Student expectations have increasingly become a focus in Second Language Acquisition research. This study takes a closer look at student teachers’ expectations in a Master of Arts TESOL program at an Australian university to investigate their expectations and sense of fulfillment of these expectations. We employed a sequential explanatory mixed-methods design and conducted a questionnaire (N = 31) and interviews (N = 6) with student teachers. The results show that student teachers expect a well-balanced curriculum of theory and practice and consider teaching practice their top priority. While the expectations of most TESOL student teachers are met, different language profiles can lead to different expectations and potential conflict. Contrary to most previous research, this study showed that unmet expectations do not necessarily lead to unfavorable outcomes because of the student teachers’ ability to adjust in various ways. The study concludes with a discussion of implications for practice and future research.
{"title":"Student teachers’ expectations and their sense of fulfillment in a TESOL program","authors":"Y. Mori, Elke Stracke","doi":"10.1075/aral.19054.mor","DOIUrl":"https://doi.org/10.1075/aral.19054.mor","url":null,"abstract":"Student expectations have increasingly become a focus in Second Language Acquisition research. This study takes a\u0000 closer look at student teachers’ expectations in a Master of Arts TESOL program at an Australian university to investigate their\u0000 expectations and sense of fulfillment of these expectations. We employed a sequential explanatory mixed-methods design and\u0000 conducted a questionnaire (N = 31) and interviews (N = 6) with student teachers. The results\u0000 show that student teachers expect a well-balanced curriculum of theory and practice and consider teaching practice their top\u0000 priority. While the expectations of most TESOL student teachers are met, different language profiles can lead to different\u0000 expectations and potential conflict. Contrary to most previous research, this study showed that unmet expectations do not\u0000 necessarily lead to unfavorable outcomes because of the student teachers’ ability to adjust in various ways. The study concludes\u0000 with a discussion of implications for practice and future research.","PeriodicalId":43911,"journal":{"name":"Australian Review of Applied Linguistics","volume":" ","pages":""},"PeriodicalIF":1.2,"publicationDate":"2021-01-19","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"48363132","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 influential role of parents has long been acknowledged as a key contributor to children’s bilingual development. Parents’ home-based informal efforts to foster children’s bilingual abilities are described as family language policies (FLPs). The important connection between bilingualism and FLP has been established, but to date there are few studies concerning Korean immigrant families in Australia, highlighting their unique cultural values. According to traditional Korean cultural values, mothers play a central role as An-hae (the sun inside) to facilitate their children’s language development (Kim, 2006). This study aimed to create a clearer picture of Korean mothers’ beliefs about bilingualism and their FLPs. The participants were six Korean mothers with their children attending a community language program in Sydney. There are two data sets for this study: a six-weeks’ FLP daily log of each family and a focus group interview. A thematic analysis of these data revealed the richness and specificity of FLPs for bilingual development. This paper concludes with implications for a future research agenda.
{"title":"Korean Bibimbap mothers’ family language policies (FLPs) for their children’s bilingualism in\u0000 Australia","authors":"Eun Park, G. Vass, C. Davison","doi":"10.1075/aral.20001.par","DOIUrl":"https://doi.org/10.1075/aral.20001.par","url":null,"abstract":"\u0000 The influential role of parents has long been acknowledged as a key contributor to children’s bilingual development.\u0000 Parents’ home-based informal efforts to foster children’s bilingual abilities are described as family language policies (FLPs). The\u0000 important connection between bilingualism and FLP has been established, but to date there are few studies concerning Korean immigrant\u0000 families in Australia, highlighting their unique cultural values. According to traditional Korean cultural values, mothers play a central\u0000 role as An-hae (the sun inside) to facilitate their children’s language development (Kim, 2006).\u0000 This study aimed to create a clearer picture of Korean mothers’ beliefs about bilingualism and their FLPs. The participants were six Korean\u0000 mothers with their children attending a community language program in Sydney. There are two data sets for this study: a six-weeks’ FLP daily\u0000 log of each family and a focus group interview. A thematic analysis of these data revealed the richness and specificity of FLPs for\u0000 bilingual development. This paper concludes with implications for a future research agenda.","PeriodicalId":43911,"journal":{"name":"Australian Review of Applied Linguistics","volume":" ","pages":""},"PeriodicalIF":1.2,"publicationDate":"2021-01-19","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"46982093","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 Translingual identity, as a part of the trans-paradigm, refers to linguistic, sociocultural, ethno-racial, and religious practices, which are negotiable, fluid, and in motion, transcending mainstream boundaries. This paper expands the translingual literature from the perspective of sociolinguistic disparities of culturally and linguistically diverse Eastern-European immigrant women in Australia, as they become victims of the perpetual foreigner stereotype in their host communities. Using the linguistic ethnography methods, such as open ethnographic observation and semi-structured interview, the study reveals that due to biographical accent, name, and the country of origin, as aspects of translingual identity – Australian-by-passport, those women become the victim of the perpetual foreigner stereotypes, such as ‘perceived as different’ and ‘Russian bride,’ which led to their feelings of inferiority and social inequality. By expanding the scope of the translingual identity and how it is perceived in Australia, this study provides a necessary contribution to the translingual literature, while simultaneously advocating for the quality of life and justice for translingual immigrants in their new home.
