Pub Date : 2024-06-06DOI: 10.1515/applirev-2024-0062
Dobrochna Futro
Abstract Using the concept of translanguaging art that combines language(s) with other means of artistic expression, I discuss an artist’s book published in 2015 by Monika Szydłowska, who is a Polish-born visual artist living in the UK. Szydłowska’s book Do you miss your country? is a visual diary in which, using media traditionally associated with a travel journal (pencil and watercolours), the artist captures her experience of migration. The book depicts the everyday life of a young migrant woman from Poland, in the first years of her life in Scotland. The visual and textual narrative pinpoints the intricacies of the process of othering and identity building. I consider what the translanguaging art reveals about the process of identity creation in linguistically and culturally diverse communities and show how, through her choice of multi(trans)lingualism as a mode of writing and the form of a pocket-size sketchbook filled with watercolour drawings and speech bubbles, Szydłowska problematises the popular image of the migrant. I also discuss her engagement with the tradition of migrant writing and travel writing and her subtle subverting of these genres. I demonstrate how, by combining languages with visual means of expression choosing the form of a comic and the watercolour – a gendered and nationally loaded medium – she negotiates her identity and destabilises power relations historically operating within the migratory discourse. My conclusion suggests that her use of translanguaging enabled the artist to indicate the transformative and emancipatory potential of migration seen as the empowering rather than disempowering process for migrants and locals alike.
{"title":"Translanguaging art – Questioning boundaries in Monika Szydłowska’s Do you miss your country?","authors":"Dobrochna Futro","doi":"10.1515/applirev-2024-0062","DOIUrl":"https://doi.org/10.1515/applirev-2024-0062","url":null,"abstract":"Abstract Using the concept of translanguaging art that combines language(s) with other means of artistic expression, I discuss an artist’s book published in 2015 by Monika Szydłowska, who is a Polish-born visual artist living in the UK. Szydłowska’s book Do you miss your country? is a visual diary in which, using media traditionally associated with a travel journal (pencil and watercolours), the artist captures her experience of migration. The book depicts the everyday life of a young migrant woman from Poland, in the first years of her life in Scotland. The visual and textual narrative pinpoints the intricacies of the process of othering and identity building. I consider what the translanguaging art reveals about the process of identity creation in linguistically and culturally diverse communities and show how, through her choice of multi(trans)lingualism as a mode of writing and the form of a pocket-size sketchbook filled with watercolour drawings and speech bubbles, Szydłowska problematises the popular image of the migrant. I also discuss her engagement with the tradition of migrant writing and travel writing and her subtle subverting of these genres. I demonstrate how, by combining languages with visual means of expression choosing the form of a comic and the watercolour – a gendered and nationally loaded medium – she negotiates her identity and destabilises power relations historically operating within the migratory discourse. My conclusion suggests that her use of translanguaging enabled the artist to indicate the transformative and emancipatory potential of migration seen as the empowering rather than disempowering process for migrants and locals alike.","PeriodicalId":46472,"journal":{"name":"Applied Linguistics Review","volume":null,"pages":null},"PeriodicalIF":2.6,"publicationDate":"2024-06-06","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141377726","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":2,"RegionCategory":"文学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2024-05-13DOI: 10.1515/applirev-2024-0069
Jessica Mary Bradley, Sari Pöyhönen
Disruptions, and indeed spectacular disruptions, are understood and experienced by people in many different ways. They serve to both highlight and embed deep-rooted inequalities, changing experiences of the everyday and even challenging the very right to have an everyday. In this joint article we critically engage with conceptualisations of the mundane, exploring how people negotiate everyday life in contexts of unprecedented change. We take up Georges Perec’s call to take account of the everyday, focusing on examples from two ethnographically informed projects, both of which engage with creative practice. The first is long-term research in forced migration settings in North-Western Finland, which explores how people negotiate and re-negotiate linguistic citizenship and everyday life, in a policy context which restricts and limits. The second is a community arts and wellbeing project in the North of England, which investigated creative approaches to re-emergence from the Covid19 pandemic among people who had been particularly affected by isolation, including new mothers. In both projects, our data are drawn from fieldnotes from observations, reflections from our own participation, interviews and creative artefacts made by participants. In our analysis and discussion, we foreground ephemeral everyday moments and how individuals aim to hold up the mundane in the middle of major, internal and international crises. We consider how the ‘right to an everyday’ is central to understandings of being human, and draw on these experiences to show how ethnographic research, with particular emphasis on language(s) and creative practice, can shed light on lived experiences of the mundane and unequal experiences of and rights to the everyday.
