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Domain-specific research methods in instructed second language acquisition: A next step for research integrity and impact Annu. Rev. Appl. Linguist. (IF 2.8) Pub Date : 2024-09-16 Laura Gurzynski-Weiss
Instructed second language acquisition (ISLA) is one of the fastest growing areas of applied linguistics. With this tremendous potential comes great responsibility for robust, ethical, and transparent research methods that are responsive to and tailored for the ISLA domain. This article highlights unique characteristics of ISLA research, provides a current landscape of methodological trends within
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Methodological characteristics in technology-mediated task-based language teaching research: Current practices and future directions Annu. Rev. Appl. Linguist. (IF 2.8) Pub Date : 2024-06-04 YouJin Kim, Yoon Namkung
In the past two decades, the synergistic relationship among task-based language teaching (TBLT), instructed second language acquisition, and computer-assisted language learning has gained increasing interest.Technology-mediated TBLT combines these three research domains by integrating the use of technology with task-based approaches for second language (L2) learning purposes. Since the emergence of
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A methodological proposal for conlang evaluation Annu. Rev. Appl. Linguist. (IF 2.8) Pub Date : 2024-05-20 David Peterson, Jessie Peterson
Intentional language creation is a mainstay of the modern world, having gained widespread notoriety in popular television shows and films, and even finding a home in academia in the form of undergraduate courses on invented languages. In this paper, we argue that constructed languages deserve more careful consideration than they currently receive either inside or outside academia. We provide guidelines
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Extramural English as an individual difference variable in L2 research: Methodology matters Annu. Rev. Appl. Linguist. (IF 2.8) Pub Date : 2024-04-15 Pia Sundqvist
In light of findings from research on informal foreign/second language (L2) learning, with a focus on English as a target language and using the concept of extramural English (EE), this position paper argues that learners’ engagement in EE (through activities such as watching television or films or playing digital games) constitutes an important individual difference (ID) variable that needs to be
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Complex adaptive interventions: The challenge ahead for instructed second language acquisition research Annu. Rev. Appl. Linguist. (IF 2.8) Pub Date : 2024-04-12 Phil Hiver, Charlie Nagle
The effects of deliberately and selectively manipulating instructional conditions are at the heart of instructed second language acquisition (ISLA) research and, ideally, are designed to inform practice. Knowing how an intervention works, by what mechanisms and processes the treatment is beneficial—and for whom—are complex questions. In this piece, we problematize intervention-based research paradigms
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The future of replication in applied linguistics: Toward a standard for replication studies Annu. Rev. Appl. Linguist. (IF 2.8) Pub Date : 2024-04-12 Kevin McManus
High-quality replication studies are widely understood to be critical to the growth and credibility of our discipline, as shown in commentaries and discussion since the 1970s, at least. Nevertheless, misunderstandings and limitations in the aims, designs, and reporting of replication research remain, thus reducing the usefulness and impact of replications. To address this issue and improve the rigor
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Promises and perils of positionality statements Annu. Rev. Appl. Linguist. (IF 2.8) Pub Date : 2024-04-12 Kendall A. King
Positionality statements have increasingly become the norm in many strands of social science research, including applied linguistics. With reference to current research, theory, and the author’s own work, this paper reviews some of the promises and perils of such statements, including their performativity and lack of reflexivity. The author concludes by arguing that positionality statements need to
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Reflecting on the use of response times to index linguistic knowledge in SLA Annu. Rev. Appl. Linguist. (IF 2.8) Pub Date : 2024-04-12 Bronson Hui, Ruirui Jia
Response times (RTs) have become ubiquitous in second language acquisition (SLA) research, providing empirical evidence for the theorization of the language learning process. Recently, there have been discussions of some fundamental psychometric properties of RT data, including, but not limited to, their reliability and validity. In this light, we take a step back to reflect on the use of RT data to
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Study quality as an intellectual and ethical imperative: A proposed framework Annu. Rev. Appl. Linguist. (IF 2.8) Pub Date : 2024-04-12 Luke Plonsky
