The development of the Internet and digital tools for interaction has enabled computer-mediated communication as part of the communicative approach to language learning and teaching. This creates affordances for learners of any target language from any location to communicate with each other, for example, through tandem language learning – that is, reciprocal two-way learning in dyads of two students with different first languages. Previous studies on tandem learning have mainly focused on the interaction between tandem partners in informal learning situations. In this study, we explore the teacher’s role in virtual classroom tandem applied to curriculum-based language teaching. The aim is to describe teachers’ engagement in interactional situations in the classroom, including the interplay between the physical classroom and virtual learning environments (VLEs). The data comprise video and screen recordings of teacher activities and interactions. The results reveal that virtual classroom tandem is a strongly student-centred approach where the teacher interaction during tandem lessons is notably narrower compared with tandem language learning based entirely on face-to-face meetings in a formal school context and in classroom instruction generally.
{"title":"Teachers’ interaction in combined physical and virtual learning environments:","authors":"Katri Hansell, M. Pörn, Sandra Bäck","doi":"10.47862/apples.98339","DOIUrl":"https://doi.org/10.47862/apples.98339","url":null,"abstract":"The development of the Internet and digital tools for interaction has enabled computer-mediated communication as part of the communicative approach to language learning and teaching. This creates affordances for learners of any target language from any location to communicate with each other, for example, through tandem language learning – that is, reciprocal two-way learning in dyads of two students with different first languages. Previous studies on tandem learning have mainly focused on the interaction between tandem partners in informal learning situations. In this study, we explore the teacher’s role in virtual classroom tandem applied to curriculum-based language teaching. The aim is to describe teachers’ engagement in interactional situations in the classroom, including the interplay between the physical classroom and virtual learning environments (VLEs). The data comprise video and screen recordings of teacher activities and interactions. The results reveal that virtual classroom tandem is a strongly student-centred approach where the teacher interaction during tandem lessons is notably narrower compared with tandem language learning based entirely on face-to-face meetings in a formal school context and in classroom instruction generally.","PeriodicalId":409563,"journal":{"name":"Apples - Journal of Applied Language Studies","volume":"76 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2021-10-18","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"127355093","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
In this Discussion Note we elaborate on some of the English-medium instruction (EMI) related challenges at the School of Advanced Studies (SAS) in Russia. To do this, we will examine three viewpoints: the one of students, who are some of the first ones embarking on an EMI BA programme in Siberia; the one of faculty, who come from all around the world from a variety of educational, cultural, and linguistic backgrounds; and the one of staff (administration), who are constantly balancing between different expectations of students, faculty members and the university. We also provide suggestions on how the future at SAS might look like, hoping to offer valuable insight into other peripheral EMI contexts.
{"title":"English-medium instruction in Siberia:","authors":"Melina Aarnikoivu, Daniel Kontowski","doi":"10.47862/apples.102607","DOIUrl":"https://doi.org/10.47862/apples.102607","url":null,"abstract":"In this Discussion Note we elaborate on some of the English-medium instruction (EMI) related challenges at the School of Advanced Studies (SAS) in Russia. To do this, we will examine three viewpoints: the one of students, who are some of the first ones embarking on an EMI BA programme in Siberia; the one of faculty, who come from all around the world from a variety of educational, cultural, and linguistic backgrounds; and the one of staff (administration), who are constantly balancing between different expectations of students, faculty members and the university. We also provide suggestions on how the future at SAS might look like, hoping to offer valuable insight into other peripheral EMI contexts.","PeriodicalId":409563,"journal":{"name":"Apples - Journal of Applied Language Studies","volume":"27 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2021-09-26","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"130993933","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
This article presents a longitudinal investigation of texts written by students in upper secondary schools in Sweden. The texts are collected at three different schools implementing Content and Language Integrated Learning, CLIL, where school subjects are taught in a second or foreign language, L2, in this case English. CLIL research with an L1 focus in the Swedish context is rare. The present study explores and compares vocabulary use in texts written in L1 Swedish by students attending schools where English is used as the medium of instruction to various degrees, thereby representing diverse CLIL models. One school uses English in practically all subjects except in language arts (subject area of Swedish and optional German/French/Spanish). The other two schools use L2 English in some lessons but not all, thus representing other CLIL models. The data comprises 306 pieces of texts that were analysed using quantitative and corpus linguistic methods to examine the vocabulary use including linguistic variables connected to academic writing. The texts were written at four different occasions during a period of three years, Results indicate that the L1 vocabulary use concerning specific word variables show no substantial diversifications between the three CLIL schools despite the dissimilar exposure to L2 English and L1 use. The impact of L2 on students’ L1 is sometimes raised as an apprehension against CLIL education in Sweden. The results regarding productive written academic vocabulary of the present study indicate that there are no grounds for such concerns.