{"title":"Walking with: understandings and negotiations of the mundane in research","authors":"Jessica Mary Bradley, Sari Pöyhönen","doi":"10.1515/applirev-2024-0069","DOIUrl":"https://doi.org/10.1515/applirev-2024-0069","url":null,"abstract":"Disruptions, and indeed spectacular disruptions, are understood and experienced by people in many different ways. They serve to both highlight and embed deep-rooted inequalities, changing experiences of the everyday and even challenging the very right to have an everyday. In this joint article we critically engage with conceptualisations of the mundane, exploring how people negotiate everyday life in contexts of unprecedented change. We take up Georges Perec’s call to take account of the everyday, focusing on examples from two ethnographically informed projects, both of which engage with creative practice. The first is long-term research in forced migration settings in North-Western Finland, which explores how people negotiate and re-negotiate linguistic citizenship and everyday life, in a policy context which restricts and limits. The second is a community arts and wellbeing project in the North of England, which investigated creative approaches to re-emergence from the Covid19 pandemic among people who had been particularly affected by isolation, including new mothers. In both projects, our data are drawn from fieldnotes from observations, reflections from our own participation, interviews and creative artefacts made by participants. In our analysis and discussion, we foreground ephemeral everyday moments and how individuals aim to hold up the mundane in the middle of major, internal and international crises. We consider how the ‘right to an everyday’ is central to understandings of being human, and draw on these experiences to show how ethnographic research, with particular emphasis on language(s) and creative practice, can shed light on lived experiences of the mundane and unequal experiences of and rights to the everyday.","PeriodicalId":46472,"journal":{"name":"Applied Linguistics Review","volume":null,"pages":null},"PeriodicalIF":2.6,"publicationDate":"2024-05-13","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140927671","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":2,"RegionCategory":"文学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2024-05-08DOI: 10.1515/applirev-2023-0031
Haiping Wang, Guoxing Yu
It is unanimously agreed that comprehension of academic lectures is cognitively demanding; however, few studies have focused on a listener’s real-time discourse representation of a lecture. Based on the qualitative analysis of the verbal protocols, the present study investigated sixteen Chinese university students’ verbal recall of an academic mini-lecture to explore how they made sense of the lecture and represented its discourse when they recalled it episode by episode, and to what extent they differed in discourse representation. The results show that listeners’ discourse representation involved a range of cognitive processes such as paraphrasing, summarizing, and verbatim copying. Paraphrasing and summarizing were the main methods of discourse representation used by the participants when they verbally recalled the lecture. Those who correctly paraphrased more idea units recalled more content of the lecture. They were able to select and retain more idea units in their short-term memory, build more associations between the selected idea units, integrate them with the existing discourse structures and ensure contextual coherence in the construction of the local discourse structures. The findings of the study contribute to a better understanding of how listeners comprehend academic lectures and confirm that improving students’ paraphrasing skills and hierarchical discourse construction in recall are conducive to better comprehension of academic lectures.
