Abstract In the linguistic landscapes (LL) literature there is frequent mention of the viewing of public locales by passers-by, owners, and tourists, who necessarily enter and exit locales in different ways, times, and conditions. This paper extends our understanding of the viewing of LL by investigating the discursive constructions of the bathroom of a shared home through the voices of its residents: six Vietnamese international students studying in Australia. When the residents of the home were asked to reflect on their perceptions of language in this locale, the findings show that they attend to the inscriptions on the artifacts, the linguistic activities that take place within the locale, or see no LL whatsoever because of the ways they construct the locale. The findings suggest that linguists need to give more consideration to the types of linguistic activities that occur in a locale in exploration of how individuals view their LL.
{"title":"Discursive constructions of the viewing of a bathroom as a linguistic landscape in a shared home","authors":"T. Tran, D. Starks, H. Nicholas","doi":"10.1075/aral.18065.tra","DOIUrl":"https://doi.org/10.1075/aral.18065.tra","url":null,"abstract":"Abstract In the linguistic landscapes (LL) literature there is frequent mention of the viewing of public locales by passers-by, owners, and tourists, who necessarily enter and exit locales in different ways, times, and conditions. This paper extends our understanding of the viewing of LL by investigating the discursive constructions of the bathroom of a shared home through the voices of its residents: six Vietnamese international students studying in Australia. When the residents of the home were asked to reflect on their perceptions of language in this locale, the findings show that they attend to the inscriptions on the artifacts, the linguistic activities that take place within the locale, or see no LL whatsoever because of the ways they construct the locale. The findings suggest that linguists need to give more consideration to the types of linguistic activities that occur in a locale in exploration of how individuals view their LL.","PeriodicalId":43911,"journal":{"name":"Australian Review of Applied Linguistics","volume":"43 1","pages":"29-51"},"PeriodicalIF":1.2,"publicationDate":"2020-03-11","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"43489368","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}
Abstract In China, since 2004, developing students’ overall communicative competence has become the central goal of the current College English Curriculum Requirements. However, this goal has yet to be addressed, particularly in regard to the teaching of writing. This paper examines whether and how changes in teachers’ knowledge base related to teaching writing may impact their students’ writing outcomes. Six experienced teachers were introduced to a SFL (Systemic Functional Linguistics)-informed genre approach and subsequently trialled this pedagogy in practice. Through pre- and post- workshop interviews and classroom observations, changes in teachers’ knowledge base were investigated. In each observed class, two writing samples produced by students were collected. The findings of changes in the teachers’ knowledge base were compared with possible changes emerging in their students’ writing products. The results of the comparison reveal that, corresponding to positive changes evidenced in the teachers’ knowledge base, the majority of the students made improvements in their writing products.
{"title":"Changes to teachers’ knowledge base","authors":"Leimin Shi, Honglin Chen","doi":"10.1075/aral.18025.shi","DOIUrl":"https://doi.org/10.1075/aral.18025.shi","url":null,"abstract":"Abstract In China, since 2004, developing students’ overall communicative competence has become the central goal of the current College English Curriculum Requirements. However, this goal has yet to be addressed, particularly in regard to the teaching of writing. This paper examines whether and how changes in teachers’ knowledge base related to teaching writing may impact their students’ writing outcomes. Six experienced teachers were introduced to a SFL (Systemic Functional Linguistics)-informed genre approach and subsequently trialled this pedagogy in practice. Through pre- and post- workshop interviews and classroom observations, changes in teachers’ knowledge base were investigated. In each observed class, two writing samples produced by students were collected. The findings of changes in the teachers’ knowledge base were compared with possible changes emerging in their students’ writing products. The results of the comparison reveal that, corresponding to positive changes evidenced in the teachers’ knowledge base, the majority of the students made improvements in their writing products.","PeriodicalId":43911,"journal":{"name":"Australian Review of Applied Linguistics","volume":"43 1","pages":"4-28"},"PeriodicalIF":1.2,"publicationDate":"2020-03-11","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"42840430","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}
Abstract Professional engineers must move easily between concretization and abstraction in written communication, while remaining rooted in the context of the particular engineering problem to be solved. Engineering programmes often seek to use a replicated professional situation in order to prepare students for the workplace; however, there are questions as to how a decontextualized task prepares students for the language and knowledge requirements of the field. This paper reports on the findings of a Master’s research project, which investigated this issue through a comparison of two sets of engineering feasibility studies: publicly available industry texts and English as an Additional Language (EAL) student texts from a Master’s engineering program. The findings show that while the corpora have some similarities, there are differences that suggest that the student texts are less bound to the concrete reality of their project, which has implications for those working in disciplinary and professional literacies.
