The present study examines the ways Chinese high school EFL learners organize information in their writing. A class of 50 students at grade 9 from a local high school in Guangzhou, China, were recruited as participants. The students’ writing at grade 9 was collected as a corpus, comprising ten writing tasks from different text types. In order to gain a holistic understanding of the organization of information in student writing, the analytical framework of Theme at three levels – that is, clause, paragraph, and text – from Derewianka and Jones (2010) was adopted. Findings show that the students have varying degrees of control over information organization at different levels. In particular, the students are not proficient in organizing information at the paragraph level. Findings also show that registerial differences affect the organization of information. The study provides relevant pedagogical implications and recommendations for this group of learners.
{"title":"Understanding textual meaning-making in Chinese high school EFL learners’ writing","authors":"W. Xuan, Dongbing Zhang","doi":"10.1075/aral.20045.xua","DOIUrl":"https://doi.org/10.1075/aral.20045.xua","url":null,"abstract":"\u0000The present study examines the ways Chinese high school EFL learners organize information in their writing. A class of 50 students at grade 9 from a local high school in Guangzhou, China, were recruited as participants. The students’ writing at grade 9 was collected as a corpus, comprising ten writing tasks from different text types. In order to gain a holistic understanding of the organization of information in student writing, the analytical framework of Theme at three levels – that is, clause, paragraph, and text – from Derewianka and Jones (2010) was adopted. Findings show that the students have varying degrees of control over information organization at different levels. In particular, the students are not proficient in organizing information at the paragraph level. Findings also show that registerial differences affect the organization of information. The study provides relevant pedagogical implications and recommendations for this group of learners.","PeriodicalId":43911,"journal":{"name":"Australian Review of Applied Linguistics","volume":" ","pages":""},"PeriodicalIF":1.2,"publicationDate":"2021-08-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"48794170","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}
Kriol, an English-lexifier contact language, has approximately 20,000 speakers across northern Australia. It is the primary language of the remote Aboriginal community of Ngukurr. Kriol is a contact language, incorporating features of English and traditional Indigenous languages. The language has been perceived both positively and negatively, although recent literature suggests a shift towards more favorable views. This paper investigates how community members in Ngukurr responded to the question of non-Indigenous residents (known locally as Munanga) learning Kriol. Interviews with local Indigenous residents showed positive attitudes to Kriol, with respondents providing a number of perceived benefits for outsiders learning the language. Our interviews provide empirical evidence for pride in the language, affirming a shift to more positive attitudes.
{"title":"Should Munanga learn Kriol?","authors":"Caroline Hendy, C. Bow","doi":"10.1075/aral.20084.hen","DOIUrl":"https://doi.org/10.1075/aral.20084.hen","url":null,"abstract":"\u0000Kriol, an English-lexifier contact language, has approximately 20,000 speakers across northern Australia. It is the primary language of the remote Aboriginal community of Ngukurr. Kriol is a contact language, incorporating features of English and traditional Indigenous languages. The language has been perceived both positively and negatively, although recent literature suggests a shift towards more favorable views. This paper investigates how community members in Ngukurr responded to the question of non-Indigenous residents (known locally as Munanga) learning Kriol. Interviews with local Indigenous residents showed positive attitudes to Kriol, with respondents providing a number of perceived benefits for outsiders learning the language. Our interviews provide empirical evidence for pride in the language, affirming a shift to more positive attitudes.","PeriodicalId":43911,"journal":{"name":"Australian Review of Applied Linguistics","volume":" ","pages":""},"PeriodicalIF":1.2,"publicationDate":"2021-07-26","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"42269951","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":"Review of Hasegawa (2019): The social lives of study abroad: Understanding second language learners’ experiences through social network analysis and conversation analysis","authors":"Wendong Li, Yandan Zhu","doi":"10.1075/ARAL.20113.LI","DOIUrl":"https://doi.org/10.1075/ARAL.20113.LI","url":null,"abstract":"","PeriodicalId":43911,"journal":{"name":"Australian Review of Applied Linguistics","volume":" ","pages":""},"PeriodicalIF":1.2,"publicationDate":"2021-07-19","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"42440780","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 impact of global mobility and technology innovations on urban linguistic diversity poses a key challenge to understand how and to what extent international students are immersed in the target language. Such diversity of languages and modes of communication has pointed to a fundamental transformation in the way that international students interact with both online and offline resources. The translingual practices of Chinese international students presented in this study suggest that, instead of being a language learner in an English-dominant country, these students make use of but go beyond their full repertoires to conduct various online and offline activities when living in a translanguaging space. An evaluation of both online and offline practices demonstrates how their online translingual practices were merged into offline contexts, to create opportunities for learning and social engagement. Understanding international students’ experience with both online and offline resources provides useful insights into the translingual practices and processes adopted by them when living and studying in a multilingual city.