{"title":"To copy verbatim, paraphrase or summarize – listeners’ methods of discourse representation while recalling academic lectures","authors":"Haiping Wang, Guoxing Yu","doi":"10.1515/applirev-2023-0031","DOIUrl":"https://doi.org/10.1515/applirev-2023-0031","url":null,"abstract":"\u0000 It is unanimously agreed that comprehension of academic lectures is cognitively demanding; however, few studies have focused on a listener’s real-time discourse representation of a lecture. Based on the qualitative analysis of the verbal protocols, the present study investigated sixteen Chinese university students’ verbal recall of an academic mini-lecture to explore how they made sense of the lecture and represented its discourse when they recalled it episode by episode, and to what extent they differed in discourse representation. The results show that listeners’ discourse representation involved a range of cognitive processes such as paraphrasing, summarizing, and verbatim copying. Paraphrasing and summarizing were the main methods of discourse representation used by the participants when they verbally recalled the lecture. Those who correctly paraphrased more idea units recalled more content of the lecture. They were able to select and retain more idea units in their short-term memory, build more associations between the selected idea units, integrate them with the existing discourse structures and ensure contextual coherence in the construction of the local discourse structures. The findings of the study contribute to a better understanding of how listeners comprehend academic lectures and confirm that improving students’ paraphrasing skills and hierarchical discourse construction in recall are conducive to better comprehension of academic lectures.","PeriodicalId":46472,"journal":{"name":"Applied Linguistics Review","volume":null,"pages":null},"PeriodicalIF":2.6,"publicationDate":"2024-05-08","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140998617","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":2,"RegionCategory":"文学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2024-05-07DOI: 10.1515/applirev-2023-0040
Mohammad Mosiur Rahman, Md. Shaiful Islam, Abdul Karim, Manjet Kaur Mehar Singh, Guangwei Hu
English medium instruction (EMI) as a language policy in higher education is based on monolingual conceptions and limits the use of the full linguistic repertoire of bilinguals/multilinguals in the university classroom. Informed by the constructs of language ideology (Spolsky, Bernard. 2009. Language management. Cambridge, UK: Cambridge University Press), translanguaging (Li, Wei. 2018. Translanguaging as a practical theory of language. Applied Linguistics 39(1). 9–30) and pedagogical translanguaging (Creese, Angela & Adrian Blackledge. 2010. Translanguaging in the bilingual classroom: A pedagogy for learning and teaching? The Modern Language Journal 94(1). 103–115), this case study aimed to examine the ideologies held by micro-level stakeholders (i.e., teachers and students) towards institutional English-only EMI policy, translanguaging, and the significance and scope of pedagogical translanguaging in EMI classrooms. Semi-structured interviews were conducted with six teachers and 10 students at a public research university in Malaysia. Also collected were a variety of publicly accessible institutional documents, including the focal university’s programme brochures, promotional materials and policy statements on its website. Analyses of the interviews and documents revealed that although EMI was officially adopted in the programmes, both teachers and students advocated for translanguaging and underscored its important role in the transmission of new information, effective communication, and scientific meaning-making. In light of these findings, the study concludes that an inclusive language policy is required that allows teachers and students to access all their linguistic resources.
