Pub Date : 2022-01-01DOI: 10.1007/978-981-19-7510-3_20
Yanfang Ma, Xiaotong Gao, Wei Zhou
{"title":"The Trustworthiness Measurement Model of Component-Based Software Based on Combination Weight","authors":"Yanfang Ma, Xiaotong Gao, Wei Zhou","doi":"10.1007/978-981-19-7510-3_20","DOIUrl":"https://doi.org/10.1007/978-981-19-7510-3_20","url":null,"abstract":"","PeriodicalId":45044,"journal":{"name":"AILA Review","volume":"13 1","pages":"270-285"},"PeriodicalIF":0.4,"publicationDate":"2022-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"75727874","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 explores the perceptions of English language teachers of the use of literature in the context of bilingual secondary education in the region of Madrid (Spain). An approach was adopted under which eighty-one English teacher participants completed a questionnaire so that a quantitative methodological approach of a descriptive – correlational nature could be adopted for this study. Results unveiled teacher perceptions of the benefits and drawbacks of using literary texts as a teaching and learning tool, their selection of literary texts and their actual implementation of these texts in their English classes, as well as the training needs for the effective use of literary texts as a language teaching and learning tool in the bilingual EFL secondary classroom. The pedagogical implications of the study emphasize the need to redesign and consolidate teacher training programmes containing literature and innovative teaching aspects both in initial teacher training programmes and for continued training.
{"title":"Literature and language education","authors":"J. Bobkina, E. Romero, S. Sastre-Merino","doi":"10.1075/aila.21003.bob","DOIUrl":"https://doi.org/10.1075/aila.21003.bob","url":null,"abstract":"\u0000 This study explores the perceptions of English language teachers of the use of literature in the context of\u0000 bilingual secondary education in the region of Madrid (Spain). An approach was adopted under which eighty-one English teacher\u0000 participants completed a questionnaire so that a quantitative methodological approach of a descriptive – correlational nature\u0000 could be adopted for this study. Results unveiled teacher perceptions of the benefits and drawbacks of using literary texts as a\u0000 teaching and learning tool, their selection of literary texts and their actual implementation of these texts in their English\u0000 classes, as well as the training needs for the effective use of literary texts as a language teaching and learning tool in the\u0000 bilingual EFL secondary classroom. The pedagogical implications of the study emphasize the need to redesign and consolidate\u0000 teacher training programmes containing literature and innovative teaching aspects both in initial teacher training programmes and\u0000 for continued training.","PeriodicalId":45044,"journal":{"name":"AILA Review","volume":" ","pages":""},"PeriodicalIF":0.4,"publicationDate":"2021-12-31","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"47711642","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}
Metacognition has emerged as one of the most preeminent constructs of cognitive research. The core premise of embracing metacognition lies in its underlying potential to regulate, monitor, and plan the process of learning. Metacognitively aware learners empower their zealous in their pursuits of exhibiting more accomplished performance and guide their attempts towards higher proficiency gains in language learning. In addition, encouraging role of metacognition leads to witnessing sufficiently sophisticated advanced-level L2 listening proficiency. This paper attempts to explore whether metacognition has the potential power to bring in the ingredients for notable improvement in listening success. It would appear that metacognition has a number of concrete effects for the occurrence of high levels of L2 listening mastery.
{"title":"Can metacognition bring in the ingredients requisite for L2 listening success?","authors":"Ç. Mart","doi":"10.1075/aila.21010.mar","DOIUrl":"https://doi.org/10.1075/aila.21010.mar","url":null,"abstract":"Metacognition has emerged as one of the most preeminent constructs of cognitive research. The core premise of embracing metacognition lies in its underlying potential to regulate, monitor, and plan the process of learning. Metacognitively aware learners empower their zealous in their pursuits of exhibiting more accomplished performance and guide their attempts towards higher proficiency gains in language learning. In addition, encouraging role of metacognition leads to witnessing sufficiently sophisticated advanced-level L2 listening proficiency. This paper attempts to explore whether metacognition has the potential power to bring in the ingredients for notable improvement in listening success. It would appear that metacognition has a number of concrete effects for the occurrence of high levels of L2 listening mastery.","PeriodicalId":45044,"journal":{"name":"AILA Review","volume":" ","pages":""},"PeriodicalIF":0.4,"publicationDate":"2021-12-31","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"44211309","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}
A. Reyes-Torres, Matilde Portalés-Raga, Clara Torres-Mañá
In this article, we study how Sound Picturebooks constitute a multimodal narrative that enables students to develop their literacy, not only in terms of basic reading and writing skills, but also as a multidimensional interaction with other forms of representation such as images, sounds and actions. In line with the aims of the Pedagogy of Multiliteracies (New London Group 1996), we select and analyze fifteen Sound Picturebooks whose features allows us to implement the Learning by Design tenets and the four pedagogical components of the Knowledge Processes Framework: experiencing, conceptualizing, analyzing and applying. The goal is to foster basic multimodal literacies – literary, linguistic, visual and musical – and provide learners with the opportunity to construct meaning as a dynamic process of transformation and creative inquiry. Specifically, we explore the auditory features that these Sound Picturebooks contain and the extent to which the themes conveyed in the stories can be connected with the United Nations Sustainable Development Goals for the further discussion of social concerns. Our analyzes show that such multimodal narratives integrate crucial features to cultivate and broaden students’ multiliteracies in the classroom.