{"title":"Writing for engineering","authors":"Claire Simpson-Smith","doi":"10.1075/aral.19009.sim","DOIUrl":"https://doi.org/10.1075/aral.19009.sim","url":null,"abstract":"Abstract Professional engineers must move easily between concretization and abstraction in written communication, while remaining rooted in the context of the particular engineering problem to be solved. Engineering programmes often seek to use a replicated professional situation in order to prepare students for the workplace; however, there are questions as to how a decontextualized task prepares students for the language and knowledge requirements of the field. This paper reports on the findings of a Master’s research project, which investigated this issue through a comparison of two sets of engineering feasibility studies: publicly available industry texts and English as an Additional Language (EAL) student texts from a Master’s engineering program. The findings show that while the corpora have some similarities, there are differences that suggest that the student texts are less bound to the concrete reality of their project, which has implications for those working in disciplinary and professional literacies.","PeriodicalId":43911,"journal":{"name":"Australian Review of Applied Linguistics","volume":"43 1","pages":"79-99"},"PeriodicalIF":1.2,"publicationDate":"2020-03-11","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"43758100","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 reviews Portfolio assessment for the teaching and learning of writing 978-981-13-1173-4
本文综述了《写作教学档案袋评估》978-981-13-1173-4
{"title":"Ricky Lam, Portfolio assessment for the teaching and learning of writing","authors":"Arif Bakla","doi":"10.1075/aral.19025.bak","DOIUrl":"https://doi.org/10.1075/aral.19025.bak","url":null,"abstract":"This article reviews Portfolio assessment for the teaching and learning of writing 978-981-13-1173-4","PeriodicalId":43911,"journal":{"name":"Australian Review of Applied Linguistics","volume":"43 1","pages":"100-103"},"PeriodicalIF":1.2,"publicationDate":"2020-03-11","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"45754667","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}
Abstract Academic language and learning advisers are employed by many Australasian universities to help students develop their academic literacies, that is, the knowledge and skills needed to be successful at university both within and beyond disciplinary contexts. At the Academic Skills and Learning Centre of the Australian National University, a team of Learning Advisers spend a third of their time consulting students individually, often about a piece of writing to be submitted for assessment. There is much concern in the literature about the pedagogical effectiveness of the one-to-one session, yet little that examines it and its discourses as sites of identity genesis. This study examines Advisers’ post-consultation notes, and through a community of practice approach to workplace discourse finds that discussion of “what we do and don’t do” is the nexus at which Advisers negotiate the discourses of their organization, define boundaries around their work, and develop their professional identities.