{"title":"Perspectives on written L1 in Swedish CLIL education","authors":"E. Ohlsson","doi":"10.47862/apples.98178","DOIUrl":"https://doi.org/10.47862/apples.98178","url":null,"abstract":"This article presents a longitudinal investigation of texts written by students in upper secondary schools in Sweden. The texts are collected at three different schools implementing Content and Language Integrated Learning, CLIL, where school subjects are taught in a second or foreign language, L2, in this case English. CLIL research with an L1 focus in the Swedish context is rare. The present study explores and compares vocabulary use in texts written in L1 Swedish by students attending schools where English is used as the medium of instruction to various degrees, thereby representing diverse CLIL models. One school uses English in practically all subjects except in language arts (subject area of Swedish and optional German/French/Spanish). The other two schools use L2 English in some lessons but not all, thus representing other CLIL models. The data comprises 306 pieces of texts that were analysed using quantitative and corpus linguistic methods to examine the vocabulary use including linguistic variables connected to academic writing. The texts were written at four different occasions during a period of three years, Results indicate that the L1 vocabulary use concerning specific word variables show no substantial diversifications between the three CLIL schools despite the dissimilar exposure to L2 English and L1 use. The impact of L2 on students’ L1 is sometimes raised as an apprehension against CLIL education in Sweden. The results regarding productive written academic vocabulary of the present study indicate that there are no grounds for such concerns.","PeriodicalId":409563,"journal":{"name":"Apples - Journal of Applied Language Studies","volume":"4 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2021-09-10","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"127619051","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Forced language loss is a reality for many communities around the world and language loss brings with it an entire spectrum of negativities. This article examines two of the most common terms that are used in linguistics for forced language loss – linguistic genocide and linguicide. The terms are almost synonymous and recognize that the ultimate aim of forced language loss is usually forced assimilation or the destruction of group identity. However, through a critical reading of both terms, linguicide is argued as the preferred term for use in linguistics as linguistic genocide gives rise to linguistic essentialist positions that may harm communities that have suffered forced language loss.
{"title":"Linguistic genocide or linguicide?","authors":"Joshua James Zwisler","doi":"10.47862/apples.103419","DOIUrl":"https://doi.org/10.47862/apples.103419","url":null,"abstract":"Forced language loss is a reality for many communities around the world and language loss brings with it an entire spectrum of negativities. This article examines two of the most common terms that are used in linguistics for forced language loss – linguistic genocide and linguicide. The terms are almost synonymous and recognize that the ultimate aim of forced language loss is usually forced assimilation or the destruction of group identity. However, through a critical reading of both terms, linguicide is argued as the preferred term for use in linguistics as linguistic genocide gives rise to linguistic essentialist positions that may harm communities that have suffered forced language loss.","PeriodicalId":409563,"journal":{"name":"Apples - Journal of Applied Language Studies","volume":"2 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2021-09-07","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"117310530","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
The global trend to emphasise assessment for learning brings up the issue of repositioning teachers in assessment. The contemporary curricular policy reforms encourage teachers to take an agentic role in assessment, but multiple dimensions of the environment affect its realisation. Drawing on an ecological approach to teacher agency, this empirical study investigated how Korean secondary English teachers (KSETs) perceive and enact their own teacher agency in assessment within the ecosystem of Korean education. The dataset for the study comprises semi-structured interviews with 15 KSETs. The interview questions involved the main themes such as personal experiences over the life course regarding assessment and professional practice in assessment. The findings from the thematic analysis indicate that past environment like the excessive emphasis on high-stakes standardised testing still affected teacher perception and teacher agency in the present assessment practices directed by a curricular reform, and the incongruence the teachers experienced between past and present environment significantly influenced the enactment of teacher agency. The findings suggest teachers aspire to enact teacher agency regarding assessment through the critical interpretation of their iterative experiences, present affordances, and projective orientation. Aspirations can be compromised, however, through negotiations with the environmental conditions in assessment practice, and teachers struggle to enact teacher agency leading to ecological transformation. This study concludes with practical implications to enhance teacher agency in assessment, theoretical implications regarding the conceptual expansion of the ecological perspective and suggestions for future research.