What is quality in the context of applied linguistic research? Addressing this question is both an intellectual and ethical imperative for the field. Toward that end, I propose a four-part framework for understanding and evaluating study quality: Quality research is (a) methodologically rigorous, (b) transparent, (c) ethical, and (d) of value to society. The bulk of the paper is devoted to describing
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Transformative justice as a method in applied linguistics Annu. Rev. Appl. Linguist. (IF 2.8) Pub Date : 2024-04-12 Ian Cushing
Transformative justice is a vision, a framework, and a theory of change which pushes for radical abolition and reimagining of entire systems. It is a community-led strategy which centers on and seeks to uproot structural determinants of oppression. In this article, I outline how applied linguistics can and should draw on transformative justice principles as a methodology for doing applied linguistics
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The inner workings of anxiety in second language learning Annu. Rev. Appl. Linguist. (IF 2.8) Pub Date : 2023-08-14 Peter D. MacIntyre, Molly F. McGillivray
The paper examines anxiety as an important emotion for language learning and communication, using the intraindividual, dynamic emotional experience as a grounding for understanding the antecedents and consequences of anxiety arousal. The bulk of the existing literature, as reflected in three recent meta-analyses, treats language anxiety as a stable individual difference (ID) factor, documenting its
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Modeling EFL learners’ willingness to communicate: The roles of face-to-face and digital L2 communication anxiety Annu. Rev. Appl. Linguist. (IF 2.8) Pub Date : 2023-08-10 Ju Seong Lee, Ming Ming Chiu
This study proposes and tests a comprehensive model (with demographics, informal digital learning of English, ideal/ought-to L2 self, L2 enjoyment, and self-perceived communication competence) of face-to-face and digital communication anxiety's relationship to willingness to communicate in a second language (L2 WTC) within in-class, out-of-class, and digital contexts. A structural equation model of
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The relationship between reading and listening anxieties in EFL classrooms: Exploring the mediating effect of foreign language classroom anxiety Annu. Rev. Appl. Linguist. (IF 2.8) Pub Date : 2023-08-03 Gökhan Öztürk
The purpose of the current study is threefold: (a) to present a descriptive picture of classroom anxiety (FLCA), reading anxiety (FLRA), and listening anxiety (FLLA) in foreign language classrooms; (b) to explore the association between FLCA, FLRA, and FLLA; and (c) to test the mediating effect of FLCA on the relationship between FLRA and FLLA. The participants included 341 tertiary-level students
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Language anxiety and learner silence in the classroom from a cognitive-behavioral perspective Annu. Rev. Appl. Linguist. (IF 2.8) Pub Date : 2023-07-03 Kate Maher, Jim King
Language anxiety plays a key role in language learners’ silent behaviors in class (King, 2013). Given its public nature and emphasis on interaction within it, the classroom context plays a significant role in the production of language anxiety. Anxious people are more likely to negatively appraise situations, affecting their behavior. That is, it is not just the subject content that causes anxiety
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A primer on measurement invariance in L2 anxiety research Annu. Rev. Appl. Linguist. (IF 2.8) Pub Date : 2023-07-03 Ekaterina Sudina
Measurement invariance (MI) is essential to bolstering validity arguments behind psychometric instruments (Zumbo, 2007). Nonetheless, very few second language (L2) anxiety scales, including the most widely used L2 anxiety questionnaire—the Foreign Language Classroom Anxiety Scale (FLCAS; Horwitz et al., 1986)—have been tested for MI. The present paper seeks to address this deficiency in the literature
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Second language anxiety: Construct, effects, and sources Annu. Rev. Appl. Linguist. (IF 2.8) Pub Date : 2023-06-12 Mostafa Papi, Hassan Khajavy
Second language (L2) anxiety is the most studied affective factor in the field of second language acquisition. Numerous studies have been conducted on this emotion from different perspectives over the last few decades. These studies can be classified into three groups. The first group has tried to conceptualize and operationalize L2 anxiety and identify the different components or dimensions of the
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Like student like teacher? Taking a closer look at language teacher anxiety Annu. Rev. Appl. Linguist. (IF 2.8) Pub Date : 2023-06-09 Julia Goetze
This article takes a comparative look at language teacher anxiety (LTA) vis-à-vis students’ language classroom anxiety (LCA) and contends the benefit of pursuing and expanding LTA research. Specifically, the paper first traces the development of LTA inquiry from its inception in the 1990s until today and highlights how it historically aligned with and, more recently, diverges from LCA research. After