{"title":"Translingual identity","authors":"Ana Tankosić","doi":"10.1075/aral.20078.tan","DOIUrl":"https://doi.org/10.1075/aral.20078.tan","url":null,"abstract":"Abstract Translingual identity, as a part of the trans-paradigm, refers to linguistic, sociocultural, ethno-racial, and religious practices, which are negotiable, fluid, and in motion, transcending mainstream boundaries. This paper expands the translingual literature from the perspective of sociolinguistic disparities of culturally and linguistically diverse Eastern-European immigrant women in Australia, as they become victims of the perpetual foreigner stereotype in their host communities. Using the linguistic ethnography methods, such as open ethnographic observation and semi-structured interview, the study reveals that due to biographical accent, name, and the country of origin, as aspects of translingual identity – Australian-by-passport, those women become the victim of the perpetual foreigner stereotypes, such as ‘perceived as different’ and ‘Russian bride,’ which led to their feelings of inferiority and social inequality. By expanding the scope of the translingual identity and how it is perceived in Australia, this study provides a necessary contribution to the translingual literature, while simultaneously advocating for the quality of life and justice for translingual immigrants in their new home.","PeriodicalId":43911,"journal":{"name":"Australian Review of Applied Linguistics","volume":" ","pages":""},"PeriodicalIF":1.2,"publicationDate":"2020-11-26","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"46462813","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}
Pennington and Richards (2016) argue that if the medium of instruction (MOI) is not the native language of the instructor, lack of proficiency in the MOI could bring about a lack of confidence. This study inquired how native Japanese as a Foreign Language (JFL) teachers at tertiary institutions in New Zealand and Australia perceive their English proficiency, how it influences their linguistic identity, and how the fact that they are native speakers of the target language influences their linguistic identity. Based on responses from an online questionnaire with more than 50 respondents as well as 12 follow-up individual interviews, this study argues that their linguistic identity is not narrowly conceived around their non-nativeness in English and nativeness in Japanese, but constructed from more multi-faceted aspects of language teacher identity formation, especially by factors pertinent to the very nature of the tertiary teaching environment in these countries.
{"title":"Being native and being foreign","authors":"Harumi Minagawa, Dallas Nesbitt","doi":"10.1075/aral.19059.min","DOIUrl":"https://doi.org/10.1075/aral.19059.min","url":null,"abstract":"\u0000 \u0000 Pennington and Richards (2016) argue that if the medium of instruction (MOI) is\u0000 not the native language of the instructor, lack of proficiency in the MOI could bring about a lack of confidence. This study inquired how\u0000 native Japanese as a Foreign Language (JFL) teachers at tertiary institutions in New Zealand and Australia perceive their English\u0000 proficiency, how it influences their linguistic identity, and how the fact that they are native speakers of the target language influences\u0000 their linguistic identity. Based on responses from an online questionnaire with more than 50 respondents as well as 12 follow-up individual\u0000 interviews, this study argues that their linguistic identity is not narrowly conceived around their non-nativeness in English and nativeness\u0000 in Japanese, but constructed from more multi-faceted aspects of language teacher identity formation, especially by factors pertinent to the\u0000 very nature of the tertiary teaching environment in these countries.","PeriodicalId":43911,"journal":{"name":"Australian Review of Applied Linguistics","volume":" ","pages":""},"PeriodicalIF":1.2,"publicationDate":"2020-10-25","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"45636107","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 Friedrich (2019): Applied linguistics in the real world","authors":"M. Yousefi, Fatemeh Mardian","doi":"10.1075/ARAL.20027.YOU","DOIUrl":"https://doi.org/10.1075/ARAL.20027.YOU","url":null,"abstract":"","PeriodicalId":43911,"journal":{"name":"Australian Review of Applied Linguistics","volume":" ","pages":""},"PeriodicalIF":1.2,"publicationDate":"2020-10-09","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"43448681","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 This article reports on a study in which journal publication performance of Applied Linguistics and TESOL (AL/TESOL) academics in the Group of Eight (Go8) Australian universities was examined for each academic rank (Lecturer to Professor) and across apparent genders (females and males). Journal publication performance was defined in terms of productivity (number of articles), academic impact (number of citations to those articles), and quality (journal impact factor and quartile rankings). To this end, journal publications of 65 Go8 AL/TESOL academics were identified over 19 years (2000–2018 inclusive). Normative research profiles are provided for each academic level and across two genders and are discussed in light of the literature. Where appropriate, a critical view has also developed concerning issues such as “publish or perish” and “gender gap” in academic publication. Results and discussion of results can contribute to a better understanding of AL/TESOL journal article production in Go8 universities as a reference group.