{"title":"Repositioning teachers as assessors:","authors":"Wook Namgung, J. Moate, Maria Ruohotie-Lyhty","doi":"10.47862/apples.101524","DOIUrl":"https://doi.org/10.47862/apples.101524","url":null,"abstract":"The global trend to emphasise assessment for learning brings up the issue of repositioning teachers in assessment. The contemporary curricular policy reforms encourage teachers to take an agentic role in assessment, but multiple dimensions of the environment affect its realisation. Drawing on an ecological approach to teacher agency, this empirical study investigated how Korean secondary English teachers (KSETs) perceive and enact their own teacher agency in assessment within the ecosystem of Korean education. The dataset for the study comprises semi-structured interviews with 15 KSETs. The interview questions involved the main themes such as personal experiences over the life course regarding assessment and professional practice in assessment. The findings from the thematic analysis indicate that past environment like the excessive emphasis on high-stakes standardised testing still affected teacher perception and teacher agency in the present assessment practices directed by a curricular reform, and the incongruence the teachers experienced between past and present environment significantly influenced the enactment of teacher agency. The findings suggest teachers aspire to enact teacher agency regarding assessment through the critical interpretation of their iterative experiences, present affordances, and projective orientation. Aspirations can be compromised, however, through negotiations with the environmental conditions in assessment practice, and teachers struggle to enact teacher agency leading to ecological transformation. This study concludes with practical implications to enhance teacher agency in assessment, theoretical implications regarding the conceptual expansion of the ecological perspective and suggestions for future research.","PeriodicalId":409563,"journal":{"name":"Apples - Journal of Applied Language Studies","volume":"113 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2021-09-07","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"132037736","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
This study aims to investigate how the educational and linguistic backgrounds of teachers affect how they are positioned and how they position themselves in relation to their profession in a language introduction programme at upper secondary school in Sweden. Material from two years of study at one school was used to conduct a nexus analysis. The material comprised policy documents at the national and local levels; interviews with principals and teachers; and classroom and school environment observations. Conflicting discourses appear in the analysis in terms of teacher competence and teacher roles. Those teachers who had the relevant professional competence, as according to national documents, felt that their knowledge was not acknowledged and that they were not listened to. Official documents state that principals are responsible for fulfilling stipulated demands; however, they do not always have the necessary knowledge as this is not a requirement for their position. Thus, an ambiguous picture appears where teachers who are positioned as competent at the national level are positioned only to teach their own subject and are not given voice on issues relating to general teacher competence and organisation of education at the local level. This article highlights the importance of knowledge and understanding relating to L2 student learning at the management level.
{"title":"Teacher professionality at a time of mobility:","authors":"Åsa Wedin","doi":"10.47862/apples.99557","DOIUrl":"https://doi.org/10.47862/apples.99557","url":null,"abstract":"This study aims to investigate how the educational and linguistic backgrounds of teachers affect how they are positioned and how they position themselves in relation to their profession in a language introduction programme at upper secondary school in Sweden. Material from two years of study at one school was used to conduct a nexus analysis. The material comprised policy documents at the national and local levels; interviews with principals and teachers; and classroom and school environment observations. Conflicting discourses appear in the analysis in terms of teacher competence and teacher roles. Those teachers who had the relevant professional competence, as according to national documents, felt that their knowledge was not acknowledged and that they were not listened to. Official documents state that principals are responsible for fulfilling stipulated demands; however, they do not always have the necessary knowledge as this is not a requirement for their position. Thus, an ambiguous picture appears where teachers who are positioned as competent at the national level are positioned only to teach their own subject and are not given voice on issues relating to general teacher competence and organisation of education at the local level. This article highlights the importance of knowledge and understanding relating to L2 student learning at the management level.","PeriodicalId":409563,"journal":{"name":"Apples - Journal of Applied Language Studies","volume":"27 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2021-08-25","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"117053659","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Virtual Exchange is a collective term for a set of collaborative online learning practices that cut across institutional, cultural, and international borders. Moving outside their learning environments, the participants engage in project work with foreign peers. The teams have to work across time zones, use foreign languages, manage cultural differences and apply digital tools for communication and collaboration. The virtual projects enhance the development of transversal work/life skills, which are an asset in today’s global labour market. The aim of the present study is to explore the emotional trajectory of Virtual Exchange based on the students’ e-portfolios. By analysing the self-evaluations, we can get a better understanding of the emotional experience of participating in Virtual Exchange and use the findings to develop the pedagogical facilitation of such projects. The research questions address the emotions that the students described when they were reporting on their learning experiences and the individual emotional trajectories that emerge in the students’ reports. Data was collected in the form of e-portfolios that the student participants submitted at the end of a Finnish-Polish Virtual Exchange project in 2019. The “Combining Expertise from Linguistics and Tourism: A Tale of Two Cities Told in Videos” collaboration had promotional discourse in tourism as its main theme. The participants (N=25) were university students majoring in tourism (Poland) and in foreign language studies (Finland). The e-portfolios were analysed with the help of dialogical approach combined with discourse analytical insights (Sullivan, 2012).
