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Disciplinary tribes and the discourse of mainstream media expert opinion articles: evidencing COVID-19 knowledge claims for a public audience Applied Linguistics Review (IF 3.063) Pub Date : 2024-04-16 Christoph A. Hafner, Sylvia Jaworska, Tongle Sun
Much applied linguistic research has investigated how experts from different disciplines – different “disciplinary tribes” – present knowledge claims, drawing on taken-for-granted disciplinary ideologies and epistemologies. However, this research has mainly focused on specialist to specialist communication rather than specialist to non-specialist communication. This article aims to fill this gap by
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Unsettled hearing, responsible listening. Encounters with voice after forced migration Applied Linguistics Review (IF 3.063) Pub Date : 2024-04-15 Katharina Brizić
In line with increasing forced migrations around the globe, there is also a growing need for ethical encounters between researchers and those forcefully displaced. This article focuses on responsible Listening, defined as the ethically motivated effort of researchers to conduct communication at eye level. However, findings have shown that listeners (e.g., researchers in institution or study settings)
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Objects are not just a thing – (re)negotiating identity through using material objects within the Kurdish diaspora in the UK Applied Linguistics Review (IF 3.063) Pub Date : 2024-04-15 Chra Rasheed Mahmud
Material belongings have a significant impact on shaping one’s identity, and they play a crucial role as identity markers and valuable instruments for negotiating distinctions among diverse communities, especially for those who experience migration. This research focuses on a specific group of Iraqi Kurdish migrants living in the UK, exploring how they navigate and mould their cultural identity through
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The humanism of the other in sociolinguistic ethnography Applied Linguistics Review (IF 3.063) Pub Date : 2024-04-08 Angela Creese
This article describes the social and ethical responsibility researchers experience in undertaking ethnographic research under conditions of neoliberalism. It acknowledges the hierarchical nature of working in large ethnographic teams in which a mixture of employment contracts and statuses exist. Drawing on relational ethics (Levinas 2003. Humanism of the Other. Champaign: University of Illinois Press
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Reinventing the self through participatory art: writing and performing among rough sleepers Applied Linguistics Review (IF 3.063) Pub Date : 2024-04-06 Roberta Piazza
(Cupchik, Gerald. 2013. I am, therefore I think, act, and express both in life and in art. Art and identity 32. 67–91) claims that being is associated with artistic expressions of various kinds. In line with this notion, the present paper reports on a socially engaged art project that involved the clients at a day centre for people experiencing homelessness. For nearly four months, the participants
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Introduction: applied linguistics, ethics and aesthetics of encountering the Other Applied Linguistics Review (IF 3.063) Pub Date : 2024-04-05 Magdalena Kubanyiova, Angela Creese
This article explains the rationale for proposing an applied linguistics of ethical encounters. It does so by extending the current reach beyond the critical and ideological commentary of unjust linguistic practices and considers how applied linguistics research might play an active role in both theorising and enabling ethical encounters. By ethical encounters we mean those that enact the political
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“When we use that kind of language… someone is going to jail”: relationality and aesthetic interpretation in initial research encounters Applied Linguistics Review (IF 3.063) Pub Date : 2024-04-04 Ingrid Rodrick Beiler, Joke Dewilde
The aim of this article is to investigate ethical and aesthetic dimensions of negotiating linguistic differences between researchers and participants in the initial research consent process, based on data from a collaborative research project in adult basic education for immigrants, in which a large number of students initially refused to participate. First, we interpret negotiations of consent as
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Towards a sociolinguistics of in difference: stancetaking on others Applied Linguistics Review (IF 3.063) Pub Date : 2024-04-01 Quentin Williams
This paper proposes a sociolinguistics of in difference, an inquiry-based approach to stancetaking on others. It describes how multilingual speakers in an online context orientate towards a stance-object and affiliate, align and negotiate difference through embodied performances, as part of advancing an ethics of responsibility for the other and aesthetic investments. In the analysis of such orientations