英语教学（EMI）作为高等教育中的一项语言政策，是以单语概念为基础的，限制了双语者/多语者在大学课堂上使用全部语言。语言意识形态的构建（Spolsky, Bernard.2009.语言管理》。Cambridge, UK: Cambridge University Press）、翻译语言（Li, Wei.2018.Translanguaging as a practical theory of language.应用语言学 39(1).9-30) and pedagogical translanguaging (Creese, Angela & Adrian Blackledge.2010.双语课堂中的语言转换：学与教的教学法？现代语言杂志》94（1）。103-115），本案例研究旨在考察微观层面的利益相关者（即教师和学生）对机构的纯英语 EMI 政策、译语教学以及 EMI 课堂中译语教学的意义和范围所持有的意识形态。我们对马来西亚一所公立研究型大学的 6 名教师和 10 名学生进行了半结构式访谈。此外，还收集了各种可公开查阅的机构文件，包括重点大学的课程手册、宣传材料及其网站上的政策声明。对访谈和文件的分析表明，尽管在课程中正式采用了英美语言，但教师和学生都提倡翻译语言，并强调翻译语言在传递新信息、有效沟通和科学意义表达方面的重要作用。鉴于这些发现，本研究得出结论认为，需要制定一项包容性的语言政策，使教师和学 生能够利用他们所有的语言资源。
{"title":"Ideologies of teachers and students towards meso-level English-medium instruction policy and translanguaging in the STEM classroom at a Malaysian university","authors":"Mohammad Mosiur Rahman, Md. Shaiful Islam, Abdul Karim, Manjet Kaur Mehar Singh, Guangwei Hu","doi":"10.1515/applirev-2023-0040","DOIUrl":"https://doi.org/10.1515/applirev-2023-0040","url":null,"abstract":"English medium instruction (EMI) as a language policy in higher education is based on monolingual conceptions and limits the use of the full linguistic repertoire of bilinguals/multilinguals in the university classroom. Informed by the constructs of language ideology (Spolsky, Bernard. 2009. <jats:italic>Language management</jats:italic>. Cambridge, UK: Cambridge University Press), translanguaging (Li, Wei. 2018. Translanguaging as a practical theory of language. <jats:italic>Applied Linguistics</jats:italic> 39(1). 9–30) and pedagogical translanguaging (Creese, Angela & Adrian Blackledge. 2010. Translanguaging in the bilingual classroom: A pedagogy for learning and teaching? <jats:italic>The Modern Language Journal</jats:italic> 94(1). 103–115), this case study aimed to examine the ideologies held by micro-level stakeholders (i.e., teachers and students) towards institutional English-only EMI policy, translanguaging, and the significance and scope of pedagogical translanguaging in EMI classrooms. Semi-structured interviews were conducted with six teachers and 10 students at a public research university in Malaysia. Also collected were a variety of publicly accessible institutional documents, including the focal university’s programme brochures, promotional materials and policy statements on its website. Analyses of the interviews and documents revealed that although EMI was officially adopted in the programmes, both teachers and students advocated for translanguaging and underscored its important role in the transmission of new information, effective communication, and scientific meaning-making. In light of these findings, the study concludes that an inclusive language policy is required that allows teachers and students to access all their linguistic resources.","PeriodicalId":46472,"journal":{"name":"Applied Linguistics Review","volume":null,"pages":null},"PeriodicalIF":2.6,"publicationDate":"2024-05-07","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140927424","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":2,"RegionCategory":"文学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2024-05-03DOI: 10.1515/applirev-2023-0011
Pauliina Peltonen, Sanna Olkkonen, Magdalena Szyszka, Pekka Lintunen
Repairs (including false starts, repetitions, and different types of self-corrections) have been examined in second language (L2) speech fluency research as one dimension of (dis)fluent speech. However, in contrast to other dimensions of L2 speech fluency (speed and breakdown), repair fluency is not equally well understood: the results are mixed, and more research investigating the factors behind L2 repair fluency is needed. While some previous studies suggest links between first language (L1) and L2 repair fluency, to what extent L2 repairs are connected with cognitive and affective factors is less understood. To achieve a comprehensive view of the factors behind L2 repair fluency, we combine perspectives of L1 repair fluency, attention control, and language anxiety (LA) that have individually been shown to potentially affect L2 repairs but have rarely been examined together. We analyzed data from L1 Finnish and L2 English monologue speech tasks, a Stroop task in L1 and L2, and surveys for general and task-specific LA from 59 advanced users of English to investigate how L1 repair fluency, cognitive fluency, and LA are related to L2 repair fluency. Correlational analyses revealed that task-specific LA and certain Stroop measures were connected with L2 repair measures, while correlations between L1 and L2 repair fluency measures were weak. An analysis of repair profiles of participants displaying the highest levels of L2 repair fluency revealed that, overall, repairs are more common in the L2 than in the L1, but patterns regarding preferences for repair types vary across individuals. The study has methodological implications for psycholinguistic and SLA research into L2 repair fluency and broader implications for L2 classrooms and assessment.