{"title":"“I felt a bit nervous”","authors":"Judith Hahn","doi":"10.47862/APPLES.99891","DOIUrl":"https://doi.org/10.47862/APPLES.99891","url":null,"abstract":"Virtual Exchange is a collective term for a set of collaborative online learning practices that cut across institutional, cultural, and international borders. Moving outside their learning environments, the participants engage in project work with foreign peers. The teams have to work across time zones, use foreign languages, manage cultural differences and apply digital tools for communication and collaboration. The virtual projects enhance the development of transversal work/life skills, which are an asset in today’s global labour market. The aim of the present study is to explore the emotional trajectory of Virtual Exchange based on the students’ e-portfolios. By analysing the self-evaluations, we can get a better understanding of the emotional experience of participating in Virtual Exchange and use the findings to develop the pedagogical facilitation of such projects. The research questions address the emotions that the students described when they were reporting on their learning experiences and the individual emotional trajectories that emerge in the students’ reports. Data was collected in the form of e-portfolios that the student participants submitted at the end of a Finnish-Polish Virtual Exchange project in 2019. The “Combining Expertise from Linguistics and Tourism: A Tale of Two Cities Told in Videos” collaboration had promotional discourse in tourism as its main theme. The participants (N=25) were university students majoring in tourism (Poland) and in foreign language studies (Finland). The e-portfolios were analysed with the help of dialogical approach combined with discourse analytical insights (Sullivan, 2012).","PeriodicalId":409563,"journal":{"name":"Apples - Journal of Applied Language Studies","volume":"10 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2021-07-15","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"128441736","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Drawing on nexus analysis, this study seeks to analyse some of the discursive practices and visual material produced during the Gamergate controversy. This is achieved through examining the cartoon mascot Vivian James and the discussions related to the character. The treatment of the character is discussed through the resemiotizations the character faced. Initially the character was designed with clear goals in mind to serve as a resource to perform boundary work within the community. This was achieved through an easily definable process of resemiotizations. However, the character eventually became objectified and sexualized, showing resemiotizations that were not within the initial goals of the community. This process of further resemiotizations also documents how the community was unable to maintain control over the character, which is also symptomatic of the way Gamergate was not able to sustain its efforts.