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Becoming response-able with a protest placard: white under(-)standing in encounters with the Black German Other Applied Linguistics Review (IF 3.063) Pub Date : 2024-04-01 Lara-Stephanie Krause-Alzaidi
This paper emerged from an encounter with the Black Lives Matter placard I understand that I will never understand but I stand with you in Leipzig, Germany, and it centers white understanding as a constitutive practice of whiteness. This is mainly a theoretical contribution (learning towards the philosophical), although it includes some interview data and observations from protest participation. I
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“I am surprised they have allowed you in here to do this”: women’s prison writing as heterotopic space of narrative inclusion Applied Linguistics Review (IF 3.063) Pub Date : 2024-03-26 Rosalchen Whitecross
The focus of this paper is the hidden world of women’s imprisonment as revealed in their writing produced in creative writing workshops. Proceeding from the perspective of narrative inquiry as a methodology to study lived experience, this study explores the juxtaposed spaces of the closed, exclusionary carceral world and the open, creative space of the writing workshop. Here we come to find the personal
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Can the subaltern speak in autoethnography?: knowledging through dialogic and retro/intro/pro-spective reflection to stand against epistemic violence Applied Linguistics Review (IF 3.063) Pub Date : 2024-03-18 Bedrettin Yazan, Ufuk Keleş
In this rather unorthodox dialogic autoethnography, our discussions revolve mainly around two main questions: Does autoethnography offer qualitative researchers (us) any affordances to respond to epistemic violence in the field of applied linguistics? If so, what are possible ways to generate de/colonizing knowledge through autoethnography without falling into the trap of epistemic violence ourselves
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Attempts at including, mediating and creating ‘new’ knowledges: problematising appropriation in intercultural communication education and research Applied Linguistics Review (IF 3.063) Pub Date : 2024-03-06 Hamza R’boul, Fred Dervin
In recent years, there have been multiple endeavours at unsettling the dominance of western voices in knowledge production, consumption and dissemination in language and intercultural communication education and research. Including, mediating and creating ‘new’ knowledges about interculturality are epistemic acts that may sustain and exercise decoloniality and decentering through (potential) dialogues
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Collaboratively pursuing student uptake of feedback through storytelling: a conversation analytic study of interaction in team doctoral supervision Applied Linguistics Review (IF 3.063) Pub Date : 2024-02-26 Binh Thanh Ta
Team supervision has become prevalent in worldwide doctoral education programs in the past few decades. Research indicates that one area of challenges involves collaboration between supervisors. However, little is known about how supervisors collaborate in supervision meetings involving multiple supervisors as existing studies mostly draw on participant self-reports. Adopting conversation analysis
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Epistemological theft and appropriation in qualitative inquiry in applied linguistics: lessons from Halaqa Applied Linguistics Review (IF 3.063) Pub Date : 2024-02-23 Osman Z. Barnawi
Within the current turn of decolonization in the field of applied linguistics, the dominant discourses may have little to say about exposing and disrupting the act of epistemological theft and appropriation in qualitative research methodologies, even implicitly. Epistemological theft and appropriation refer to the (in)deliberate intricate acts of dispossessing the original knowers of their epistemological
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The violence of literature review and the imperative to ask new questions Applied Linguistics Review (IF 3.063) Pub Date : 2024-02-22 Ruanni Tupas, Veronico N. Tarrayo
Writing the literature review is not a neutral act. In fact, the key central aim of consolidating work in a particular research area is to demonstrate one’s knowledge of this area; that is, one must know the ‘conversations’ concerning the research topic. Literature review becomes violent in the Bourdieusian sense because it imposes particular configurations of privileged knowledge on researchers. Thus
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Languages ontologies in higher education: the world-making practices of language teachers Applied Linguistics Review (IF 3.063) Pub Date : 2024-02-15 Laura Gurney, Eugenia Demuro