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Feedback matters: Thwarting the negative impact of language anxiety Annu. Rev. Appl. Linguist. (IF 2.8) Pub Date : 2023-06-08 Tammy Gregersen
Elaine Horwitz et al. (1986), in their seminal article that helped jumpstart our current interest in language anxiety, characterized this affective malady as composed of three elements: fear of negative evaluation, communication apprehension, and test anxiety. Notably, all three of these components are linked in different ways to learners’ perceptions about others’ assessment of their linguistic competence
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How epistemic anxiety and curiosity link perceived value and intended efforts in the language classroom Annu. Rev. Appl. Linguist. (IF 2.8) Pub Date : 2023-06-08 Nicola Fraschini, Yu Tao
Language learner anxiety—and emotions in general—has constantly attracted academic attention in the second language acquisition (SLA) field for almost 40 years (Plonsky et al., 2022). However, within the context of the foreign language classroom, epistemic emotions remain understudied, despite their demonstrated effects on performance (D'Mello et al., 2014) and learners’ cognitive processes (Muis et
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A Three-Body Problem: The effects of foreign language anxiety, enjoyment, and boredom on academic achievement Annu. Rev. Appl. Linguist. (IF 2.8) Pub Date : 2023-06-08 Jean-Marc Dewaele, Elouise Botes, Rachid Meftah
This study is part of a growing wave of interest in foreign language (FL) learners’ emotions, their sources, and their effects. Previous studies have confirmed that there is a clear relationship between the emotions of foreign language enjoyment (FLE), foreign language classroom anxiety (FLCA), foreign language boredom (FLB), and foreign language performance. However, the relative importance of each
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The master's tools will never dismantle the master's school: Interrogating settler colonial logics in language education Annu. Rev. Appl. Linguist. (IF 2.8) Pub Date : 2022-03-17 María Cioè-Peña
Racialized students are overrepresented in special- and English-learner education programs in the United States. Researchers have pointed to implicit bias in evaluation tools and evaluators as a cause resulting in calls for more culturally competent/relevant practices/assessments. However, this paper argues that racial overrepresentation is reflective of larger settler colonial frameworks embedded
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Language activists and linguists in pursuit of the siPhuthi cause Annu. Rev. Appl. Linguist. (IF 2.8) Pub Date : 2022-03-17 Sheena Shah, Letzadzo Kometsi, Matthias Brenzinger
Ipampiri lhe inyatshella buhlogwa be kuhlaganela musebeti gekuphidza tiyato le tifikelwe yhitikhulumi lhetiyati-mukhulumo emusebetini whekutleketa mukhulumo whesiPhuthi lheku sivusuluta. Ekubeni kusjiyekiye te tikhulumi letitigidi letimbalwa temukhulumo, siPhuthi sikegotini lesabekako yhekucimela; futshi mukhulumo lho lhetikhulumi tawo tiya swayiwa kabhe tiya khetshullwa emayemweni hhemaphasi hhakeLesotho
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A fish tale about “fieldwork,” or toward multilingual interviewing in applied linguistics Annu. Rev. Appl. Linguist. (IF 2.8) Pub Date : 2022-03-17 Jamie A. Thomas
Focused as we are on uncovering how language works, many linguists are less cognizant of how the communicative strategies we employ in our knowledge-gathering activities impact the language users, identities, and communities we connect with and learn from. This autoethnographic essay, offered as a critical, introspective and analytical account by a U.S.-based, African American woman researcher, unfolds
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Social justice in applied linguistics: Not a conclusion, but a way forward Annu. Rev. Appl. Linguist. (IF 2.8) Pub Date : 2022-03-17 Anne H. Charity Hudley, Nelson Flores
Charity Hudley and Flores give you the real about the papers in this volume and share their direct vision for how to take this work forward in theory and practice. They shout out the leadership of emerging scholars as key to dreaming a world and a role for applied linguistics in the ongoing struggle for justice and liberation throughout the whole world. They lift up the volumes as the start of a new
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Black immigrants in the United States: Transraciolinguistic justice for imagined futures in a global metaverse Annu. Rev. Appl. Linguist. (IF 2.8) Pub Date : 2022-03-02 Patriann Smith
As the world continues to experience the recent wave of racial reckoning and its associated backlash, the field of applied linguistics has been called upon to renew efforts through which language functions as an avenue for redemption and restoration of humanity and of the world. Acknowledging the role of racialization in the language-related challenges faced nationally and globally has spurred on a
