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Chinglish as border languaging 作为边境语言的中式英语
IF 0.4 Q2 Arts and Humanities Pub Date : 2024-06-06 DOI: 10.1075/aila.23012.du
Qian Du, Jerry Won Lee
In an era where migration across borders is increasingly the norm, how are our understandings of language and the ways we talk about language being reimagined along the way? This article examines this question by attending to the shifting metadiscourses of “Chinglish,” a colloquialism referring to Chinese-English hybridizations. Chinglish, originally used to describe an incompetent interlanguage, has come to be invoked as a means of establishing “China English” as a legitimate world English variety, or more recently even as an innovative form of translingual practice. This article presents Chinglish as a form of “border languaging,” which enables us to take stock of the shifting meanings of Chinglish in relation to the linguistic “border” between English and Chinese upon which such metadiscursive framings hinge, and how the shifting orientations to such linguistic borders invite new ways of conceptualizing Chinglish and historically marginalized language practices more generally.
在一个跨境移民日益成为常态的时代,我们对语言的理解和谈论语言的方式是如何被重新想象的?本文通过研究 "中式英语"(Chinglish)这一俗语的变化来探讨这一问题。中式英语"(Chinglish)最初是用来描述一种不称职的跨语言,后来被用来将 "中国英语 "确立为一种合法的世界英语,最近甚至被用来作为一种创新的跨语言实践形式。这篇文章将中式英语作为一种 "边界语言 "的形式提出来,使我们能够评估中式英语与英汉之间的语言 "边界 "有关的含义的变化,而英汉之间的语言 "边界 "正是这种元意识形态框架所依赖的。
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引用次数: 0
Rethinking researcher-participant roles 重新思考研究者与参与者的角色
IF 0.4 Q2 Arts and Humanities Pub Date : 2024-06-04 DOI: 10.1075/aila.23014.gui
N. Guinto, Brian D. Villaverde, Amiel Jansen Demetrial, Aurelio Teodoro Maguyon III
Recent studies on language and migration have attempted to address the social injustices stemming from global disparities in wealth and opportunities. However, there’s a risk of researchers unintentionally reinforcing traditional power dynamics, positioning themselves in power while reducing participants to mere data sources. Focusing on migrants in precarious living conditions, whose migration is often a consequence of political and economic upheaval in the origin, this paper interrogates the role of researchers and the researched with respect to social justice perspectives. We argue that conducting research on, for, and with such vulnerable migrant populations requires a reflexive understanding of our own positions and decisions throughout our engagement with participants. We propose that this approach is most effectively executed if we treat participants as equal partners in knowledge generation and social action, guided by principles of care, empathy, and unconventional methodologies. Through this, we hope to advocate for migration linguistics that is truly fair, just, and empowering among migrants.
近期有关语言和移民的研究试图解决全球财富和机会差距所带来的社会不公问题。然而,研究人员有可能无意中强化了传统的权力动态,使自己处于权力地位,而参与者则沦为单纯的数据来源。生活条件不稳定的移民往往是原籍国政治和经济动荡的结果,本文以他们为研究对象,从社会公正的角度审视研究者和被研究者的角色。我们认为,要对此类弱势移民群体开展研究、为他们开展研究以及与他们一起开展研究,就必须在与参与者接触的整个过程中反思我们自己的立场和决定。我们建议,如果我们将参与者视为知识创造和社会行动的平等伙伴,以关怀、同理心和非常规方法论为指导原则,就能最有效地实施这种方法。我们希望借此倡导真正公平、公正并赋予移民权力的移民语言学。
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引用次数: 0
Representation of migrant accents in media discourse 媒体话语中对移民口音的表述
IF 0.4 Q2 Arts and Humanities Pub Date : 2024-06-04 DOI: 10.1075/aila.23016.dum
R. Dumlao, Louisa Willoughby
This study looks at how migrants’ accents are portrayed, labelled, and constructed in media discourse, investigating media coverage of migrants’ accents in the Australian press from 2007 to 2017, a period highlighted by changes in Australian citizenship policies and public discourse. While language has been extensively discussed in policy discourse, there has been a notable dearth of research on the coexistence of dialects and accents within official languages as portrayed in media platforms. Using a corpus-assisted critical discourse analysis of 2,657,016 words from Australian newspaper articles, the study applies raciolinguistic ideologies to show how the press justifies and legitimizes migrant accent-related issues. The results suggest that speakers of Inner Circle English variants are positioned differently from non-white/Outer and Expanding Circle speakers. Speakers of the Inner Circle were far more likely than other speakers to have their accents described as ‘broad’ or ‘thick’, and they were more likely to have the national variation they spoke specifically named. Others, in contrast, regularly described racialized speakers as simply having a ‘foreign’ accent, and many of them frequently claimed trying to ‘change’ their accent or ‘fake’ an Australian accent in an effort to gain access to employment and broader social acceptance. These results emphasize the subtle and not-so-subtle ways that non-white migrant speakers are positioned as incompetent speakers and demonstrate how raciolinguistic ideologies, linguistic racism, and accent laboring concerns are widespread in Australian society. These findings highlight the significance of corpus approaches for studying language related issues and provide insight into accent biases produced by the media in Australian society.