{"title":"Journal publication productivity, impact, and quality among Applied Linguistics and TESOL academics in the Group of\u0000 Eight Australian Universities","authors":"M. Riazi, Heather A. Cooper, Grai Calvey","doi":"10.1075/aral.20007.ria","DOIUrl":"https://doi.org/10.1075/aral.20007.ria","url":null,"abstract":"Abstract This article reports on a study in which journal publication performance of Applied Linguistics and TESOL (AL/TESOL) academics in the Group of Eight (Go8) Australian universities was examined for each academic rank (Lecturer to Professor) and across apparent genders (females and males). Journal publication performance was defined in terms of productivity (number of articles), academic impact (number of citations to those articles), and quality (journal impact factor and quartile rankings). To this end, journal publications of 65 Go8 AL/TESOL academics were identified over 19 years (2000–2018 inclusive). Normative research profiles are provided for each academic level and across two genders and are discussed in light of the literature. Where appropriate, a critical view has also developed concerning issues such as “publish or perish” and “gender gap” in academic publication. Results and discussion of results can contribute to a better understanding of AL/TESOL journal article production in Go8 universities as a reference group.","PeriodicalId":43911,"journal":{"name":"Australian Review of Applied Linguistics","volume":" ","pages":""},"PeriodicalIF":1.2,"publicationDate":"2020-10-05","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"44726344","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}
There is a lack of research on evidence-based intervention in relation to the issue of L2 variations in secondary schools. This study addresses some conceptual problems of L2, proposing a four-quadrant model of language processes. This model provides a framework to identify students’ L2 developmental stages. With an action research method, the data were collected from 126 Chinese language learners in Australia over a 4-year period (2016–2020). The main instruments were questionnaires, class observations, informal interviews, and student feedback. The findings revealed that most learners were initially motivated to learn the Chinese language in year 9, even if they were at varying stages of L2 development. While several factors were interplayed to affect their language experience, the findings underscored the implementation of a range of plausible interventions. The effectiveness of the intervention was measured by student engagement, and further backed by the retention rates of year 12 students. This study provides a beginning to the evidence base, necessary to design Chinese language interventions in Australia.
{"title":"The evidence-based intervention for teaching the Chinese language in Australian classrooms","authors":"D. Yan","doi":"10.1075/aral.20022.yan","DOIUrl":"https://doi.org/10.1075/aral.20022.yan","url":null,"abstract":"\u0000 There is a lack of research on evidence-based intervention in relation to the issue of L2 variations in secondary\u0000 schools. This study addresses some conceptual problems of L2, proposing a four-quadrant model of language processes. This model\u0000 provides a framework to identify students’ L2 developmental stages. With an action research method, the data were collected from\u0000 126 Chinese language learners in Australia over a 4-year period (2016–2020). The main instruments were questionnaires, class\u0000 observations, informal interviews, and student feedback. The findings revealed that most learners were initially motivated to\u0000 learn the Chinese language in year 9, even if they were at varying stages of L2 development. While several factors were\u0000 interplayed to affect their language experience, the findings underscored the implementation of a range of plausible\u0000 interventions. The effectiveness of the intervention was measured by student engagement, and further backed by the retention rates\u0000 of year 12 students. This study provides a beginning to the evidence base, necessary to design Chinese language interventions in\u0000 Australia.","PeriodicalId":43911,"journal":{"name":"Australian Review of Applied Linguistics","volume":" ","pages":""},"PeriodicalIF":1.2,"publicationDate":"2020-09-24","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"46581205","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 This study investigates the impact of cultural and politico-religious dominance on the practice of critical reading (CR) of texts by a group of Iranian postgraduate students in Australia. Four postgraduate students were interviewed individually four times (each time for reading one text) for critical understanding of two pairs of Persian texts, each with opposing viewpoints, on current socio-political and nationalistic debates of Iran. They were then involved in a focus group discussion for further critique of each other’s viewpoints. Findings indicate two major Persian constructs that influence CR: hefz-e zaaher ‘keeping up appearances’ and ta’sob/gheyrat, approximating to ‘one’s honor combined with prejudice and bigotry’. Findings also reveal that participants’ CR is contributed by heavy emotional attachment to nationalistic views engendered by Persian poetry. Chafe (1982) , too, found that emotional attachment in appraising text was true with American English speakers. Finally, the focus group discussion had a slight impact on encouraging CR. Overall, it seems that participants’ repositioned journeys in Australia have influenced their perspective.