{"title":"L2 repair fluency through the lenses of L1 repair fluency, cognitive fluency, and language anxiety","authors":"Pauliina Peltonen, Sanna Olkkonen, Magdalena Szyszka, Pekka Lintunen","doi":"10.1515/applirev-2023-0011","DOIUrl":"https://doi.org/10.1515/applirev-2023-0011","url":null,"abstract":"Repairs (including false starts, repetitions, and different types of self-corrections) have been examined in second language (L2) speech fluency research as one dimension of (dis)fluent speech. However, in contrast to other dimensions of L2 speech fluency (speed and breakdown), repair fluency is not equally well understood: the results are mixed, and more research investigating the factors behind L2 repair fluency is needed. While some previous studies suggest links between first language (L1) and L2 repair fluency, to what extent L2 repairs are connected with cognitive and affective factors is less understood. To achieve a comprehensive view of the factors behind L2 repair fluency, we combine perspectives of L1 repair fluency, attention control, and language anxiety (LA) that have individually been shown to potentially affect L2 repairs but have rarely been examined together. We analyzed data from L1 Finnish and L2 English monologue speech tasks, a Stroop task in L1 and L2, and surveys for general and task-specific LA from 59 advanced users of English to investigate how L1 repair fluency, cognitive fluency, and LA are related to L2 repair fluency. Correlational analyses revealed that task-specific LA and certain Stroop measures were connected with L2 repair measures, while correlations between L1 and L2 repair fluency measures were weak. An analysis of repair profiles of participants displaying the highest levels of L2 repair fluency revealed that, overall, repairs are more common in the L2 than in the L1, but patterns regarding preferences for repair types vary across individuals. The study has methodological implications for psycholinguistic and SLA research into L2 repair fluency and broader implications for L2 classrooms and assessment.","PeriodicalId":46472,"journal":{"name":"Applied Linguistics Review","volume":null,"pages":null},"PeriodicalIF":2.6,"publicationDate":"2024-05-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140828801","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":2,"RegionCategory":"文学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2024-05-03DOI: 10.1515/applirev-2024-0130
Chung Kam Kwok
This case study aims to explore the foreign language (FL) investments of a highly motivated young Irish adult in learning Chinese across different contexts, encompassing classroom settings and daily life, both in Ireland and abroad. By analysing the interview data through the lens of Darvin and Norton’s model of investment, this study shows that the participant’s investments at different stages of her learning journey appear to be intricately intertwined with her identities and are mediated by the perceived likelihood of achieving her imagined identity. This study highlights the importance of present identity and linguistic capital in shaping and consolidating native English speakers’ FL-related identities.It provides insights into how FL learning investment and FL-related identitiesare influenced by learners’ first language (L1) in the era of globalisation. As powerrelations among individuals with different L1s are often unequal in the globallinguistic marketplace, learners’ L1 can be valuable capital that influences the return of foreign language learners’ investment.