本研究探讨了移民口音在媒体话语中是如何被描绘、贴标签和建构的,调查了 2007 年至 2017 年澳大利亚媒体对移民口音的报道,这一时期澳大利亚公民身份政策和公共话语的变化凸显了这一点。虽然在政策话语中对语言进行了广泛的讨论,但对媒体平台中描述的官方语言中方言和口音共存的研究却明显不足。本研究通过对澳大利亚报纸文章中的 2,657,016 个单词进行语料库辅助批判性话语分析,运用种族语言学意识形态来说明媒体是如何将与移民口音相关的问题合理化和合法化的。研究结果表明,"内圈 "英语变体的使用者与非白人/"外圈 "和 "扩展圈 "英语使用者的定位不同。内圈英语使用者被描述为 "宽厚 "或 "厚重 "口音的几率远远高于其他使用者,而且他们更有可能被特别点名他们所讲的民族变体。与此相反,其他人则经常把种族化说话者说成只是有 "外国 "口音,他们中的许多人还经常声称试图 "改变 "自己的口音或 "伪造 "澳大利亚口音,以获得就业机会和更广泛的社会认可。这些结果强调了非白人移民说话者被定位为不称职的说话者的微妙或不那么微妙的方式,并展示了种族语言意识形态、语言种族主义和口音劳动问题在澳大利亚社会是如何普遍存在的。这些发现凸显了语料库方法对研究语言相关问题的重要意义,并提供了对澳大利亚社会中媒体所产生的口音偏见的见解。
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引用次数: 0
English in the internationalization of higher education and international student mobility 高等教育国际化和国际学生流动中的英语问题
IF 0.4 Q2 Arts and Humanities Pub Date : 2024-06-04 DOI: 10.1075/aila.24002.kur
Kenichiro Kurusu, Chisato Oda, Mikhail Alic C. Go, Di Wu, Kevin Brandon Saure, Sakshi Narang
In this article, we discuss the significance of English in the internationalization of higher education and international student mobility, using Kachru’s (1985) Three Circles Model of World English. As education is one of the major forms of migration (Liu-Farrer, 2022; Borlongan, 2023) in the so-called ‘age of migration’ (cf. de Haas, Castles, & Miller, 2020), more and more students are motivated to study abroad to complete their tertiary education. First, we discuss motivating factors both for the internationalization of higher education and international student mobility. Second, we point out how English has been playing a very central role in the internationalization of higher education institutions and international student mobility (Philipson, 2010; Jenkins, 2017) among these factors. Then, we present the dynamics of international student mobility by looking at their global flow, English-medium programs, and English language proficiency requirements. While Inner Circle countries are still the most attractive destinations for most international students, Expanding Circle countries, where English is not an institutionalized medium of instruction in higher education, also value English by expanding English-medium degree programs and requiring English proficiency test scores to admission. Finally, we end the article by reiterating the dominance and utility of English in the internationalization of higher education and international student mobility and its stable position as the language of educational migration.