在这篇文章中，我们研究了有声绘本如何构成一种多模态叙事，使学生不仅在基本的阅读和写作技能方面，而且在与其他形式的表现(如图像、声音和动作)的多维互动方面发展他们的读写能力。根据《多元素养教学法》(New London Group 1996)的目标，我们选择并分析了15本有声绘本，这些绘本的特点使我们能够实施设计学习原则和知识过程框架的四个教学组成部分:体验、概念化、分析和应用。目标是培养基本的多模态素养-文学，语言，视觉和音乐-并为学习者提供构建意义的机会，作为一个动态的转变和创造性探索的过程。具体而言，我们探讨了这些有声绘本所包含的听觉特征，以及故事中所传达的主题在多大程度上可以与联合国可持续发展目标联系起来，以进一步讨论社会问题。我们的分析表明，这种多模态叙事融合了在课堂上培养和拓展学生多重读写能力的关键特征。
{"title":"The potential of sound picturebooks as multimodal narratives","authors":"A. Reyes-Torres, Matilde Portalés-Raga, Clara Torres-Mañá","doi":"10.1075/aila.21006.rey","DOIUrl":"https://doi.org/10.1075/aila.21006.rey","url":null,"abstract":"\u0000In this article, we study how Sound Picturebooks constitute a multimodal narrative that enables students to develop their literacy, not only in terms of basic reading and writing skills, but also as a multidimensional interaction with other forms of representation such as images, sounds and actions. In line with the aims of the Pedagogy of Multiliteracies (New London Group 1996), we select and analyze fifteen Sound Picturebooks whose features allows us to implement the Learning by Design tenets and the four pedagogical components of the Knowledge Processes Framework: experiencing, conceptualizing, analyzing and applying. The goal is to foster basic multimodal literacies – literary, linguistic, visual and musical – and provide learners with the opportunity to construct meaning as a dynamic process of transformation and creative inquiry. Specifically, we explore the auditory features that these Sound Picturebooks contain and the extent to which the themes conveyed in the stories can be connected with the United Nations Sustainable Development Goals for the further discussion of social concerns. Our analyzes show that such multimodal narratives integrate crucial features to cultivate and broaden students’ multiliteracies in the classroom.","PeriodicalId":45044,"journal":{"name":"AILA Review","volume":" ","pages":""},"PeriodicalIF":0.4,"publicationDate":"2021-12-31","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"45779834","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}
Since the emergence of online live text commentaries on football games in the late 1990s, the genre has undergone continuous change. While linguistic research on the genre of live text commentaries emphasizes its novelty, the genre has existed in football for at least 20 years. However, diachronic studies still lack. This paper presents a corpus linguistic analysis of genre and register-specific features of German live text commentaries from 2003 until 2020. Using quantitative methods, it focuses on the distribution of linguistic features on different linguistic (i.e. syntactical, lexical, graphemic etc.) levels over time. It is shown that various markers, which signal a colloquial register and emulate orality in the written mode, decrease, leading to a more impersonal way of reporting. Moreover, markers of individual perspective decrease in favor of a neutralistic stance. Thus, the evolution of live text commentaries can be described as a process of standardization.