{"title":"Understanding the translingual practices among international students in multilingual cities","authors":"Yijun Yin, Alice Chik, Garry Falloon","doi":"10.1075/ARAL.20070.YIN","DOIUrl":"https://doi.org/10.1075/ARAL.20070.YIN","url":null,"abstract":"\u0000 The impact of global mobility and technology innovations on urban linguistic diversity poses a key challenge to\u0000 understand how and to what extent international students are immersed in the target language. Such diversity of languages and\u0000 modes of communication has pointed to a fundamental transformation in the way that international students interact with both\u0000 online and offline resources. The translingual practices of Chinese international students presented in this study suggest that,\u0000 instead of being a language learner in an English-dominant country, these students make use of but go beyond their full\u0000 repertoires to conduct various online and offline activities when living in a translanguaging space. An evaluation of both online\u0000 and offline practices demonstrates how their online translingual practices were merged into offline contexts, to create\u0000 opportunities for learning and social engagement. Understanding international students’ experience with both online and offline\u0000 resources provides useful insights into the translingual practices and processes adopted by them when living and studying in a\u0000 multilingual city.","PeriodicalId":43911,"journal":{"name":"Australian Review of Applied Linguistics","volume":" ","pages":""},"PeriodicalIF":1.2,"publicationDate":"2021-07-16","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"45470683","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}
Studies on feedback given to second language (L2) learners have focused primarily on learners’ response to feedback on language. This study explores how L2 learners in one university EAP class respond to teacher written feedback on all aspects of writing and the factors that may affect their response. Using data from student initial and revised texts, the study first looks at nine learners’ uptake of feedback. Then, adopting a case study approach and using data from retrospective interviews, the study examines how three learners engage with feedback on different dimensions of their writing. Findings show that learners took up almost all feedback suggestions regardless of form or focus. Yet, learners’ engagement with the feedback differed. Using activity theory (AT), we explain the learners’ engagement with the feedback received by reference to the interaction of context and individual-related factors. Our findings highlight the complexity of learner behavior in response to feedback.
{"title":"Second language learners’ engagement with written feedback","authors":"Kailin Liu, N. Storch","doi":"10.1075/ARAL.20029.LIU","DOIUrl":"https://doi.org/10.1075/ARAL.20029.LIU","url":null,"abstract":"\u0000Studies on feedback given to second language (L2) learners have focused primarily on learners’ response to feedback on language. This study explores how L2 learners in one university EAP class respond to teacher written feedback on all aspects of writing and the factors that may affect their response. Using data from student initial and revised texts, the study first looks at nine learners’ uptake of feedback. Then, adopting a case study approach and using data from retrospective interviews, the study examines how three learners engage with feedback on different dimensions of their writing. Findings show that learners took up almost all feedback suggestions regardless of form or focus. Yet, learners’ engagement with the feedback differed. Using activity theory (AT), we explain the learners’ engagement with the feedback received by reference to the interaction of context and individual-related factors. Our findings highlight the complexity of learner behavior in response to feedback.","PeriodicalId":43911,"journal":{"name":"Australian Review of Applied Linguistics","volume":" ","pages":""},"PeriodicalIF":1.2,"publicationDate":"2021-07-08","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"44851919","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}
Conceptualizing EMI-cum-acceleration policy in a transnational HE market as the regulation and institutionalization of language practices through a chronometrical approach to time for the sake of global economic competition and social mobility, this qualitative case study explores the experiences and enactments of such a policy by six engineering students at Manar University (a pseudonym) in Saudi Arabia. The data were gathered from analysis of policy documents, individual interviews, and a group interview. The findings reveal that the ways in which each student negotiates, resists, and desires such a policy suggest that an individual has some temporal resources and autonomy to make sense of “the acceleration experience” within the broader “structural forces of acceleration” (Vostal, 2016, p. 117) created at the university. It was also found that students are positioned in a double-bind-between the capitalist logic of accumulation and competition (speed), and the democratic value of equity in the EMI program.