在本文中,我们将利用 Kachru(1985 年)的世界英语三圈模型,讨论英语在高等教育国际化和国际学生流动中的意义。在所谓的 "移民时代"(参见 de Haas, Castles, & Miller, 2020),教育是移民的主要形式之一(Liu-Farrer, 2022; Borlongan, 2023),因此越来越多的学生有出国留学完成高等教育的动机。首先,我们讨论了高等教育国际化和国际学生流动的动因。其次,我们指出英语是如何在高等教育机构国际化和国际学生流动中发挥非常核心的作用(Philipson,2010;Jenkins,2017)。然后,我们通过研究国际学生的全球流动、英语授课项目和英语语言能力要求,介绍了国际学生流动的动态。虽然 "内圈 "国家仍然是对大多数国际学生最具吸引力的目的地,但英语并非高等教育制度化教学媒介的 "外圈 "国家也通过扩大英语授课学位项目和要求入学英语水平测试成绩来重视英语。最后,我们在文章的结尾重申了英语在高等教育国际化和国际学生流动中的主导地位和作用,以及英语作为教育移民语言的稳定地位。
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引用次数: 0
Migration linguistics 迁移语言学
IF 0.4 Q2 Arts and Humanities Pub Date : 2023-07-24 DOI: 10.1075/aila.22014.bor
A. Borlongan
Migration, among the most important sociocultural phenomena of contemporary global societies, is complex, dynamic, and multifaceted. At the heart of migration is language, the indispensable agent of migration. Hence, in this article, a new sub-discipline of linguistics is presented, and that is ‘migration linguistics’. It is the interdisciplinary and multidimensional study of the various aspects of language within the dynamic process of human mobility. And a linguistic theory of migration postulates that: (1) Language is an essential element in the migration process; (2) an individual’s acquisition, learning, and use of language significantly changes as a result of migration; and (3) migrants must be understood in the languages they can use, taught the destination language, and provided basic and essential services understandable to them. The interdisciplinary nature of this new sub-discipline of linguistics is enriched by a variety of approaches and methodologies in solving issues relative to language in the context of migration.
移民是当代全球社会中最重要的社会文化现象之一,它是复杂的、动态的和多方面的。移民的核心是语言,这是移民不可或缺的动因。因此,在本文中,提出了语言学的一个新的分支学科,即“迁移语言学”。它是在人类流动的动态过程中对语言的各个方面进行跨学科和多维度的研究。语言迁移理论认为:(1)语言是迁移过程中的基本要素;(2)个体的语言习得、学习和使用因迁移而发生显著变化;(3)必须用移民可以使用的语言来理解他们,教授目的地语言,并提供他们可以理解的基本和必要的服务。语言学的这个新的子学科的跨学科性质是丰富的各种方法和方法在解决相关的移民背景下的语言问题。
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引用次数: 0
The development of EFL students’ speech fluency 英语学习者语言流利性的培养
IF 0.4 Q2 Arts and Humanities Pub Date : 2023-07-24 DOI: 10.1075/aila.22027.mar
Dony Marzuki
This study investigated phase transitions in EFL students’ speech fluency development using a complex dynamic systems perspective. Two students with different proficiency levels were selected from an intact speaking class. These students learned and practiced specific strategies to improve their speech fluency. Phase transitions were analyzed based on three criteria: sudden jumps, anomalous variance, and qualitative change in the attractor. Number of syllables was used as the speech fluency measure. The results suggest that only the higher-proficiency student underwent one phase transition. These findings imply that a short explicit fluency strategy training intervention could improve the speech fluency development of high-proficiency students in EFL classrooms. The results have implications for theory and pedagogical practice relating to EFL students’ speech fluency development.