{"title":"The evolution of football live text commentaries","authors":"S. Meier-Vieracker","doi":"10.1075/aila.21001.mei","DOIUrl":"https://doi.org/10.1075/aila.21001.mei","url":null,"abstract":"\u0000 Since the emergence of online live text commentaries on football games in the late 1990s, the genre has undergone\u0000 continuous change. While linguistic research on the genre of live text commentaries emphasizes its novelty, the genre has existed\u0000 in football for at least 20 years. However, diachronic studies still lack. This paper presents a corpus linguistic analysis of\u0000 genre and register-specific features of German live text commentaries from 2003 until 2020. Using quantitative methods, it focuses\u0000 on the distribution of linguistic features on different linguistic (i.e. syntactical, lexical, graphemic etc.) levels over\u0000 time. It is shown that various markers, which signal a colloquial register and emulate orality in the written mode, decrease,\u0000 leading to a more impersonal way of reporting. Moreover, markers of individual perspective decrease in favor of a neutralistic\u0000 stance. Thus, the evolution of live text commentaries can be described as a process of standardization.","PeriodicalId":45044,"journal":{"name":"AILA Review","volume":"84 2","pages":""},"PeriodicalIF":0.4,"publicationDate":"2021-12-31","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"41271150","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}
CLIL focuses on the integration of content learning and additional language learning. However, it is increasingly recognized that the re/presentation and communication of discipline-specific content involve not only language, but also other semiotic modes (such as visuals and gestures). This is accelerated by the advancement of digital technologies and multiplicity of communication channels in recent years. This article points out the urgent need to revisit and reconceptualize the roles of “language” in CLIL. It argues that, to prepare students for the multimodal communication landscape in today’s societies and to truly value their linguistic and semiotic diversity in learning, the “language” dimension in CLIL needs to be reconceptualized as a multimodal dimension, and CLIL classroom practices need to adopt an updated pedagogy of multiliteracies (New London Group, 1996) rather than focusing on “mere language” practice. The article reviews the recent development of theories and studies of multimodality and trans-semiotics and discusses their implications for what to teach and how to teach in today’s CLIL classrooms. It proposes the notions of translanguaging and trans-semiotizing to emphasize a dynamic and dialogic process of meaning (co)making process drawing on multiple linguistic and semiotic resources to enable students to both gain access to and critically engage in meaning/knowledge co-making/co-design. Ultimately, it aims at reconceiving CLIL to contribute to a more equitable school and classroom culture.
CLIL专注于内容学习和附加语言学习的整合。然而，人们越来越认识到，特定学科内容的再现和交流不仅涉及语言，还涉及其他符号模式（如视觉和手势）。近年来，数字技术的进步和通信渠道的多样性加速了这一进程。本文指出，迫切需要重新审视和重新定义“语言”在CLIL中的作用。它认为，为了让学生为当今社会的多模式交流环境做好准备，并真正重视他们在学习中的语言和符号多样性，CLIL中的“语言”维度需要重新定义为多模式维度，CLIL课堂实践需要采用更新的多语篇教学法（New London Group，1996），而不是专注于“纯粹的语言”实践。本文回顾了多模态和跨符号学的理论和研究的最新发展，并讨论了它们对当今CLIL课堂上教什么和如何教的启示。它提出了跨语言和跨符号化的概念，强调利用多种语言和符号资源进行意义（共同）生成过程的动态和对话过程，使学生能够获得并批判性地参与意义/知识的共同制作/共同设计。最终，它旨在重新认识CLIL，为更公平的学校和课堂文化做出贡献。
{"title":"(Re)conceptualizing “Language” in CLIL","authors":"J. Liu, Angel M. Y. Lin","doi":"10.1075/aila.21002.liu","DOIUrl":"https://doi.org/10.1075/aila.21002.liu","url":null,"abstract":"\u0000CLIL focuses on the integration of content learning and additional language learning. However, it is increasingly recognized that the re/presentation and communication of discipline-specific content involve not only language, but also other semiotic modes (such as visuals and gestures). This is accelerated by the advancement of digital technologies and multiplicity of communication channels in recent years. This article points out the urgent need to revisit and reconceptualize the roles of “language” in CLIL. It argues that, to prepare students for the multimodal communication landscape in today’s societies and to truly value their linguistic and semiotic diversity in learning, the “language” dimension in CLIL needs to be reconceptualized as a multimodal dimension, and CLIL classroom practices need to adopt an updated pedagogy of multiliteracies (New London Group, 1996) rather than focusing on “mere language” practice. The article reviews the recent development of theories and studies of multimodality and trans-semiotics and discusses their implications for what to teach and how to teach in today’s CLIL classrooms. It proposes the notions of translanguaging and trans-semiotizing to emphasize a dynamic and dialogic process of meaning (co)making process drawing on multiple linguistic and semiotic resources to enable students to both gain access to and critically engage in meaning/knowledge co-making/co-design. Ultimately, it aims at reconceiving CLIL to contribute to a more equitable school and classroom culture.","PeriodicalId":45044,"journal":{"name":"AILA Review","volume":" ","pages":""},"PeriodicalIF":0.4,"publicationDate":"2021-12-31","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"43061874","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}