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Cosmopolitan language practices toward change: A case from a South Korean high school Annu. Rev. Appl. Linguist. (IF 2.8) Pub Date : 2022-03-02 Jin Kyeong Jung
This study explores English language learners’ cosmopolitan language practices. Based on the concepts of cosmopolitanism (i.e., becoming a global citizen) and English as a Lingua Franca (ELF), it investigates how South Korean high school students engage in collaborative English writing practices to interact with audiences in a global writing community. Using discourse analysis of students’ artifacts
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Criticality, identity, and ethics: Toward the construction of ethical subjectivity in applied linguistics research Annu. Rev. Appl. Linguist. (IF 2.8) Pub Date : 2022-03-02 Jaran Shin
Criticality has become legitimate and prominent in the field of applied linguistics. Given the realities of our uncertain and worrying times, however, it is essential to consider (a) how criticality can move beyond the rhetoric of inclusion, social transformation, and justice, and (b) the direction(s) in which critical applied linguistics research must point. This paper conjoins criticality, identity
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Enseñando en español: The need to support dual language bilingual education teachers' pedagogical language knowledge Annu. Rev. Appl. Linguist. (IF 2.8) Pub Date : 2022-03-02 Katherine Barko-Alva
Dual language bilingual education (DLBE) teachers, depending on the modality of the program, teach content areas (i.e., language arts, science, math, social studies) in a language other than English (LOTE) and English. DLBE teachers, who teach in Spanish, should be supported by school districts in meaningful ways. These districts should be equipped to provide the necessary academic and professional
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“I make my students' assignments bleed with red circles”: An autoethnography of translanguaging in higher education in Pakistan Annu. Rev. Appl. Linguist. (IF 2.8) Pub Date : 2022-03-02 Hassan Syed
In this paper, I discuss the tension between official monoglossic language ideologies and the heteroglossic classroom realities in higher education in Pakistan. Pakistan has maintained an English as the only medium-of-instruction policy in higher education since independence in 1947, while the everyday classroom practices have been characterized by translanguaging, that is, a hybrid and fluid use of
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“It's like they don't see us at all”: A Critical Race Theory critique of dual language bilingual education for Black children Annu. Rev. Appl. Linguist. (IF 2.8) Pub Date : 2022-03-02 Brittany L. Frieson
This article highlights the institutional harm that many dual language bilingual education (DLBE) programs can impose upon Black American children. By uncovering the ways that bilingual education is often complicit in educational injustice for Black children, this article argues for a closer interrogation of unquestioned DLBE policies and practices through an analysis that gives centrality to race
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A meeting of the minds: Broadening horizons in the study of linguistic discrimination and social justice through sociolinguistic and psycholinguistic approaches Annu. Rev. Appl. Linguist. (IF 2.8) Pub Date : 2022-03-02 Rachel Elizabeth Weissler
Understanding social justice as it relates to linguistic discrimination and identity requires consideration of both production and perception. As linguists and cognitive psychologists become more attuned to talking about social justice, the need to discuss linguistic human behaviors through a sociocognitive lens becomes more pertinent than ever. This article offers a sociocognitive approach to linguistic
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“Our country has gained independence, but we haven't”: Collaborative translanguaging to decolonize English language teaching Annu. Rev. Appl. Linguist. (IF 2.8) Pub Date : 2022-03-02 Shakina Rajendram
The colonial history of many English language teaching (ELT) contexts has shaped how the concept of language is understood, how language policies are constructed, and how language education is organized. Various aspects of ELT in countries that were colonized continue to promote the imperialism of English (Motha, 2014) through the naming (i.e., labeling of linguistic phenomena as distinct languages
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Addressing historical trauma and healing in Indigenous language cultivation and revitalization – CORRIGENDUM Annu. Rev. Appl. Linguist. (IF 2.8) Pub Date : 2022-03-01 James McKenzie
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Social justice in applied linguistics: Making space for new approaches and new voices Annu. Rev. Appl. Linguist. (IF 2.8) Pub Date : 2022-03-01 Alison Mackey,Erin Fell,Felipe de Jesus,Amber Hall,Yunjung (Yunie) Ku