In this paper, we engage the frame of language ontologies to explore what language is or might be, vis-à-vis empirical data from practicing language teachers and researchers. We conducted semi-structured interviews with fourteen participants to explore their accounts and self-reported practices of language(s)/languaging. We present five ontological accounts of language(s)/languaging as shared by the
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The myopic focus on decoloniality in applied linguistics and English language education: citations and stolen subjectivities Applied Linguistics Review (IF 3.063) Pub Date : 2024-02-14 Ali Fuad Selvi
The recent surge in acknowledging and critically engaging with identity, advocacy, social justice, criticality, anti-racism, and decolonization in applied linguistics has initiated a process aimed at destabilizing, disrupting, and eventually transforming the geopolitics of knowledge, epistemological orientations, ideological commitments, and methodological practices in research. The current study investigates
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Perceived teacher feedback practices, student feedback motivation and engagement in English learning: a survey of Chinese university students Applied Linguistics Review (IF 3.063) Pub Date : 2024-02-08 Zhengdong Gan, Xianrong Wang
Drawing on recent theorizing of feedback in educational assessment and psychology, the current study aimed to examine the links between perceived teacher feedback practices, student feedback motivation and engagement in English learning. Seven hundred and sixty-four Chinese university students attending a tertiary-level English enhancement course (N = 764; age: M = 19.45, SD = 0.88; 57.3 % female)
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“By the way I want to give you some masks”: exploring multimodal stance-taking in YouTube videos Applied Linguistics Review (IF 3.063) Pub Date : 2023-12-31 Wing Yee Jenifer Ho
While the effectiveness of facemasks against COVID-19 has now become largely uncontroversial, at the beginning of the global pandemic, wearers of facemasks were often the target of sometimes racially tinged attacks. Wearing facemasks (or not) became not just a question of science, but evolved into a more complex issue of social identity, morality and global citizenship embedded within the “tribal thinking”
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Documenting students’ conceptual understanding of second language vocabulary knowledge: a translanguaging analysis of classroom interactions in a primary English as a second language classroom for linguistically and culturally diverse students Applied Linguistics Review (IF 3.063) Pub Date : 2023-11-29 Kevin W. H. Tai
This article aims to build on prior research on translanguaging to document how linguistically and culturally diverse students in a primary ESL classroom mobilise a wide range of multilingual and multimodal resources to demonstrate their conceptual understanding of second language (L2) vocabulary knowledge during classroom interactions. The classroom interactional data will be analysed using Multimodal
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How ‘good-enough’ is second language comprehension? Morphological causative and suffixal passive constructions in Korean Applied Linguistics Review (IF 3.063) Pub Date : 2023-10-16 Chanyoung Lee, Gyu-Ho Shin, Boo Kyung Jung
The ‘good-enough’ processing account argues that, given the parallel activation of two parsing routes—algorithmic and heuristic parsing, the processor prefers heuristics over algorithms when unfolding incoming input. Literature on L2 ‘good-enough’ processing conjoins with this argument, also claiming that various factors may modulate how the L2 processor adjusts its way to heuristic or algorithmic
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The predictive effect of language achievement on multiple emotions in languages other than English: validating a distal mediation model based on the control-value theory Applied Linguistics Review (IF 3.063) Pub Date : 2023-09-28 Xian Zhao, Guoxing Lan, Hanwen Zhang
Although the predictive effect of emotion on language achievement has been substantially established, little is known about whether language achievement could, in turn, shape a constellation of emotions in second language/L2 learning, especially in the field of languages other than English. Given this, grounded on the control-value theory, this tentative study aims to fill the gap by investigating
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Narratives of the self in bilingual speakers: the neurophenomenal space Applied Linguistics Review (IF 3.063) Pub Date : 2023-09-26 David W. Green