Football stadiums have traditionally been named after local sites (e.g. Goodison Park, Everton FC) or regions (Ruhrstadion, VfL Bochum). As big business takes increasing precedence in decision making in football at large (e.g. associations and leagues, regarding fixtures, media coverage, kick-off times, player transfers, etc.) and within individual football clubs (e.g. regarding kits and sponsorship), such toponyms are more and more being replaced by company or product names (e.g. bet365 Stadium, Stoke City). In this paper, we will consider corporate renamings from the German Bundesliga, the English Premier League and the French Ligue 1 and particularly fan reactions to controversial, badly received corporate renamings. As revealed by earlier studies, in our data here we also find the discourse and practices of the fans celebrating local identification with their city or region, often with the stadiums constituting the homestead of a tradition. Where corporate stadium renamings are badly received, this discourse clashes with the discourse of big business and thus a number of tensions are revealed. More specifically, in fans’ reactions to controversial corporate stadium renamings, we find a number of recurrent themes – for example, concerning consequences to fans’ identity to the club; in managing (anticipated) humorous retorts from rivals consequent from the stadium renaming; in resisting, but also feeling resigned to, financial pressures in selling the stadium name; etc. – some of them across our three national contexts and others specific to one national context.
{"title":"Naming rights sponsorship in Europe","authors":"Cornelia Gerhardt, B. Clarke, Justin Lecarpentier","doi":"10.1075/aila.21005.ger","DOIUrl":"https://doi.org/10.1075/aila.21005.ger","url":null,"abstract":"\u0000 Football stadiums have traditionally been named after local sites (e.g. Goodison Park, Everton\u0000 FC) or regions (Ruhrstadion, VfL Bochum). As big business takes increasing precedence in decision making in\u0000 football at large (e.g. associations and leagues, regarding fixtures, media coverage, kick-off times, player transfers, etc.) and\u0000 within individual football clubs (e.g. regarding kits and sponsorship), such toponyms are more and more being replaced by company\u0000 or product names (e.g. bet365 Stadium, Stoke City). In this paper, we will consider corporate renamings from the\u0000 German Bundesliga, the English Premier League and the French Ligue 1 and particularly fan reactions to controversial, badly\u0000 received corporate renamings. As revealed by earlier studies, in our data here we also find the discourse and practices of the\u0000 fans celebrating local identification with their city or region, often with the stadiums constituting the homestead of a\u0000 tradition. Where corporate stadium renamings are badly received, this discourse clashes with the discourse of big business and\u0000 thus a number of tensions are revealed. More specifically, in fans’ reactions to controversial corporate stadium renamings, we\u0000 find a number of recurrent themes – for example, concerning consequences to fans’ identity to the club; in managing (anticipated)\u0000 humorous retorts from rivals consequent from the stadium renaming; in resisting, but also feeling resigned to, financial pressures\u0000 in selling the stadium name; etc. – some of them across our three national contexts and others specific to one national\u0000 context.","PeriodicalId":45044,"journal":{"name":"AILA Review","volume":" ","pages":""},"PeriodicalIF":0.4,"publicationDate":"2021-12-31","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"43745777","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}
A. Cogo, F. Fang, Stefania Kordia, Nicos C. Sifakis, Sávio Siqueira
Research in English as a Lingua Franca (ELF), that is the medium of communication between people who come from different linguacultural backgrounds, has created a rich body of work in various areas. This article focuses on a more recent development of this research for teachers and teacher educators in the perspective of critical language education (CLE). We explore how ELF research, both the linguistic/discourse-oriented one and the pedagogic-oriented one, can benefit from its links to CLE, with its understanding of teaching for social change. We then refer to aspects of critical transformative theory that become relevant in designing and implementing ELF-aware teacher education programmes, focusing especially on three recursive (non-linear) components, i.e. the phase of exposure, the phase of critical awareness and the phase of development of actions that teachers can implement in their teaching. We finish by exploring the critical role of assessment in language education and conclude by inviting teachers and educators to become involved in ELF research for CLE.