{"title":"EMI-cum-acceleration policy in the contemporary transnational HE market","authors":"Osman Z. Barnawi","doi":"10.1075/ARAL.20092.BAR","DOIUrl":"https://doi.org/10.1075/ARAL.20092.BAR","url":null,"abstract":"\u0000 Conceptualizing EMI-cum-acceleration policy in a transnational HE market as the regulation and\u0000 institutionalization of language practices through a chronometrical approach to time for the sake of global economic competition\u0000 and social mobility, this qualitative case study explores the experiences and enactments of such a policy by six engineering\u0000 students at Manar University (a pseudonym) in Saudi Arabia. The data were gathered from analysis of policy documents, individual\u0000 interviews, and a group interview. The findings reveal that the ways in which each student negotiates, resists, and desires such a\u0000 policy suggest that an individual has some temporal resources and autonomy to make sense of “the acceleration experience” within\u0000 the broader “structural forces of acceleration” (Vostal, 2016, p. 117) created at the\u0000 university. It was also found that students are positioned in a double-bind-between the capitalist logic of accumulation and\u0000 competition (speed), and the democratic value of equity in the EMI program.","PeriodicalId":43911,"journal":{"name":"Australian Review of Applied Linguistics","volume":" ","pages":""},"PeriodicalIF":1.2,"publicationDate":"2021-07-07","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"43673121","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}
As part of the trend toward internationalization of higher education, governments and universities have introduced policies to encourage the expansion of English-medium instruction (EMI). However, top-down policies do not necessarily translate to teaching and learning practices. This article provides a case study examining the implementation of undergraduate EMI engineering programs at a state university in Turkey to explore the gaps that exist between national- and institutional-level EMI policies and classroom-level practices. Data were collected through policy documents, classroom observations, semi-structured interviews with teachers, and focus group discussions with students. The findings suggest that the implementation of EMI varies across classrooms, even within the same university department. Despite policies that envision one-language-at-a-time instruction, the EMI lecturers in this study varied in terms of language preference and teaching practice in their EMI lectures. Implications are discussed with respect to policy planning, teacher training, and the expansion of EMI across university contexts.
{"title":"Implementing English-medium instruction","authors":"Kari Sahan","doi":"10.1075/ARAL.20094.SAH","DOIUrl":"https://doi.org/10.1075/ARAL.20094.SAH","url":null,"abstract":"\u0000 As part of the trend toward internationalization of higher education, governments and universities have introduced\u0000 policies to encourage the expansion of English-medium instruction (EMI). However, top-down policies do not necessarily translate\u0000 to teaching and learning practices. This article provides a case study examining the implementation of undergraduate EMI\u0000 engineering programs at a state university in Turkey to explore the gaps that exist between national- and institutional-level EMI\u0000 policies and classroom-level practices. Data were collected through policy documents, classroom observations, semi-structured\u0000 interviews with teachers, and focus group discussions with students. The findings suggest that the implementation of EMI varies\u0000 across classrooms, even within the same university department. Despite policies that envision one-language-at-a-time instruction,\u0000 the EMI lecturers in this study varied in terms of language preference and teaching practice in their EMI lectures. Implications\u0000 are discussed with respect to policy planning, teacher training, and the expansion of EMI across university contexts.","PeriodicalId":43911,"journal":{"name":"Australian Review of Applied Linguistics","volume":" ","pages":""},"PeriodicalIF":1.2,"publicationDate":"2021-07-07","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"49303937","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":"Problematizing language policy and practice in EMI and transnational higher education","authors":"P. I. Costa, Curtis Green-Eneix, W. Li","doi":"10.1075/ARAL.00036.EDI","DOIUrl":"https://doi.org/10.1075/ARAL.00036.EDI","url":null,"abstract":"","PeriodicalId":43911,"journal":{"name":"Australian Review of Applied Linguistics","volume":" ","pages":""},"PeriodicalIF":1.2,"publicationDate":"2021-07-07","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"48471993","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 advancement of English as an instrument for the internationalization of higher education has foregrounded English as an academic lingua franca (EALF), and the case of China is no exception. This study focuses on the process by which EALF has been interpreted and negotiated across university policies and local practices in China’s internationalized higher education. Drawing upon nexus analysis and multisource data, the study traced the discursive (re)location of EALF across different scales of social activity related to multilingualism at an English-medium transnational university in China. Our analysis illustrates the tension between English and other co-existing languages, as presented in educational language policies and as perceived and practiced by multilingual students in the local communicative context. The findings also show an interactive policymaking process through which students and university administrators opened ideological and implementational spaces that linguistically and semiotically pluralized communicative scenarios at the internationalized university in focus.