We tell one another stories of our lives. Sharing subjective experience is part of what it means to be an embodied, languaging being. In order to explore this aspect of our nature we need to relate our phenomenal experience to its neural bases as we talk. I describe a three-step procedure to do so as a person recounts a personal story. The first step characterizes their subjective experience. I describe
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Investigating in-class and after-class boredom among advanced learners of English: intensity, interrelationships and learner profiles Applied Linguistics Review (IF 3.063) Pub Date : 2023-09-22 Mirosław Pawlak, Mariusz Kruk, Kata Csizér, Joanna Zawodniak
Although the number of studies into boredom in second and/or foreign language (L2) learning is evidently on the rise and our understanding of this negative emotion has been considerably extended, surprisingly, empirical evidence is still scant with respect to boredom experienced in out-of-school situations. This study addresses this gap by: (1) examining the relative contribution of factors underlying
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Translingual practice as a representation of heritage languages and regional identities in multilingual society Applied Linguistics Review (IF 3.063) Pub Date : 2023-09-14 Seong Lin Ding, Kim Leng Goh
By drawing attention to the translingual practices in Malaysian Mandarin (MM), this study uses lexical variations as an analytical lens through which the changes in linguistic dimensions can be viewed from a social perspective. We present translingual practice as a communicative, rather than a pedagogical, resource that has broader applied relevance in multilingual society. Two findings are presented
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Developing a taxonomy of teacher emotion labor through metaphor: personal, interpersonal, and sociocultural angles Applied Linguistics Review (IF 3.063) Pub Date : 2023-09-12 Peter I. De Costa, Sedigheh Karimpour, Mostafa Nazari
Emotion labor is a multidimensional construct that plays a key role in teachers’ emotional knowledge and emotional development. However, little empirical research has focused on such multidimensionality of emotion labor at personal, institutional, and sociocultural levels. The present study aimed to fill this gap by drawing on metaphors and integrating data from Iranian English language teachers through
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“I never make a permanent decision based on a temporary emotion”: unveiling EFL teachers’ perspectives about emotions in assessment Applied Linguistics Review (IF 3.063) Pub Date : 2023-09-12 Ali Derakhshan, Yongliang Wang, Farhad Ghiasvand
Teachers’ emotions have been approved to play a pivotal role in higher education. However, the interface of university teachers’ emotions and assessment practices has been widely ignored in second/foreign language contexts. To fill this lacuna, this study examined the perceptions of 35 Iranian EFL university teachers regarding the types, triggers, and regulation strategies of assessment-related emotions
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“I’m not angry!”: language ideologies, misunderstanding, and marginalization among North Korean refugees in rural South Korea Applied Linguistics Review (IF 3.063) Pub Date : 2023-09-11 Mi Yung Park
This qualitative study examines the language attitudes and language use of two North Korean refugees living in the Gyeongsang provincial region of South Korea and actively trying to assimilate into mainstream Korean society. In interviews, the participants expressed a hierarchical view of three varieties of Korean (their North Korean Hamgyong dialect, the South Korean Gyeongsang dialect, and standard
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Africatown in Guangzhou as geosemiotic assemblage: connecting multilingualism, store signs, and chronotopes Applied Linguistics Review (IF 3.063) Pub Date : 2023-09-11 Xia Chao, Hao Wang
Using the social-spatial notions of geosemiotic assemblage and chronotope, this participatory ethnographic case study examines the intersection of store signs in the Africatown in Guangzhou and transnational African migrants’ meaning-making and place-making practices. Data collection is employed through a combination of traditional and participatory ethnographic methods including visual texts, interviews
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English-medium instruction and impact on academic performance: a randomized control study Applied Linguistics Review (IF 3.063) Pub Date : 2023-09-07 Olle Bälter, Viggo Kann, Chantal Mutimukwe, Hans Malmström
Stakeholders and researchers in higher education have long debated the consequences of English-medium instruction (EMI); a key assumption of EMI is that student’s academic learning through English should be at least as good as learning through their first language (usually the national language). This study addressed the following question: “What is the impact from English-medium instruction on students’