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Podcasting past the paywall: How diverse media allows more equitable participation in linguistic science Annu. Rev. Appl. Linguist. (IF 2.8) Pub Date : 2022-03-01 Megan Figueroa
The paywall blocks broad participation in scientific discourse, and it is both financial and psychological. The financial paywall makes access to peer-reviewed research prohibitively expensive for many researchers. The psychological paywall refers to the gatekeeping nature of academic language. Elites hoard the products of scientific research and gatekeep membership in the specialist communities via
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Accenting racism in labour migration Annu. Rev. Appl. Linguist. (IF 2.8) Pub Date : 2022-02-28 Vijay A. Ramjattan
This paper concerns how speech accent accents or reinforces racism in the context of labour migration to the English-speaking Global North. It specifically outlines three functions of accent in racial capitalist systems that require the labour of migrants and their acceptance of their “linguistic deficiencies.” First, accent functions as a labour control mechanism that pushes racially minoritised migrants
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Addressing historical trauma and healing in Indigenous language cultivation and revitalization Annu. Rev. Appl. Linguist. (IF 2.8) Pub Date : 2022-02-28 James McKenzie
This paper demonstrates that historical trauma, healing, and wellbeing require attention in Indigenous language cultivation and revitalization. While historical trauma affects Indigenous peoples across the spectrum of language knowledge and use, little is written about the ways it can be addressed in the teaching, learning, and development—the cultivation—of Indigenous languages. For Indigenous language
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Early-career scholars and scholarship: A social justice perspective Annu. Rev. Appl. Linguist. (IF 2.8) Pub Date : 2022-02-28 Pejman Habibie
This paper focuses on the concept of social (in)justice to examine and discuss some of the areas in the production and dissemination of knowledge in which the issue of social justice is significant and should be applied and considered. More specifically, it explores and advocates for some of the ways in which participation in, and contribution to, global scholarship can become a more socially just
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Translenguaje en la villa inmigrante: Creating our path to existence Annu. Rev. Appl. Linguist. (IF 2.8) Pub Date : 2022-02-28 Obed Arango
In this essay, I reflect on how translanguaging in the immigrant community emerges as a form of social resistance that results in the creation of counter-spaces and counter-narratives. Likewise, I draw on the concepts of dialogical education of Brazilian educator Paulo Freire and the perspective of Critical Race Theory and on how the social and cultural capital of immigrant communities plays an important
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Stages of Acquisition and the P/E Model of Working Memory: Complementary or contrasting approaches to foreign language aptitude? Annu. Rev. Appl. Linguist. (IF 2.8) Pub Date : 2021-06-07 Zhisheng (Edward) Wen, Peter Skehan
This paper explores the roles of both working memory (WM) and more traditional aptitude components, such as input processing and language analytic ability in the context of foreign language learning aptitude. More specifically, the paper compares two current perspectives on language aptitude: the Stages Approach (Skehan, 2016, 2019) and the P/E Model (Wen, 2016, 2019). Input processing and noticing
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Working memory and language aptitude in relation to listening strategy instruction in an instructed SLA context Annu. Rev. Appl. Linguist. (IF 2.8) Pub Date : 2021-04-28 Saime Kara Duman, Şebnem Yalçın, Gülcan Erçetin
The present small-scale study explores whether working memory (WM) and language aptitude (LA) explain any variance in L2 listening comprehension beyond baseline listening ability and explicit strategy-based listening instruction in an instructed EFL setting at the tertiary level. In a pretest/posttest non-randomized group design, the experimental group (N = 19) received explicit strategy-based listening
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Working memory as a factor mediating explicit and implicit knowledge of English grammar Annu. Rev. Appl. Linguist. (IF 2.8) Pub Date : 2021-04-28 Mirosław Pawlak, Adriana Biedroń
This paper reports the findings of a study that investigated the relationship between phonological short-term memory (PSTM), working memory capacity (WMC), and the level of mastery of L2 grammar. Grammatical mastery was operationalized as the ability to produce and comprehend English passive voice with reference to explicit and implicit (or highly automatized) knowledge. Correlational analysis showed
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Language aptitude and language awareness: Polyglot perspectives Annu. Rev. Appl. Linguist. (IF 2.8) Pub Date : 2021-04-20 Kenneth Hyltenstam