{"title":"Developing ELF research for critical language education","authors":"A. Cogo, F. Fang, Stefania Kordia, Nicos C. Sifakis, Sávio Siqueira","doi":"10.1075/aila.21007.cog","DOIUrl":"https://doi.org/10.1075/aila.21007.cog","url":null,"abstract":"\u0000 Research in English as a Lingua Franca (ELF), that is the medium of communication between people who come from\u0000 different linguacultural backgrounds, has created a rich body of work in various areas. This article focuses on a more recent\u0000 development of this research for teachers and teacher educators in the perspective of critical language education (CLE). We\u0000 explore how ELF research, both the linguistic/discourse-oriented one and the pedagogic-oriented one, can benefit from its links to\u0000 CLE, with its understanding of teaching for social change. We then refer to aspects of critical transformative theory that become\u0000 relevant in designing and implementing ELF-aware teacher education programmes, focusing especially on three recursive (non-linear)\u0000 components, i.e. the phase of exposure, the phase of critical awareness and the phase of development of actions that teachers can\u0000 implement in their teaching. We finish by exploring the critical role of assessment in language education and conclude by inviting\u0000 teachers and educators to become involved in ELF research for CLE.","PeriodicalId":45044,"journal":{"name":"AILA Review","volume":" ","pages":""},"PeriodicalIF":0.4,"publicationDate":"2021-12-31","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"47178010","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}
Our contribution maps the journey towards setting up a transdisciplinary, interprofessional collaboration between coaching practitioners and coaching researchers from the fields of Applied Linguistics and Applied Psychology. The goal of such a project is to build a community of interest around a common cause, i.e., a practically relevant, language-based coaching problem (in our case, questioning practices in executive coaching), and to collaboratively solve the problem on the basis of assembling and integrating the various epistemes. The purpose of our contribution in the form of a travel report is twofold: firstly, to theoretically and conceptually discuss the challenges and affordances of aligning perspectives and assembling epistemes for such a transdisciplinary research project; Secondly, to present the available epistemic bases and offer first empirical results from our applied linguistic research and our cooperation with Applied Psychology that served as the basis for conceptualising the project Questioning Sequences in Coaching (Graf, Spranz-Fogasy, & Künzli, 2020). We end this travel report by critically assessing the transdisciplinary character of the current project and by envisioning another kind of cooperation between coaching practice and coaching research as the future destination of our research journey.
我们的贡献描绘了在教练从业者和来自应用语言学和应用心理学领域的教练研究人员之间建立跨学科、跨专业合作的旅程。这样一个项目的目标是围绕一个共同的事业，即一个实际相关的，基于语言的教练问题(在我们的例子中，高管教练中的提问实践)，建立一个兴趣社区，并在组装和整合各种知识的基础上协作解决问题。我们以旅行报告的形式做出贡献的目的有两个:首先，从理论上和概念上讨论为这样一个跨学科研究项目调整观点和组装知识的挑战和优势;其次，展示可用的认知基础，并提供我们的应用语言学研究和我们与应用心理学合作的第一个实证结果，这些结果作为概念化项目Coaching questions Sequences的基础(Graf, Spranz-Fogasy， & k nzli, 2020)。我们通过批判性地评估当前项目的跨学科特征，并设想教练实践和教练研究之间的另一种合作，作为我们研究之旅的未来目的地，来结束这篇旅行报告。
{"title":"‘Knowing that’, ‘knowing why’ and ‘knowing how’","authors":"Eva Graf, Frédérick Dionne","doi":"10.1075/aila.20008.gra","DOIUrl":"https://doi.org/10.1075/aila.20008.gra","url":null,"abstract":"\u0000Our contribution maps the journey towards setting up a transdisciplinary, interprofessional collaboration between coaching practitioners and coaching researchers from the fields of Applied Linguistics and Applied Psychology. The goal of such a project is to build a community of interest around a common cause, i.e., a practically relevant, language-based coaching problem (in our case, questioning practices in executive coaching), and to collaboratively solve the problem on the basis of assembling and integrating the various epistemes. The purpose of our contribution in the form of a travel report is twofold: firstly, to theoretically and conceptually discuss the challenges and affordances of aligning perspectives and assembling epistemes for such a transdisciplinary research project; Secondly, to present the available epistemic bases and offer first empirical results from our applied linguistic research and our cooperation with Applied Psychology that served as the basis for conceptualising the project Questioning Sequences in Coaching (Graf, Spranz-Fogasy, & Künzli, 2020). We end this travel report by critically assessing the transdisciplinary character of the current project and by envisioning another kind of cooperation between coaching practice and coaching research as the future destination of our research journey.","PeriodicalId":45044,"journal":{"name":"AILA Review","volume":" ","pages":""},"PeriodicalIF":0.4,"publicationDate":"2021-09-09","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"46322588","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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