{"title":"Discursive ripple effects in language policy and practice","authors":"Wanyu Amy Ou, M. Gu, Francis M. Hult","doi":"10.1075/ARAL.20096.OU","DOIUrl":"https://doi.org/10.1075/ARAL.20096.OU","url":null,"abstract":"\u0000The advancement of English as an instrument for the internationalization of higher education has foregrounded English as an academic lingua franca (EALF), and the case of China is no exception. This study focuses on the process by which EALF has been interpreted and negotiated across university policies and local practices in China’s internationalized higher education. Drawing upon nexus analysis and multisource data, the study traced the discursive (re)location of EALF across different scales of social activity related to multilingualism at an English-medium transnational university in China. Our analysis illustrates the tension between English and other co-existing languages, as presented in educational language policies and as perceived and practiced by multilingual students in the local communicative context. The findings also show an interactive policymaking process through which students and university administrators opened ideological and implementational spaces that linguistically and semiotically pluralized communicative scenarios at the internationalized university in focus.","PeriodicalId":43911,"journal":{"name":"Australian Review of Applied Linguistics","volume":" ","pages":""},"PeriodicalIF":1.2,"publicationDate":"2021-07-07","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"44774313","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}
Questions asked as part of phenomenographic research are used to critically synthesize findings from the case studies in this issue of English-medium instruction (EMI) in transnational higher education (TNHE). With respect to whether EMI in TNHE can be considered a phenomenon, it is suggested that the phenomenon is more discursive than empirical. Student and instructor perceptions of the phenomenon reveal a critical awareness of the policies that structure the learning environment and agency that takes advantage of the policies’ discursive nature to create alternative, multilingual language practices and improve learning. A gap between policy and practice that allows for negotiation of the E’s in EMI and TNHE, English and education, is hence called for.
{"title":"The E’s of TNHE and EMI","authors":"Dudley Reynolds","doi":"10.1075/ARAL.20111.REY","DOIUrl":"https://doi.org/10.1075/ARAL.20111.REY","url":null,"abstract":"\u0000 Questions asked as part of phenomenographic research are used to critically synthesize findings from the case\u0000 studies in this issue of English-medium instruction (EMI) in transnational higher education (TNHE). With respect to whether EMI in\u0000 TNHE can be considered a phenomenon, it is suggested that the phenomenon is more discursive than empirical. Student and instructor\u0000 perceptions of the phenomenon reveal a critical awareness of the policies that structure the learning environment and agency that\u0000 takes advantage of the policies’ discursive nature to create alternative, multilingual language practices and improve learning. A\u0000 gap between policy and practice that allows for negotiation of the E’s in EMI and TNHE, English and education, is hence called\u0000 for.","PeriodicalId":43911,"journal":{"name":"Australian Review of Applied Linguistics","volume":" ","pages":""},"PeriodicalIF":1.2,"publicationDate":"2021-07-07","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"47367161","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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