本研究从复杂动态系统的角度探讨了英语学生言语流利发展的阶段转变。从一个完整的口语班中选出两名熟练程度不同的学生。这些学生学习并练习了具体的策略来提高他们的口语流利度。相变分析基于三个标准:突然跳跃、异常方差和吸引子的质变。以音节数作为言语流畅度的衡量标准。结果表明,只有水平较高的学生经历了一次相变。这些结果表明,短期外显流利策略训练干预可以促进高水平学生在英语课堂上的言语流利性发展。研究结果对外语学生言语流畅性发展的理论和教学实践具有重要意义。
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引用次数: 0
Teaching during COVID-19 新冠肺炎期间的教学
IF 0.4 Q2 Arts and Humanities Pub Date : 2023-07-24 DOI: 10.1075/aila.22001.bur
Clara Burgo
Latinx who do not feel confident speaking Spanish are usually questioned. To fight these ideologies, Pascual and Cabo and Prada (2018) suggest new pedagogical approaches to incorporate in the curriculum the experiences of the heritage language learner (HLL). Latinx in higher education expect a culturally relevant curriculum to critically listen and speak to challenge the hierarchies that marginalize them. Why is social justice education key? To meet the needs of our minority students and to fight social inequities that affect their lives (Freire, 2021). This article offers a proposal to teach social justice in the HLL classroom through classroom strategies such as digital stories, autoethnographies, creative writing, or oral history to provide these students with the tools they need to give voice to their communities and incorporate them in the curriculum of an inclusive Spanish classroom whose backbone is US Spanish to fight raciolinguistic ideologies that marginalize them.
说西班牙语不自信的拉丁裔通常会受到质疑。为了对抗这些意识形态,Pascual、Cabo和Prada(2018)提出了新的教学方法,将传统语言学习者(HLL)的经验纳入课程中。高等教育中的拉丁裔希望有一个与文化相关的课程来批判性地倾听和说话,以挑战将他们边缘化的等级制度。为什么社会正义教育是关键?为了满足我们少数民族学生的需求,并与影响他们生活的社会不平等现象作斗争(Freire,2021)。本文提出了在HLL课堂上通过数字故事、民族志、创造性写作等课堂策略教授社会正义的建议,或口述历史,为这些学生提供所需的工具,让他们为自己的社区发声,并将他们纳入以美国西班牙语为骨干的包容性西班牙语课堂的课程中,以对抗将他们边缘化的种族主义意识形态。
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引用次数: 0
Addressing race in English language teaching 英语教学中的种族问题
IF 0.4 Q2 Arts and Humanities Pub Date : 2023-07-24 DOI: 10.1075/aila.22016.coa
E. Coachman, Izabelle da Silva Fernandes
The aim of this paper is to analyze a set of didactic materials developed to teach English as an Additional Language at a Brazilian public school in Rio de Janeiro. Such materials were designed to invite 7th grade students with diverse social, racial, and economic backgrounds to learn about the world and the English language from viewpoints that delineate a decolonial stance (Mignolo, 2010; Kumaravadivelu, 2016; Jansen, 2017). Grounded on the notions of Critical Race Literacy (Ferreira, 2014) and Critical Language Awareness (Alim, 2005), this paper looks into didactic activities built upon emancipatory (Freire, 1996) and transgressive (Pennycook, 2006; hooks, 2013) approaches to Applied Linguistics and Language Education, understanding English Language classrooms as privileged arenas for the construction of ideas on race. The methodological approach is based on the premises of a Dialogical Discourse Analysis (Brait, 2006/2018) to identify centripetal and centrifugal forces (Bakhtin, 1981) in the didactic materials produced. Results have indicated that the discourse genres selected (Bakhtin, 2003/1979 apud Tilio, 2017) and the set of activities developed are permeated by social voices (Bakhtin, 1981) that promote decolonial dialogues in the English language classroom.