This paper discusses the notion of language aptitude as a factor contributing to successful language acquisition achievements in polyglots. The difficulty in distinguishing between what is, indeed, language aptitude and what is language awareness is the main focus of the paper. A polyglot is operationalized here as a person who, after puberty, (a) acquired/learned at least six new languages (L2s),
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Lexical diversity development in newly arrived parent-child immigrant pairs: Aptitude, age, exposure, and anxiety Annu. Rev. Appl. Linguist. (IF 2.8) Pub Date : 2021-04-14 Amelia Lambelet
The Language Aptitude Outside the Classroom (LAOC) study investigates the factors that contribute to successful English-learning among newly arrived parent-child immigrants. Two types of factors are considered: cognitive abilities (aptitude measured with the LLAMA tests and working memory) and contextual-affective factors (exposure and anxiety). Participants are pairs of Spanish-speaking immigrants
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Brain, musicality, and language aptitude: A complex interplay Annu. Rev. Appl. Linguist. (IF 2.8) Pub Date : 2021-03-10 Sabrina Turker, Susanne M. Reiterer
Music and language are highly intertwined auditory phenomena that largely overlap on behavioral and neural levels. While the link between the two has been widely explored on a general level, comparably few studies have addressed the relationship between musical skills and language aptitude, defined as an individual's (partly innate) capacity for learning foreign languages. Behaviorally, past research
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The methodology of the research on language aptitude: A systematic review Annu. Rev. Appl. Linguist. (IF 2.8) Pub Date : 2021-03-08 Shaofeng Li, Huijun Zhao
This article provides a comprehensive and critical synthesis of the methods utilized in studies investigating the role of language aptitude in second language acquisition (SLA). The synthesis is informed by sixty-five studies generated by a thorough search of the literature, three meta-analyses (Li, 2015, 2016, 2017), and a thematic issue of Studies in Second Language Acquisition (Li & DeKeyser, in
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The Methodology of the Research on Language Aptitude: A Systematic Review — ERRATUM Annu. Rev. Appl. Linguist. (IF 2.8) Pub Date : 2021-03-01 Shaofeng Li,Huijun Zhao
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Outliers in L2 Research in Applied Linguistics: A Synthesis and Data Re-Analysis Annu. Rev. Appl. Linguist. (IF 2.8) Pub Date : 2020-06-30 Christopher Nicklin, Luke Plonsky
Data from self-paced reading (SPR) tasks are routinely checked for statistical outliers (Marsden, Thompson, & Plonsky, 2018). Such data points can be handled in a variety of ways (e.g., trimming, data transformation), each of which may influence study results in a different manner. This two-phase study sought, first, to systematically review outlier handling techniques found in studies that involve
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Neurostimulation and Pupillometry: New Directions for Learning and Research in Applied Linguistics Annu. Rev. Appl. Linguist. (IF 2.8) Pub Date : 2020-06-30 Nick B. Pandža, Ian Phillips, Valerie P. Karuzis, Polly O'Rourke, Stefanie E. Kuchinsky
This paper begins by discussing new trends in the use of neurostimulation techniques in cognitive science and learning research, as well as the nascent research on their application in second language learning. To illustrate this, an experiment designed to investigate the impact of transcutaneous vagus nerve stimulation (tVNS), which is delivered via earbuds, on how learners process and learn Mandarin
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African Americans in World Language Study: The Forged Path and Future Directions Annu. Rev. Appl. Linguist. (IF 2.8) Pub Date : 2020-06-30 Uju Anya
This article examines the history of African Americans in the academic study of world languages and presents an overview of inquiry on the topic. The paper focuses on the impact of race in second language acquisition (SLA) as exemplified through the experience of black students in language education and study abroad. It discusses objectives, policies, instructional priorities and strategies, conditions
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Reflect, Revisit, Reimagine: Language Assessment in ARAL Annu. Rev. Appl. Linguist. (IF 2.8) Pub Date : 2020-06-30 Carol A. Chapelle
This 40th anniversary of ARAL also marks the 40-year anniversary of a significant uptick in research on language assessment, and hence there is much to reflect on and revisit within this period—and still scope for imagining the future. Pre-1980, language assessment had a long history, but Spolsky (1995) designated the late 1940s as a time of professionalization, which continued through the following
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Reflect, Revisit, Reimagine: Ethnography of Language Policy and Planning Annu. Rev. Appl. Linguist. (IF 2.8) Pub Date : 2020-06-30 Nancy H. Hornberger
