoeira ensemble. These linguistic and cultural practices contingently bring together, in rehearsal and performance, the characteristic capoeira dance/ martial arts movements, the pervasive regulation of rhythm and the apprenticeship of the body into its rhythm and movement. Seen from the perspective of informal language learning the capoeira group seems to constitute a near optimal context. We will explore the affordances of the capoeira group for linguistic/cultural/embodied learning of Afro-Brazilian Portuguese, drawing on the “maximalist” framework for translanguaging (BAYNHAM; LEE, 2019), which we extend to encompass the pervasive musical aspect of capoeira, linking these to contemporary perspectives on language learning, particularly informal language learning and language learning “in the wild”.
RESUMO A partir de suas origens históricas, como um agregado de música, dança e artes marciais de resistência da diáspora africana no Brasil que chegou a ser violentamente reprimida, a capoeira tem viajado o mundo, tornando-se um fenômeno global com grupos e redes espalhadas em diversos locais como Londres, a Cidade do Cabo, Hong Kong e também Leeds, onde esta pesquisa foi realizada. Enfocamos neste artigo o agregado linguístico, cultural e corporificado da capoeira, pesquisando um grupo de capoeira com diversos participantes, liderado por Sandro, um contramestre brasileiro, que fornece um rico laboratório para o que tem sido chamado de aprendizagem de línguas “na natureza selvagem”, neste caso envolvendo mais especificamente práticas linguísticas e culturais afro-brasileiras (voz, letra, música e movimento) que são elementos cruciais do agregado da capoeira. Essas práticas linguísticas e culturais reúnem, de forma contingente, nos treinos e nas apresentações, os movimentos característicos da dança/artes marciais da capoeira, o ritmo regulado e omnipresente e o aprendizado do corpo nestes movimentos e neste ritmo. Dessa forma, visto da perspectiva da aprendizagem informal de línguas, o grupo de capoeira parece fornecer um contexto praticamente perfeito. Exploraremos então as possibilidades do grupo de capoeira para a aprendizagem linguística/cultural/corporal do português afro-brasileiro, com base em um enquadramento “maximalista” para as translinguagens (BAYNHAM;LEE, 2019), o qual ampliamos para abranger o aspecto musical omnipresente da capoeira, vinculando-os a perspectivas contemporâneas sobre a aprendizagem de línguas, particularmente, a aprendizagem informal de línguas e a aprendizagem de línguas “na natureza selvagem”.
This article examines narratives of professional experience in a corpus of forty interviews in which English to Speakers of Other Languages (ESOL) teachers reflect on their professional life ...histories as well as their current teaching. The notion of “stance” emerged as a major theme: the teachers positioned themselves in relation to the policy environment, to learners, teaching and learning, and their sense of control in their working lives. Narrative was an important discursive resource for doing so and a range of narrative types (personal, generic/iterative, hypothetical, exemplum, and ‘negated’) are identified, each demonstrating performance features. Using Dubois's (2007) definition of stance, I examine the dynamic relationship between stance taking and discursive positioning, discussing the role of performance in these processes. Shifts into performance are shown to depend on participant roles and alignments in the interviews rather than on particular narrative types. Thus, the data contradicts some of Wolfson's (1976) observations on narratives in the research interview. The analysis contributes to our understanding of the research interview as a dynamically co-constructed speech genre rather than as a neutral locus for gathering data. (Professional narrative, performance, stance, alignment, positioning)
Where the personal is political Baynham, Mike; Shewaye, Bahiru; Gomes, Kayode
Gender and language,
01/2024, Volume:
17, Issue:
4
Journal Article
Peer reviewed
The Queer Asylum Stories project collected interviews with people who had successfully gained asylum based on their sexuality. The focus of this article is on life stories leading up to and ...triggering the decision to seek asylum, and the processes of formation of the interviewees’ queer subjectivity. The discussion draws on the three related constructs of interpellation, ideological becoming and habitus, and considers the role of queer activism, understood as a dimension of queer habitus as theorised in the foundational work of Didier Eribon. Finding that the term ‘activism’ is widely used but infrequently defined, the article suggests that activism in general, and queer activism in particular, need to be defined explicitly and explored in order to gain a deeper understanding of what is involved. It provides a working definition of queer activism to guide this process.
The extensive literature on classroom‐based second language learning makes little attempt to situate the classroom itself in social and multilingual sociolinguistic space, in the complex and ...iterative networks of encounters and interactions that make up daily life. Daily life is routinely evoked and “brought into” the classroom as a pedagogic and testing strategy, but how can we understand the classroom as just one of the sites in which daily life, including language learning and use, is played out? In this article we outline an approach to researching the spaces of language learning, and the identity positions that are routinely made available to English speakers of other languages (ESOL) learners, drawing on approaches from cultural geography and linguistic ethnography. We illustrate the discussion with data from a study investigating the placement practices by which ESOL students in England are placed and place themselves in particular types of educational provision (Simpson, Cooke, & Baynham, 2008), investigating why some may choose the identity of second language learner and others orient toward mainstream education opportunities. We conclude with a discussion of new identity positions, understood as spaces of becoming created by the levels and progressions of curriculum frameworks, drawing on Bernstein's (1999) notion of vertical and horizontal discourses.
This paper analyses the contribution of student agency and teacher contingency in the construction of classroom discourse in adult English for speakers of other languages (ESOL) classes for refugees ...and asylum seekers, for whom the identity of student itself can constitute a stable point in a highly unstable and potentially threatening lifeworld. In contrast to accepted ideas of the prevalence of teacher-initiated initiation–response–feedback (IRF) sequences in whole group teacher-fronted activity, characteristic student-initiated moves for bringing the outside into classroom discourse are identified. These are discussed in terms of the student agency and teacher contingency involved, drawing on the Bakhtinian notion of “answerability.”: teacher and students are robustly claiming interactive space in classroom talk, bringing the outside into discussion. This data, drawn from narrative and classroom data in case studies of Adult ESOL classrooms, points to less docile more agentive and open-ended models of classroom discourse than have typically been evidenced in the literature.
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