{"title":"Investments, identities, and Chinese learning experience of an Irish adult: the role of context, capital, and agency","authors":"Chung Kam Kwok","doi":"10.1515/applirev-2024-0130","DOIUrl":"https://doi.org/10.1515/applirev-2024-0130","url":null,"abstract":"This case study aims to explore the foreign language (FL) investments of a highly motivated young Irish adult in learning Chinese across different contexts, encompassing classroom settings and daily life, both in Ireland and abroad. By analysing the interview data through the lens of Darvin and Norton’s model of investment, this study shows that the participant’s investments at different stages of her learning journey appear to be intricately intertwined with her identities and are mediated by the perceived likelihood of achieving her imagined identity. This study highlights the importance of present identity and linguistic capital in shaping and consolidating native English speakers’ FL-related identities.It provides insights into how FL learning investment and FL-related identitiesare influenced by learners’ first language (L1) in the era of globalisation. As powerrelations among individuals with different L1s are often unequal in the globallinguistic marketplace, learners’ L1 can be valuable capital that influences the return of foreign language learners’ investment.","PeriodicalId":46472,"journal":{"name":"Applied Linguistics Review","volume":null,"pages":null},"PeriodicalIF":2.6,"publicationDate":"2024-05-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140842415","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":2,"RegionCategory":"文学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2024-05-02DOI: 10.1515/applirev-2023-0069
Line Krogager Andersen, Anne Pitkänen-Huhta
Based on a repertoire-oriented stance to language learning and a broad definition of language awareness, this study investigates students’ discursive representations of the languages in their repertoires in the context of a plurilingual language awareness course (Almen Sprogforståelse). The study is based on a subset of data collected in a multi-case study focusing on language awareness across educational levels. Through an inductive and iterative thematic content analysis of interview and classroom data, the authors identify six themes central to the ways in which students talk about language: (1) language learning experiences and skills, (2) gateways, (3) attractiveness, (4) family and friendship, (5) everyday presence and (6) usefulness. The study investigates the relationship between the different themes and languages, revealing how students’ personal linguistic biographies and Spracherleben interact with classroom ideologies in shaping the ways in which students perceive and describe different languages. Despite students’ display of rich repertoires and language awareness, some languages are positioned discursively as need-to-have and others as nice-to-have or even impossible-to-opt-out-of, mirroring societal discourses surrounding these languages. In this sense, the results of the study underscore the importance of the development of critical language awareness, specifically in the context of the compulsory General Language Awareness course.
{"title":"“If you don’t know English, it is like there is something wrong with you.” Students’ views of language(s) in a plurilingual setting","authors":"Line Krogager Andersen, Anne Pitkänen-Huhta","doi":"10.1515/applirev-2023-0069","DOIUrl":"https://doi.org/10.1515/applirev-2023-0069","url":null,"abstract":"Based on a repertoire-oriented stance to language learning and a broad definition of language awareness, this study investigates students’ discursive representations of the languages in their repertoires in the context of a plurilingual language awareness course (<jats:italic>Almen Sprogforståelse</jats:italic>). The study is based on a subset of data collected in a multi-case study focusing on language awareness across educational levels. Through an inductive and iterative thematic content analysis of interview and classroom data, the authors identify six themes central to the ways in which students talk about language: (1) language learning experiences and skills, (2) gateways, (3) attractiveness, (4) family and friendship, (5) everyday presence and (6) usefulness. The study investigates the relationship between the different themes and languages, revealing how students’ personal linguistic biographies and <jats:italic>Spracherleben</jats:italic> interact with classroom ideologies in shaping the ways in which students perceive and describe different languages. Despite students’ display of rich repertoires and language awareness, some languages are positioned discursively as need-to-have and others as nice-to-have or even impossible-to-opt-out-of, mirroring societal discourses surrounding these languages. In this sense, the results of the study underscore the importance of the development of critical language awareness, specifically in the context of the compulsory General Language Awareness course.","PeriodicalId":46472,"journal":{"name":"Applied Linguistics Review","volume":null,"pages":null},"PeriodicalIF":2.6,"publicationDate":"2024-05-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140828798","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":2,"RegionCategory":"文学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2024-04-19DOI: 10.1515/applirev-2023-0042
S. Davydenko, Alastair Henry
Identities fundamental to the self, such as race and gender, can operate through visual markers on the body. Identities related to a person’s heritage, or nationality, can also become visible. However, when physical appearance means that a person can pass as a member of a dominant group, being identified or ‘marked’ as other takes place through language use. In migration contexts, situations where a person’s heritage or nationality is revealed can lead to experiences of vulnerability. This study investigated the experiences of five Russian-speaking women living in Sweden whose migrant backgrounds were not visibly noticeable, up until the point that interaction was initiated. Interviews were carried out in the summer of 2022 during the Russian invasion of Ukraine. Data was analysed using a double hermeneutic approach. Findings revealed how, following the outbreak of the war, the fear of becoming visible increased. Fears of exposure triggered vigilant behaviours, and an experience of needing to regulate visibility. Results show how the experience of having situational control over visibility could buffer against emotional pain caused by perceptions of negative positionings, and the risk of prejudicial treatment.