{"title":"Vivian about ready to choke a b*tch! –","authors":"Matti Nikkilä","doi":"10.47862/APPLES.98324","DOIUrl":"https://doi.org/10.47862/APPLES.98324","url":null,"abstract":"Drawing on nexus analysis, this study seeks to analyse some of the discursive practices and visual material produced during the Gamergate controversy. This is achieved through examining the cartoon mascot Vivian James and the discussions related to the character. The treatment of the character is discussed through the resemiotizations the character faced. Initially the character was designed with clear goals in mind to serve as a resource to perform boundary work within the community. This was achieved through an easily definable process of resemiotizations. However, the character eventually became objectified and sexualized, showing resemiotizations that were not within the initial goals of the community. This process of further resemiotizations also documents how the community was unable to maintain control over the character, which is also symptomatic of the way Gamergate was not able to sustain its efforts.","PeriodicalId":409563,"journal":{"name":"Apples - Journal of Applied Language Studies","volume":"3 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2021-07-15","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"132356139","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Technology has changed modern L2 written communication in many ways, but how these changes have affected our understanding of the L2 writing construct needs further investigation (Weigle, 2002). Given that the Internet provides access to numerous resources available to L2 writers, the Danish Ministry of Education conducted pilots to modernize the school-leaving exams by including an L2 writing assessment in French with Internet access (DAMVAD, 2013). This study is guided by questions related to (1) differences in students' writing performance with Internet access (IA) and without Internet access (WIA), (2) students' writing behavior when they have IA or WIA, and (3) students' perceptions of the writing assessment with IA. Using a balanced design, two writing tasks in a WIA and an IA version were administered to ninth-grade L2 learners of French (N=32). Scores, window tracker logs, and a student survey were used in the analysis. Results suggested that while students strongly preferred the IA tasks, the task format (IA or WIA) did not affect their scores. The students did not use online resources beyond dictionary and conjugation sites, for either the IA or the WIA task.
{"title":"Response processes in L2 writing tasks with Internet access","authors":"Dea Jespersen, Slobodanka Dimova","doi":"10.47862/APPLES.99431","DOIUrl":"https://doi.org/10.47862/APPLES.99431","url":null,"abstract":"Technology has changed modern L2 written communication in many ways, but how these changes have affected our understanding of the L2 writing construct needs further investigation (Weigle, 2002). Given that the Internet provides access to numerous resources available to L2 writers, the Danish Ministry of Education conducted pilots to modernize the school-leaving exams by including an L2 writing assessment in French with Internet access (DAMVAD, 2013). This study is guided by questions related to (1) differences in students' writing performance with Internet access (IA) and without Internet access (WIA), (2) students' writing behavior when they have IA or WIA, and (3) students' perceptions of the writing assessment with IA. Using a balanced design, two writing tasks in a WIA and an IA version were administered to ninth-grade L2 learners of French (N=32). Scores, window tracker logs, and a student survey were used in the analysis. Results suggested that while students strongly preferred the IA tasks, the task format (IA or WIA) did not affect their scores. The students did not use online resources beyond dictionary and conjugation sites, for either the IA or the WIA task.","PeriodicalId":409563,"journal":{"name":"Apples - Journal of Applied Language Studies","volume":"1 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2021-07-15","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"115425270","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
My objective in this paper is to present some contributions from queer praxiologies to the field of language education. More specifically, I propose an inquiring analysis of the constructs education, language, beliefs, and interaction, which still reproduce a variety of concepts rooted in modern/colonial grand narratives that have operated as grand narratives themselves within Applied Linguistics. Based on a range of critical studies carried out in Brazil, the queering of these four constructs enables the comprehension of language education as queer literacies practice, that is, as an activity mediated by a set of textual repertoires which may foster the construction of new meanings of gender, sexuality, and other identity categories in the classroom. As a Brazilian/Latin American scholar, I hope my reflections work as a subversive micro-narrative from the tropics, inspiring other dialogues and teaching performances that might turn language education into a transformative activity in different contexts around the globe.
{"title":"Deconstructing grand narratives in Applied Linguistics:","authors":"Marco Túlio de Urzêda-Freitas","doi":"10.47862/APPLES.98262","DOIUrl":"https://doi.org/10.47862/APPLES.98262","url":null,"abstract":"My objective in this paper is to present some contributions from queer praxiologies to the field of language education. More specifically, I propose an inquiring analysis of the constructs education, language, beliefs, and interaction, which still reproduce a variety of concepts rooted in modern/colonial grand narratives that have operated as grand narratives themselves within Applied Linguistics. Based on a range of critical studies carried out in Brazil, the queering of these four constructs enables the comprehension of language education as queer literacies practice, that is, as an activity mediated by a set of textual repertoires which may foster the construction of new meanings of gender, sexuality, and other identity categories in the classroom. As a Brazilian/Latin American scholar, I hope my reflections work as a subversive micro-narrative from the tropics, inspiring other dialogues and teaching performances that might turn language education into a transformative activity in different contexts around the globe.","PeriodicalId":409563,"journal":{"name":"Apples - Journal of Applied Language Studies","volume":"83 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2021-07-15","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"133739021","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
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