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The Asian American teaching method? An overview of language education, social justice issues, and challenging ‘Oppressed’ versus ‘Model’ minority binary discourse Applied Linguistics Review (IF 3.063) Pub Date : 2023-08-10 Benjamin “Benji” Chang
Amidst the backdrop of anti-Asian violence and the COVID-19 pandemic, this article addresses key social justice issues and praxes in language education with Asian American populations, especially with regards to pedagogy and K–12 schooling contexts. The article’s structure utilises four main sections, with the first section presenting key demographics and typology on who is considered ‘Asian American’
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Artificial intelligence and posthumanist translation: ChatGPT versus the translator Applied Linguistics Review (IF 3.063) Pub Date : 2023-08-01 Tong King Lee
Although automated translation has been available for decades in myriad forms, the implication of the current exponential advancement in artificial intelligence (AI) for communication in general and translation in particular is more starkly affrontational than ever. Although Large Language Models, of which ChatGPT is exemplary, were not specifically designed for translation purposes, they are attested
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Assessment and creativity through a translingual lens: transdisciplinary insights Applied Linguistics Review (IF 3.063) Pub Date : 2023-07-12 Madeleine Campbell, Claudia Rosenhan
Outcomes-oriented assessment in translingual language education carries with it the necessary definition of the object of learning and the concomitant verifiability or construct validity of the means of assessment. At the same time, pedagogies for multilingual creativity should ideally seek to identify dimensions that effectively reflect their intended outcome. While reflection and critical thinking
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Creativity, criticality and translanguaging in assessment design: perspectives from Bangladeshi higher education Applied Linguistics Review (IF 3.063) Pub Date : 2023-06-01 Abu Saleh Mohammad Rafi
This article presents an assessment design that embraces creativity, criticality, and translanguaging as guiding principles. The design was implemented in the language and content learning classrooms of three Bangladeshi universities. Although the design indicates considerable pedagogical and social benefits, the participants demonstrated conflicting attitudes from the individual, institutional, and
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Integrating translanguaging into assessment: students’ responses and perceptions Applied Linguistics Review (IF 3.063) Pub Date : 2023-05-25 Danping Wang, Martin East
This paper explores how beginners in a second language (L2) perform on and perceive an online writing test that is designed based on the notion of translanguaging. The test was administered during emergency remote teaching when many L2 courses navigated creative solutions to online testing. Situated in an ab initio Mandarin Chinese course in New Zealand, 163 students’ first-time digital compositions
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“Part of me is teaching English”: probing the language-related teaching practices of an English-medium instruction (EMI) teacher Applied Linguistics Review (IF 3.063) Pub Date : 2023-05-25 Shuwen Liu, Rui (Eric) Yuan
English-medium Instruction (EMI), that is, the use of the English language to teach academic subjects apart from English, is a growing phenomenon around the world. In view of the facilitative role of language in content learning, scholars have stressed the need to incorporate a language focus into EMI classrooms. One practical question that arises from this discussion is “How?” This study, through
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Interactional features in second language classroom discourse: variations across novice and experienced language teachers Applied Linguistics Review (IF 3.063) Pub Date : 2023-05-25 Ali Derakhshan, Sedigheh Karimpour, Mostafa Nazari
Classrooms provide a context in which teachers and learners co-construct meaning in light of their sociocultural understandings and profiles. However, to date, few studies have scrutinized the way such profiles contribute to teachers’ classroom discourse. Informed by the methodological framework of conversation analysis and drawing upon a corpus of 20-h naturally-occurring classroom interactions, the
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Examining the role of writing proficiency in students’ feedback literacy development Applied Linguistics Review (IF 3.063) Pub Date : 2023-05-02 Yu Zhou, Shulin Yu, Bihao Liu, Lianjiang Jiang