{"title":"Marked on the voice: the visibility experiences of Russian heritage migrants following the war against Ukraine","authors":"S. Davydenko, Alastair Henry","doi":"10.1515/applirev-2023-0042","DOIUrl":"https://doi.org/10.1515/applirev-2023-0042","url":null,"abstract":"\u0000 Identities fundamental to the self, such as race and gender, can operate through visual markers on the body. Identities related to a person’s heritage, or nationality, can also become visible. However, when physical appearance means that a person can pass as a member of a dominant group, being identified or ‘marked’ as other takes place through language use. In migration contexts, situations where a person’s heritage or nationality is revealed can lead to experiences of vulnerability. This study investigated the experiences of five Russian-speaking women living in Sweden whose migrant backgrounds were not visibly noticeable, up until the point that interaction was initiated. Interviews were carried out in the summer of 2022 during the Russian invasion of Ukraine. Data was analysed using a double hermeneutic approach. Findings revealed how, following the outbreak of the war, the fear of becoming visible increased. Fears of exposure triggered vigilant behaviours, and an experience of needing to regulate visibility. Results show how the experience of having situational control over visibility could buffer against emotional pain caused by perceptions of negative positionings, and the risk of prejudicial treatment.","PeriodicalId":46472,"journal":{"name":"Applied Linguistics Review","volume":null,"pages":null},"PeriodicalIF":2.6,"publicationDate":"2024-04-19","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140683394","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":2,"RegionCategory":"文学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2024-04-18DOI: 10.1515/applirev-2024-0082
Magdalena Kubanyiova
What is the possibility of ethical encounters in places that are historically, spatially, and morally configured to avoid them? And what can applied linguistics do to create such a possibility? This study is located in a rural community in eastern Slovakia with a history of separation between Slovak and Roma ethnic groups and the systemic spatial, economic and linguistic marginalisation of the latter. This paper draws on relational ethics to foreground the perceiving subject’s ethical responsibility. I take up the scholarship on semiotic repertoires and exploit their performative power to affect the perceiving subject. Advocating for aesthetics as an applied linguistics research praxis, this article both documents and invites a sensory entanglement with others through a series of aesthetic invitations. I see such an embodied engagement as a way for applied linguistics to stage the ground for ethical encounters, even if never guarantee an outcome. I discuss what this research pathway might mean for doing applied linguistics research in social and educational settings with entrenched narratives about the other and how quiet applied linguistics – one which privileges sensory attending and epistemological indeterminacy – might be a form of activism that disturbs the realm of the impossible.
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Pub Date : 2024-04-17DOI: 10.1515/applirev-2024-0056
Roberta Piazza, Birgul Yilmaz, Charlotte Taylor
{"title":"‘Art as social practice: language and marginality’: Special Issue of Applied Linguistics Review","authors":"Roberta Piazza, Birgul Yilmaz, Charlotte Taylor","doi":"10.1515/applirev-2024-0056","DOIUrl":"https://doi.org/10.1515/applirev-2024-0056","url":null,"abstract":"","PeriodicalId":46472,"journal":{"name":"Applied Linguistics Review","volume":null,"pages":null},"PeriodicalIF":2.6,"publicationDate":"2024-04-17","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140693355","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":2,"RegionCategory":"文学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
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