Tracing applied linguists’ interests in language policy and planning (LPP) as reflected in the pages of the Annual Review of Applied Linguistics since its founding in 1980, I focus on the emergence of, and current boom in, ethnographic LPP research. I draw on the ethnographic concept of ideological and implementational LPP spaces as scalar, layered policies and practices influencing each other, mutually
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Sampling Bias and the Problem of Generalizability in Applied Linguistics Annu. Rev. Appl. Linguist. (IF 2.8) Pub Date : 2020-06-30 Sible Andringa, Aline Godfroid
In this final contribution to the issue, we discuss the important concept of generalizability and how it relates to applied linguists’ ability to serve language learners of all shades and grades. We provide insight into how biased sampling in Applied Linguistics currently is and how such bias may skew the knowledge that we, applied linguists, are building about second language learning and instruction
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Indigenous Language Revitalization and Applied Linguistics: Parallel Histories, Shared Futures? Annu. Rev. Appl. Linguist. (IF 2.8) Pub Date : 2020-06-30 Onowa McIvor
Damages done to Indigenous languages occurred due to colonial forces, some of which continue to this day, and many believe efforts to revive them should involve more than Indigenous peoples alone. Therefore, the need for learning Indigenous languages as “additional” languages is a relatively new societal phenomenon and Indigenous language revitalization (ILR) an emerging academic field of study. As
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The Annual Review of Applied Linguistics at 40: Looking Back and Moving Ahead Annu. Rev. Appl. Linguist. (IF 2.8) Pub Date : 2020-06-30 Alison Mackey
It is a privilege to be Editor-in-Chief of the Annual Review of Applied Linguistics in 2020 as it celebrates its 40th year. This is my fifth issue as Editor. I will begin this short introduction by paying tribute, with the help of Bill Grabe (Northern Arizona University), to the founding editor of the journal, Robert Kaplan (1929–2020). Without Robert Kaplan, none of us would be reading these pages
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Is an Antiracist and Decolonizing Applied Linguistics Possible? Annu. Rev. Appl. Linguist. (IF 2.8) Pub Date : 2020-06-30 Suhanthie Motha
This article argues for an uncovering of the multitude of ways in which applied linguistics has functioned as an important and effective vehicle for White supremacy and empire, with its disciplinary roots embedded in assumptions about racial inequalities and racial hierarchies and, equally importantly, the concealment of these forms of racial discrimination which often manifest as innocuous language
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Developing, Analyzing and Sharing Multivariate Datasets: Individual Differences in L2 Learning Revisited Annu. Rev. Appl. Linguist. (IF 2.8) Pub Date : 2020-06-30 Kazuya Saito, Konstantinos Macmillan, Tran Mai, Yui Suzukida, Hui Sun, Viktoria Magne, Meltem Ilkan, Akira Murakami
Following the trends established in psychology and emerging in L2 research, we explain our support for an Open Science approach in this paper (i.e., developing, analyzing and sharing datasets) as a way to answer controversial and complex questions in applied linguistics. We illustrate this with a focus on a frequently debated question, what underlies individual differences in the dynamic system of
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Technology, Motivation and Autonomy, and Teacher Psychology in Language Learning: Exploring the Myths and Possibilities - CORRIGENDUM Annu. Rev. Appl. Linguist. (IF 2.8) Pub Date : 2019-08-19 Glenn Stockwell,Hayo Reinders
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Corpus Linguistics, Learner Corpora, and SLA: Employing Technology to Analyze Language Use Annu. Rev. Appl. Linguist. (IF 2.8) Pub Date : 2019-07-23 Tony McEnery, Vaclav Brezina, Dana Gablasova, Jayanti Banerjee
In this article we explore the relationship between learner corpus and second language acquisition research. We begin by considering the origins of learner corpus research, noting its roots in smaller scale studies of learner language. This development of learner corpus studies is considered in the broader context of the development of corpus linguistics. We then consider the aspirations that learner
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Technology and Learner Autonomy: An Argument in Favor of the Nexus of Formal and Informal Language Learning Annu. Rev. Appl. Linguist. (IF 2.8) Pub Date : 2019-07-23 Chun Lai
This article discusses some of the current research on technology in relation to learner autonomy, outlining major findings on the relationship between technology and learner autonomy in formal and informal learning contexts. Extant literature has discussed both teacher-initiated technology-enhanced formal learning environments and learner-constructed self-directed learning experience in informal learning