While student feedback literacy has received increasing attention in second language education, little is known about the role of writing proficiency in the development of student feedback literacy. This qualitative study examined the characteristics of high and low English writing proficiency (i.e., HP, LP) students’ feedback literacy in second language (L2) writing and identified the factors that
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Transl[iter]ating Dubai’s linguistic landscape: a bilingual translation perspective between English and Arabic against a backdrop of globalisation Applied Linguistics Review (IF 3.063) Pub Date : 2023-04-27 Chonglong Gu, Ali Almanna
As a burgeoning area of interdisciplinary enquiry, linguistic landscape (LL) research can shed light on the sociopolitical, cultural and demographical realities of a particular locale. However, LL research has seldom explored major international cities from a translation and contrastive perspective. Drawing on a corpus containing 450 photographs (e.g. shop fronts and public signs), this study investigates
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A typology of secondary research in Applied Linguistics Applied Linguistics Review (IF 3.063) Pub Date : 2023-03-07 Sin Wang Chong, Luke Plonsky
Secondary research is burgeoning in the field of Applied Linguistics, taking the form of both narrative literature review and especially more systematic research synthesis. Clearly purposed and methodologically sound secondary research contributes to the field because it provides useful and reliable summaries in a given domain, facilitates research dialogues between sub-fields, and reduces redundancies
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The predictive effects of reading speed and positive affect on first and second language incidental vocabulary acquisition through reading an authentic novel Applied Linguistics Review (IF 3.063) Pub Date : 2023-02-23 Barry Lee Reynolds, Chen Ding
This study investigated the effects of two learner-related factors on English as a first language (L1E) (n = 20) and English as a foreign language (EFL) (n = 20) learners’ incidental vocabulary acquisition through reading an authentic novel. Central to the study was the participants’ reading of the novel: A Clockwork Orange by British novelist Anthony Burgess. The novel contains slovos, which are words
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The effects of cultural and educational background on students’ use of language learning strategies in CFL learning Applied Linguistics Review (IF 3.063) Pub Date : 2023-02-17 Fulan Liu, Zhenhui Rao
This study investigated the use of language learning strategies (LLS) by Australian students and East Asian students in Chinese as a foreign language (CFL) learning, and then interpreted the findings from cultural and educational perspectives. Using a questionnaire and semi-structure interview, the researchers found that there were significant differences in strategy use between Australian students
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I ain’t your f*cking Model Minority! Indexical orders of ‘Asianness’, class, and heteronormative masculinity Applied Linguistics Review (IF 3.063) Pub Date : 2023-02-09 Christian W. Chun
By inscribing and ascribing particular indexical signifiers to people while ignoring and/or dismissing actual individual performative enactments and self-identifications, neoliberal multicultural discourses, in claiming tolerance and acceptance, frame racialized people as “an essentialized and totalized unit that is perceived to have little or no internal variation” (Ladson-Billings, Gloria. 2000.
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Paradoxes of the Canadian mosaic: “being, feeling and doing Canadian” Applied Linguistics Review (IF 3.063) Pub Date : 2023-02-09 Gloria Nystrom
This autoethnographic narrative shows how discourses of belonging for racialized identities within Canada’s mosaic are bounded by history, cultural politics, and attendant social struggles. Using an intersectional framework of Asian Critical theory, politics of location, and cultural capital, this paper demonstrates how ideologies of belonging are sustained by processes of cultural and institutional
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Observing a teacher’s interactional competence in an ESOL classroom: a translanguaging perspective Applied Linguistics Review (IF 3.063) Pub Date : 2023-02-03 Kevin W. H. Tai, David Wei Dai
Research on translanguaging practices in multilingual contexts has explored how translanguaging highlights the multilingual and multicultural nature of social interactions and its transformative nature in transgressing established norms and boundaries. This article aims to provide an alternative view of interactional competence by connecting it to the notion of translanguaging and its emphasis on the