本文的目的是分析里约热内卢一所巴西公立学校为教授英语作为附加语言而开发的一套教材。这些材料旨在邀请具有不同社会、种族和经济背景的七年级学生从描绘非殖民化立场的角度了解世界和英语(Mignolo,2010;Kumaravadivelu,2016;Jansen,2017)。基于批判性种族素养(Ferreira,2014)和批判性语言意识(Alim,2005)的概念,本文探讨了建立在解放(Freire,1996)和越轨(Pennycook,2006;hooks,2013)基础上的应用语言学和语言教育的教学活动,将英语课堂理解为构建种族思想的特权舞台。方法论方法基于对话话语分析(Brait,2006/2018)的前提,以确定教学材料中的向心力和离心力(Bakhtin,1981)。结果表明,所选择的话语类型(Bakhtin,2003/1979 apud Tilio,2017)和所开展的一系列活动都渗透着促进英语课堂非殖民化对话的社会声音(Bakhin,1981)。
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引用次数: 0
EFL teachers’ awareness of dyslexia 外语教师的阅读障碍意识
IF 0.4 Q2 Arts and Humanities Pub Date : 2023-07-24 DOI: 10.1075/aila.22004.mus
Musa Nushi, Mitra Eshraghi
Dyslexia is one of the most common learning disabilities among students, and teachers are often the very first to notice dyslexic students. It is therefore imperative that teachers be well-prepared to intervene appropriately and effectively once they encounter dyslexic students. The current study investigates teachers’ knowledge about the disorder in an English as a foreign language (EFL) context. Employing a questionnaire designed by Soriano et al. (2016), the study evaluates the awareness of dyslexia among 84 Iranian English teachers working in language institutes. The findings revealed that the majority of the teachers lacked adequate knowledge of the disorder but that they wished to learn more about this learning disability. Furthermore, the teachers’ awareness of the disorder was found to be independent of their demographic characteristics such as gender, previously completed programs, years of teaching experience, and experience with dyslexic students. The findings of this research can be informative for teacher educators, curriculum designers, and materials developers as there seems to be a need for revisions in teacher training curricula, instructional policies, and materials.
阅读障碍是学生中最常见的学习障碍之一,教师往往是第一个注意到阅读障碍学生的人。因此,教师必须做好充分准备,一旦遇到阅读障碍学生,就要进行适当有效的干预。本研究调查了教师在英语作为外语(EFL)环境中对该障碍的认识。采用Soriano等人设计的问卷。(2016),该研究评估了84名在语言学院工作的伊朗英语教师的阅读障碍意识。调查结果显示,大多数教师对这种障碍缺乏足够的了解,但他们希望了解更多关于这种学习障碍的信息。此外,教师对该障碍的认识与他们的人口统计学特征无关,如性别、以前完成的课程、多年的教学经验以及与阅读障碍学生相处的经验。这项研究的结果可以为教师教育工作者、课程设计者和材料开发人员提供信息,因为似乎需要修改教师培训课程、教学政策和材料。
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引用次数: 0
Developing L2 listening comprehension through extensive and intensive listening 通过广泛和精读的听力培养第二语言的听力理解能力
IF 0.4 Q2 Arts and Humanities Pub Date : 2023-07-24 DOI: 10.1075/aila.22015.kar
Omar Karlin, Sayaka Karlin
In the fall semester of 2020, 269 Japanese university students were compared in a quasi-experimental study to determine whether extensive and intensive listening interventions yielded significant gains in L2 listening comprehension. At the beginning of the study, 269 students took a 100-item L2 listening exam, and were randomly placed into an extensive (n = 135) or intensive listening group (n = 134). After each group completed five assignments based on extensive or intensive listening principles, students took another 100-item L2 listening exam. Paired-sample t-tests of raw scores and Rasch person ability estimates indicated that the extensive listening group significantly improved in raw scores, t(134) = −7.44, p = .00, but not in Rasch person ability estimates t(134) = −1.86, p = .07, while the intensive listening group significantly improved in both raw scores, t(133) = −9.48, p = .00, and Rasch person ability estimates, t(133) = −3.58, p = .00.
在2020年秋季学期,一项准实验研究对269名日本大学生进行了比较,以确定广泛和强化的听力干预是否能显著提高二语听力理解。在研究开始时,269名学生参加了一项100项的L2听力考试,并被随机分为一组(n = 135)或强化听力组(n = 134)。在每组完成五项基于广泛或强化听力原则的作业后,学生们又参加了一项100项的L2听力考试。原始成绩和Rasch人能力评估的配对样本t检验表明,广泛听力组的原始成绩显著提高,t(134) = −7.44,p = .00,但不在Rasch人的能力估计t(134) = −1.86,p = .07,而强化听力组在两个原始分数上都有显著改善,t(133) = −9.48,p = .00,和Rasch人的能力估计,t(133) = −3.58,p = .0
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引用次数: 0
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AILA Review
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