{"title":"Cultural and politico-religious challenges impacting critical reading of text for Iranian postgraduates in\u0000 Australia","authors":"H. Shokouhi, A. Zaini","doi":"10.1075/aral.19082.sho","DOIUrl":"https://doi.org/10.1075/aral.19082.sho","url":null,"abstract":"Abstract This study investigates the impact of cultural and politico-religious dominance on the practice of critical reading (CR) of texts by a group of Iranian postgraduate students in Australia. Four postgraduate students were interviewed individually four times (each time for reading one text) for critical understanding of two pairs of Persian texts, each with opposing viewpoints, on current socio-political and nationalistic debates of Iran. They were then involved in a focus group discussion for further critique of each other’s viewpoints. Findings indicate two major Persian constructs that influence CR: hefz-e zaaher ‘keeping up appearances’ and ta’sob/gheyrat, approximating to ‘one’s honor combined with prejudice and bigotry’. Findings also reveal that participants’ CR is contributed by heavy emotional attachment to nationalistic views engendered by Persian poetry. Chafe (1982) , too, found that emotional attachment in appraising text was true with American English speakers. Finally, the focus group discussion had a slight impact on encouraging CR. Overall, it seems that participants’ repositioned journeys in Australia have influenced their perspective.","PeriodicalId":43911,"journal":{"name":"Australian Review of Applied Linguistics","volume":"1 1","pages":"1-22"},"PeriodicalIF":1.2,"publicationDate":"2020-09-17","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"47003692","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 This article reports on two quasi-experimental studies that investigated the possible development and transfer of audience awareness in novice EFL writers as they engaged in online writing tasks through a Social Networking Service (SNS). Japanese students from two universities were asked to write, read, and comment on other students’ writing once a week. The two studies were arranged sequentially so as to capture in an exploratory but jointly illuminating manner whether and how the “elusive” (Hyland, 2005) construct of “sense of audience” can develop and transfer across genres. The results of both studies suggest that the SNS environment can help L2 writers develop audience awareness and transfer that awareness across genres when two conditions are met: (1) the genre of the SNS tasks should be perceived as similar to that for which transfer was expected; and (2) the students did not develop a sense of audience in previous writing instruction.
{"title":"Exploring the effects of web-based communication tasks on the development and transferability of audience awareness in\u0000 L2 writers","authors":"M. Sasaki, Kyoko Baba, R. Nitta, P. Matsuda","doi":"10.1075/aral.18035.sas","DOIUrl":"https://doi.org/10.1075/aral.18035.sas","url":null,"abstract":"Abstract This article reports on two quasi-experimental studies that investigated the possible development and transfer of audience awareness in novice EFL writers as they engaged in online writing tasks through a Social Networking Service (SNS). Japanese students from two universities were asked to write, read, and comment on other students’ writing once a week. The two studies were arranged sequentially so as to capture in an exploratory but jointly illuminating manner whether and how the “elusive” (Hyland, 2005) construct of “sense of audience” can develop and transfer across genres. The results of both studies suggest that the SNS environment can help L2 writers develop audience awareness and transfer that awareness across genres when two conditions are met: (1) the genre of the SNS tasks should be perceived as similar to that for which transfer was expected; and (2) the students did not develop a sense of audience in previous writing instruction.","PeriodicalId":43911,"journal":{"name":"Australian Review of Applied Linguistics","volume":"43 1","pages":"277-301"},"PeriodicalIF":1.2,"publicationDate":"2020-09-11","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"49573090","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":"Andrew Simpson, language and society: An introduction","authors":"Tyler Barrett","doi":"10.1075/aral.19035.bar","DOIUrl":"https://doi.org/10.1075/aral.19035.bar","url":null,"abstract":"","PeriodicalId":43911,"journal":{"name":"Australian Review of Applied Linguistics","volume":"43 1","pages":"337-342"},"PeriodicalIF":1.2,"publicationDate":"2020-09-11","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"44135766","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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