许多澳大利亚大学聘请学术语言和学习顾问来帮助学生培养学术素养，即在大学内外学科背景下取得成功所需的知识和技能。在澳大利亚国立大学(Australian National University)的学术技能和学习中心(Academic Skills and Learning Centre)，一组学习顾问(Learning Advisers)会花三分之一的时间为学生单独提供咨询，通常是关于一篇要提交评估的文章。在文献中有很多关于一对一会议的教学有效性的关注，但很少检查它和它的话语作为身份起源的场所。本研究考察了顾问咨询后的笔记，并通过对工作场所话语的实践社区方法发现，关于“我们做什么和不做什么”的讨论是顾问协商其组织话语、定义其工作边界和发展其职业身份的纽带。
{"title":"“What we do and don’t do”","authors":"Jay M. Woodhams","doi":"10.1075/aral.18063.woo","DOIUrl":"https://doi.org/10.1075/aral.18063.woo","url":null,"abstract":"Abstract Academic language and learning advisers are employed by many Australasian universities to help students develop their academic literacies, that is, the knowledge and skills needed to be successful at university both within and beyond disciplinary contexts. At the Academic Skills and Learning Centre of the Australian National University, a team of Learning Advisers spend a third of their time consulting students individually, often about a piece of writing to be submitted for assessment. There is much concern in the literature about the pedagogical effectiveness of the one-to-one session, yet little that examines it and its discourses as sites of identity genesis. This study examines Advisers’ post-consultation notes, and through a community of practice approach to workplace discourse finds that discussion of “what we do and don’t do” is the nexus at which Advisers negotiate the discourses of their organization, define boundaries around their work, and develop their professional identities.","PeriodicalId":43911,"journal":{"name":"Australian Review of Applied Linguistics","volume":"43 1","pages":"52-78"},"PeriodicalIF":1.2,"publicationDate":"2020-03-11","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"41778538","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}
{"title":"Tim McNamara, Language and subjectivity","authors":"Ali Derakhshan","doi":"10.1075/aral.19038.der","DOIUrl":"https://doi.org/10.1075/aral.19038.der","url":null,"abstract":"","PeriodicalId":43911,"journal":{"name":"Australian Review of Applied Linguistics","volume":" ","pages":""},"PeriodicalIF":1.2,"publicationDate":"2019-12-10","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"48363417","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 paper investigates a possible relationship between the motivation and attitude of learners towards L2 in the socio-cultural context of Australia. We used an explanatory mixed-methods approach and conducted a survey with 31 international postgraduate TESOL students at a regional university in Australia. Then we conducted semi-structured interviews with six of the students. The survey results suggest a relationship between the way a learner viewed Australian English and their motivation towards L2. The motivational factors were Ideal L2 Self, Linguistic Self Confidence, Cultural Interest, Instrumentality (Promotion) and Ought-to L2 Self. While all contributed to varying degrees in motivating the learners towards L2 learning, only the first three interacted significantly with learners’ attitudes towards Australian English. Further, our interview data highlight that the attitude of the learners with regard to their favorite language variety was based more on Australian English’s Inner Circle status than its linguistic characteristics.
{"title":"Exploring a possible relationship between the attitude of experienced English learners towards Australian English and\u0000 their L2 motivation","authors":"F. Farley, Elke Stracke","doi":"10.1075/aral.18053.far","DOIUrl":"https://doi.org/10.1075/aral.18053.far","url":null,"abstract":"\u0000 This paper investigates a possible relationship between the motivation and attitude of learners towards L2 in the\u0000 socio-cultural context of Australia. We used an explanatory mixed-methods approach and conducted a survey with 31 international\u0000 postgraduate TESOL students at a regional university in Australia. Then we conducted semi-structured interviews with six of the\u0000 students. The survey results suggest a relationship between the way a learner viewed Australian English and their motivation\u0000 towards L2. The motivational factors were Ideal L2 Self, Linguistic Self Confidence, Cultural Interest, Instrumentality\u0000 (Promotion) and Ought-to L2 Self. While all contributed to varying degrees in motivating the learners towards L2 learning, only\u0000 the first three interacted significantly with learners’ attitudes towards Australian English. Further, our interview data\u0000 highlight that the attitude of the learners with regard to their favorite language variety was based more on Australian English’s Inner\u0000 Circle status than its linguistic characteristics.","PeriodicalId":43911,"journal":{"name":"Australian Review of Applied Linguistics","volume":" ","pages":""},"PeriodicalIF":1.2,"publicationDate":"2019-12-10","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"47506436","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}
Y. Slaughter, Joseph Lo Bianco, R. Aliani, Russell Cross, J. Hajek
Despite decades of often ambitious policies in Australia, languages education is still characterized by intermittent commitment to the teaching of languages, with inequitable access particularly entrenched in rural and regional contexts. While research has focused on the practical and material constraints impacting on policy implementation, little research has investigated the role of the discursive terrain in shaping expectations and limitations around what seems achievable in schools, particularly, from the school principal perspective. Beginning with an overview of policy interventions and an analysis of contemporary challenges, we use Q methodology to identify and analyze viewpoints at work in similarly-positioned rural and regional schools. In doing so, we seek to determine what seems possible or impossible across settings; the role of principals in enabling and constraining pathways for the provision of school language programs, and the need for macro-level language policy to be informed by constraints specific to rural and regional contexts.
