Recent appling items

Review of the Arabic Classroom: Context, Text, and Learners (1st Edition)

Fri, 3 May 2024 00:00:00 +0000

Review of the Arabic Classroom: Context, Text, and Learners (1st Edition)

In Conversation with Gary Barkhuizen about Language Teacher Identity

Fri, 3 May 2024 00:00:00 +0000

Gary Barkhuizen,Professor of Applied Linguistics at the University of Auckland, is a prominentscholar studying narrative inquiry and language teacher education. Withacademic roots spanning South Africa and New Zealand, his journey began withstudies at the University of Essex and Columbia University, where he earned hisMaster’s and Doctorate degrees, respectively. His influence extends far beyondhis classroom, with numerous publications in esteemed journals such as TESOLQuarterly, RELC Journal, and Australian Review of Applied Linguistics. Renownedfor his co-authored books such as “Analysing Learner Language” and “NarrativeInquiry in Language Teaching and Learning Research,” he continues to shapediscourse in applied linguistics with his work on language teacher identity. OnJanuary 16, 2024, he was interviewed by Huseyin Uysal. In their conversation,Gary reflects on pivotal career moments, emphasizing the power of connectionsin teaching. He explores the dynamic interplay of self-perception...

“Our Kids are Going to Live their Future, Not our Past”: The Family Language Policies of Three Transnational Families

Fri, 3 May 2024 00:00:00 +0000

In recent decades, the field of family language policy (FLP) has expanded in breadth to reconceptualize the notion of family structure and the rich variety of motivations of transnational families. In an age spotlighted by the blurring of linguistic and cultural borders, this study was guided by one overarching question: As a parent, would you be willing to compromise the development of your child’s heritage language in exchange for your child increasing their social capital, improving their English language skills, and becoming a global citizen? Interviews were conducted with three sets of highly-educated, multilingual parents who lived abroad for work and to afford their children future linguistic, cultural, and economic opportunities. Results found that as the parents realized these opportunities, the children’s relationship to the parents’ first language and culture deteriorated; however, the parents took these challenges in stride, not losing sight of the skills their...

Psycholinguistic Approaches to Instructed Second Language Acquisition: Linking Theory, Findings and Practice. Daniel R. Walter. Multilingual Matters, 2023, 210 pp.

Tue, 30 May 2023 00:00:00 +0000

Book review

Agency in the Ecology of Language Policy and Planning: A systematic literature review

Sun, 1 Jan 2023 00:00:00 +0000

Post-modern research has shifted attention in language policy and planning from central decision-making to lower-scale agency. However, there is a paucity of studies assessing the nature and quality of papers about agency in language policy and planning ecology. Considering Preferred Reporting Items for Systematic Reviews and Meta-Analysis, this study examines how language policy scholars approached the agentive roles of local arbiters. All research papers published about agency in language policy and planning across three databases in the last five years were considered for this review. The results indicate that the conceptualization, design, and execution of agency-oriented research are not yet woven into a fully-fledged theoretical fabric.

The Mysteries of Bilingualism: Unresolved Issues by François Grosjean

Wed, 2 Nov 2022 00:00:00 +0000

Book review.

Teachers’ Perceptions about Feedback and Their Feedback Practices: Are They in Line?

Sat, 1 Jan 2022 00:00:00 +0000

We conducted a qualitative study with 14 Iranian EFL teachers to explore their perceptions about feedback and to investigate the factors that mediated their translation into feedback practices. As our analysis indicated, students’ expectations, teachers’ perceptions, institutional guidelines, and parents' expectations were important constituents of our teachers’ perceptions. Our analysis also suggested that our participants’ perceptions were comprised of a network of variables, and these variables were at times conflicting. For instance, while the teachers valued feedback on content and organization, their students preferred grammar-centered written feedback. These student expectations were also reported to affect English institutions’ guidelines regarding the provision of written feedback. However, our findings showed that students’ expectations were the dominant factors which ultimately determined the translation of our teachers’ perceptions to their feedback practices. Overall,...

Extending Applied Linguistics for Social Impact: Cross-Disciplinary Collaborations in Diverse Spaces of Public Inquiry.

Mon, 8 Nov 2021 00:00:00 +0000

Book Review

Editorial

Mon, 8 Nov 2021 00:00:00 +0000

Editorial

Observations of an Exceptional Pandemic-Era ESL Class

Fri, 16 Jul 2021 00:00:00 +0000

Observations of an Exceptional Pandemic-Era ESL Class

Teaching Imperatives: Both Moral and Superfluous

Fri, 16 Jul 2021 00:00:00 +0000

Teaching Imperatives: Both Moral and Superfluous

Linguistic Features of Formative Feedback on ESL Argumentative Writing: Comparing Pre-service and Experienced Teachers

Fri, 1 Jan 2021 00:00:00 +0000

This experimental study investigated pre-service and experienced teachers’ formative feedback responding to upper-secondary English as a Second Language (ESL) argumentative essays. It examined differences in feedback quality and linguistic features regarding teaching experience and text quality (high/low). We developed holistic criteria of effective formative feedback based on empirical findings in order to rate comments by 26 experienced and 41 pre-service teachers. Natural language processing tools were then applied to evaluate linguistic features of these comments. Results indicate that teachers provided more high-quality feedback to stronger essays than to weaker texts. No significant difference was found between pre-service and experienced teachers in terms of feedback quality. Further, comment length and absence of negative adjectives seem to predict feedback quality. Implications for research and practice are discussed.

Book Review

Thu, 16 Jul 2020 00:00:00 +0000

Book Review

A Longitudinal Study of Sequential Organization of L2 Repair in Classroom Contexts

Wed, 1 Jan 2020 00:00:00 +0000

This paper builds on and extends Seedhouse (2004)’s study on conversational interaction and second language (L2) learning in formal pedagogical contexts through a longitudinal investigation of repair. Theoretically, the project engages with concepts of repair and language learning within the field of Conversation Analysis (CA) and attempts to re-examine the relationship between L2 repair and L2 classroom contexts proposed by Seedhouse. Methodologically, the research employs conversation analytic approach to L2 spoken data and as a departure from the traditional CA approach, it incooperates quantitative analysis as well as the researcher’s field notes and interviews to explore the complexities of L2 repair in terms of its sequential organization overtime.

The findings supported Seedhouse in that L2 repair is sequenced differently in accordance with the pedagogic goals set by the teacher. More importantly, this study adds to the previous research in that the learners orientated...

Indigenous Language Teaching Policy in California/the U.S.: What’s Left Unsaid in Discourse/Funding

Wed, 1 Jan 2020 00:00:00 +0000

This paper addresses the issue of indigenous language revitalization in California and the United States as it relates to language policy in schools. How do language policies—specifically, No Child Left Behind, the Native American Languages Act, and those of local funding—affect revitalization efforts? Based on a grounded exploration of language policies regarding Native American communities in the State of California, this paper offers: 1) a close analysis of how policies relegate Native community language needs to the background, and 2) how the realities of funding affect the implicit and explicit statements of these policies. In particular, a critical discourse analysis of policy documents is put forth. This analysis reveals that language revitalization efforts involve more than communities working to teach dying languages; they involve us addressing several background issues concerning existing language policies as well as efforts on the part of funders to raise awareness...

Ethical Issues in Applying Linguistics: Afterword