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Foreign language teacher grit: scale development and examining the relations with emotions and burnout using relative weight analysis Applied Linguistics Review (IF 3.063) Pub Date : 2023-01-30 Soheila Soleimanzadeh, Gholam Hassan Khajavy, Elyas Barabadi
As teaching a foreign language (FL) is a demanding and frustrating career, FL teachers might face different challenges and difficulties which in turn would lead them to quit their jobs. Therefore, FL teachers need to keep their effort, energy, and passion to achieve their teaching goals. FL teacher grit (i.e., perseverance of effort and consistency of interest in FL teaching) is the concept that deals
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Visualising the language practices of lower secondary students: outlines for practice-based models of multilingualism Applied Linguistics Review (IF 3.063) Pub Date : 2023-01-20 André Storto, Åsta Haukås, Irina Tiurikova
The multilingual turn in applied linguistics has produced a number of models that approach multilingualism from a variety of disciplinary and theoretical perspectives. However, fully developed models of multilingualism that focus on the language practices of individuals and groups are still lacking. This paper contributes to address this gap by introducing visual models that represent the contexts
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A scientometric analysis of applied linguistics research (1970–2022): methodology and future directions Applied Linguistics Review (IF 3.063) Pub Date : 2023-01-14 Azrifah Zakaria, Vahid Aryadoust
In this study, we provide a scientometric analysis of 43,685 studies published in 51 quartile-1 journals in the field of applied linguistics (1970–2022). Scientometric analysis uses citation records to quantitatively compute networks of cited works and map out how published works have been cited. We adapted a multi-stage scientometric method consisting of database identification, dataset generation
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Topics, publication patterns, and reporting quality in systematic reviews in language education. Lessons from the international database of education systematic reviews (IDESR) Applied Linguistics Review (IF 3.063) Pub Date : 2023-01-13 Hamish Chalmers, Jess Brown, Anastasia Koryakina
The International Database of Education Systematic Reviews (IDESR.org) contains summary records of published systematic reviews in education and protocols for unpublished reviews and reviews in preparation. During its pilot phase, IDESR is concentrating exclusively on curating systematic reviews in language education. IDESR makes ready access to extant evidence syntheses for researchers, who can use
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The relationships between young FL learners’ classroom emotions (anxiety, boredom, & enjoyment), engagement, and FL proficiency Applied Linguistics Review (IF 3.063) Pub Date : 2023-01-10 Art Tsang, Jean Marc Dewaele
The last decade has seen a proliferation of studies about emotions in FL teaching and learning. The present study examined three of the most researched and well-known FL emotions to date, namely anxiety, boredom, and enjoyment, and their relationships with learners’ engagement in English-as-a-foreign-language (EFL) classes and their EFL proficiency. One hundred and eleven Grade 3–4 EFL children completed
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“Church is like a mini Korea”: the potential of migrant religious organisations for promoting heritage language maintenance Applied Linguistics Review (IF 3.063) Pub Date : 2023-01-10 Sun Jung Joo, Alice Chik, Emilia Djonov
Immigration from diverse countries of origin has brought to Australia a great linguistic diversity. Moving to Australia, many migrant communities tend to shift from their heritage languages (HLs) and shift to English. Korean migrant communities, however, buck this trend. Notable within the Korean communities are ethnic church congregations, which offer social networks to maintain Korean identity. Focusing
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A systematic review of meta-analyses in second language research: current practices, issues, and recommendations Applied Linguistics Review (IF 3.063) Pub Date : 2023-01-10 Alyssa Vuogan, Shaofeng Li
This study provides a systematic review of the methodological features of meta-analyses in second language learning. The synthesis aims to inform how meta-analyses in L2 learning have been conducted, evaluate whether methodological decisions are aligned with norms and standards, identify issues, and suggest solutions based on expert advice, statistical guides, and best practices. A total of 120 meta-analyses
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Why can’t I teach English? A case study of the racialized experiences of a female Ugandan teacher of English in an EFL context Applied Linguistics Review (IF 3.063) Pub Date : 2023-01-09 Youngjoo Seo