{"title":"Language programming in rural and regional Victoria","authors":"Y. Slaughter, Joseph Lo Bianco, R. Aliani, Russell Cross, J. Hajek","doi":"10.1075/aral.18030.sla","DOIUrl":"https://doi.org/10.1075/aral.18030.sla","url":null,"abstract":"\u0000 Despite decades of often ambitious policies in Australia, languages education is still characterized by\u0000 intermittent commitment to the teaching of languages, with inequitable access particularly entrenched in rural and regional\u0000 contexts. While research has focused on the practical and material constraints impacting on policy implementation, little research\u0000 has investigated the role of the discursive terrain in shaping expectations and limitations around what seems achievable in\u0000 schools, particularly, from the school principal perspective. Beginning with an overview of policy interventions and an analysis\u0000 of contemporary challenges, we use Q methodology to identify and analyze viewpoints at work in similarly-positioned rural and\u0000 regional schools. In doing so, we seek to determine what seems possible or impossible across settings; the role of principals in\u0000 enabling and constraining pathways for the provision of school language programs, and the need for macro-level language policy to\u0000 be informed by constraints specific to rural and regional contexts.","PeriodicalId":43911,"journal":{"name":"Australian Review of Applied Linguistics","volume":" ","pages":""},"PeriodicalIF":1.2,"publicationDate":"2019-12-10","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"41683086","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}
Thirty years ago Australian researchers led the development of language and content integration in schools, advocating systematic teaching of language across the curriculum to meet the needs of English as an additional language (EAL) students. However, despite significant improvements in initial teacher education, targeted professional development and language-specific curriculum and assessment, this paper suggests that secondary teachers have gained only a superficial understanding of the language knowledge necessary to teach EAL students. Drawing on questionnaires, interviews, and observations, this case study of two secondary schools in Sydney reveals the majority of teachers report their perspectives and experiences of good teaching have equipped them with a repertoire of sufficient strategies to meet EAL needs, and they see little difference between teaching EAL and learners with low levels of literacy. This paper concludes a renewed focus on integrating language and content teaching and partnership models of professional learning and evaluation are needed.
{"title":"Teaching in linguistically and culturally diverse secondary schools","authors":"Margaret Gleeson, C. Davison","doi":"10.1075/aral.17093.gle","DOIUrl":"https://doi.org/10.1075/aral.17093.gle","url":null,"abstract":"\u0000 Thirty years ago Australian researchers led the development of language and content integration in schools,\u0000 advocating systematic teaching of language across the curriculum to meet the needs of English as an additional language (EAL)\u0000 students. However, despite significant improvements in initial teacher education, targeted professional development and\u0000 language-specific curriculum and assessment, this paper suggests that secondary teachers have gained only a superficial\u0000 understanding of the language knowledge necessary to teach EAL students. Drawing on questionnaires, interviews, and observations,\u0000 this case study of two secondary schools in Sydney reveals the majority of teachers report their perspectives and experiences of\u0000 good teaching have equipped them with a repertoire of sufficient strategies to meet EAL needs, and they see little difference\u0000 between teaching EAL and learners with low levels of literacy. This paper concludes a renewed focus on integrating language and\u0000 content teaching and partnership models of professional learning and evaluation are needed.","PeriodicalId":43911,"journal":{"name":"Australian Review of Applied Linguistics","volume":" ","pages":""},"PeriodicalIF":1.2,"publicationDate":"2019-12-10","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"49030221","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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