Despite an increase in ethnic diversity within the country, the English language teaching workforce remains undeniably binary in Korea. Using an intersectionality lens, this study was an exploration of the racialized experiences of one Ugandan female teacher of English working in Korean ELT. Semi-structured interviews were conducted to investigate how she perceived herself as an English speaker and
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Stylistic alignment in natural conversation involving second language speakers Applied Linguistics Review (IF 3.063) Pub Date : 2022-12-21 YeonJoo Jung, Scott Crossley
To date, a growing body of second language (L2) research has investigated linguistic alignment as a pedagogical intervention, focusing on L2 learners’ alignment behaviors in task-based interactions (e.g., Jung, YeonJoo, YouJin Kim & John Murphy. 2017. The role of task repetition in learning word-stress patterns through auditory priming tasks. Studies in Second Language Acquisition 39(2). 319–346; Kim
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Exploring open consonantal environments for at-home testing of vowel perception in advanced L2 speakers Applied Linguistics Review (IF 3.063) Pub Date : 2022-11-28 Johnathan Jones
Recent work has called for increased investigation into methods used to explore second language (L2) speech perception (Flege 2021). The present study attends to this call, examining a common practice for developing listening prompts in the context of at-home administrations. Vowel perception studies have historically used fixed consonantal frames to determine how well participants can discriminate
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Oral corrective feedback on lexical errors: a systematic review Applied Linguistics Review (IF 3.063) Pub Date : 2022-11-14 Xiaochen Tan, Barry Lee Reynolds, Xuan Van Ha
This study adopted a synthetic approach to review empirical studies on oral corrective feedback (OCF) for lexical errors. It examined OCF types, lexical target types, interlocutors’ attention to lexical errors, and OCF effectiveness in promoting vocabulary development. After the application of inclusion and exclusion criteria on studies retrieved from a search of six databases, 31 primary studies were
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Facilitating learners’ participation through classroom translanguaging: comparing a translanguaging classroom and a monolingual classroom in Chinese language teaching Applied Linguistics Review (IF 3.063) Pub Date : 2022-11-09 Mengjun Nie, Juexuan Lu, Yongyan Zheng, Qi Shen
Translanguaging practices in Chinese as a second language (CSL) classrooms have been a heated topic in recent years, despite the longstanding Chinese-monolingual ideology. Against this backdrop, we have explored the functions of translanguaging practices in CSL classroom and the interplay of translanguaging and learners’ participation, by comparing the language practices of a translanguaging-oriented
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“Writing-to-learn”: the influence of task repetition on CSL writers’ attention to form Applied Linguistics Review (IF 3.063) Pub Date : 2022-10-31 Yachong Cui, Shaoqian Luo
The “writing-to-learn” dimension of the second language (L2) writing has generated theoretical and empirical intrigue in the past decade. Task repetition is one variable of interest; however, little attention has been given to its role in individuals’ writing processes. This study explores the influence of task repetition on L2 Chinese learners’ attention to form by analyzing their writing processes
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Translanguaging as a decolonising approach: students’ perspectives towards integrating Indigenous epistemology in language teaching Applied Linguistics Review (IF 3.063) Pub Date : 2022-10-31 Danping Wang
This study explores how translanguaging has been enacted in a university-wide curriculum transformation project in an additional language programme in Aotearoa New Zealand. Its aim is to reveal students’ perspectives on integrating Indigenous epistemology into the curriculum of a beginner-level Chinese course. The survey data, collected from 155 students, show that most students react positively to
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A think-aloud method of investigating translanguaging strategies in learning Chinese characters Applied Linguistics Review (IF 3.063) Pub Date : 2022-10-31 Qi Zhang, Xu Lin, Caitríona Osborne
Asian scripts that are significantly different from Roman-derived alphabets usually impose difficulties in learning. Translanguaging has therefore been explored as a pedagogical tool for the language classroom, including Chinese. While learning Chinese characters is thought to be one of the main challenges for students learning Chinese as a foreign language (CFL), there seems to be a paucity of up-to-date