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":"39 1","pages":""},"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":"90 1","pages":""},"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":"40 1","pages":""},"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":"43 1","pages":""},"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 : 2024-04-18DOI: 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.
{"title":"(Im)possibility of ethical encounters in places of separation: aesthetics as a quiet applied linguistics praxis","authors":"Magdalena Kubanyiova","doi":"10.1515/applirev-2024-0082","DOIUrl":"https://doi.org/10.1515/applirev-2024-0082","url":null,"abstract":"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 <jats:italic>aesthetic invitations</jats:italic>. 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 <jats:italic>quiet</jats:italic> applied linguistics – one which privileges sensory attending and epistemological indeterminacy – might be a form of activism that disturbs the realm of the impossible.","PeriodicalId":46472,"journal":{"name":"Applied Linguistics Review","volume":"114 1","pages":""},"PeriodicalIF":2.6,"publicationDate":"2024-04-18","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140623615","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 : 2024-04-16DOI: 10.1515/applirev-2023-0260
Christoph A. Hafner, Sylvia Jaworska, Tongle Sun
Much applied linguistic research has investigated how experts from different disciplines – different “disciplinary tribes” – present knowledge claims, drawing on taken-for-granted disciplinary ideologies and epistemologies. However, this research has mainly focused on specialist to specialist communication rather than specialist to non-specialist communication. This article aims to fill this gap by examining a corpus of mainstream media “expert opinion articles”, written by experts for members of the public, on the topic of the COVID-19 crisis and published in The Guardian and The New York Times. The corpus included articles by experts in Medical Science, Medical Practice, Science, Humanities and Social Sciences, Law, and Economics. Using corpus-based discourse analysis, we consider the effect of discipline on the way that experts present and evidence knowledge claims. We compare the kinds of experts, their content focus, and forms of evidentiality seen in verbal evidentials used in the articles. The analysis identifies four discourse strategies: (1) deriving knowledge from experience; (2) invoking the knowledge of the expert community; (3) invoking vernacular knowledge; and (4) raising claims in argument or critique. Differences in disciplinary epistemologies lead to systematic differences in presenting and evidencing knowledge claims, even in texts primarily intended for a wide public audience.
{"title":"Disciplinary tribes and the discourse of mainstream media expert opinion articles: evidencing COVID-19 knowledge claims for a public audience","authors":"Christoph A. Hafner, Sylvia Jaworska, Tongle Sun","doi":"10.1515/applirev-2023-0260","DOIUrl":"https://doi.org/10.1515/applirev-2023-0260","url":null,"abstract":"Much applied linguistic research has investigated how experts from different disciplines – different “disciplinary tribes” – present knowledge claims, drawing on taken-for-granted disciplinary ideologies and epistemologies. However, this research has mainly focused on specialist to specialist communication rather than specialist to non-specialist communication. This article aims to fill this gap by examining a corpus of mainstream media “expert opinion articles”, written by experts for members of the public, on the topic of the COVID-19 crisis and published in The Guardian and The New York Times. The corpus included articles by experts in Medical Science, Medical Practice, Science, Humanities and Social Sciences, Law, and Economics. Using corpus-based discourse analysis, we consider the effect of discipline on the way that experts present and evidence knowledge claims. We compare the kinds of experts, their content focus, and forms of evidentiality seen in verbal evidentials used in the articles. The analysis identifies four discourse strategies: (1) deriving knowledge from experience; (2) invoking the knowledge of the expert community; (3) invoking vernacular knowledge; and (4) raising claims in argument or critique. Differences in disciplinary epistemologies lead to systematic differences in presenting and evidencing knowledge claims, even in texts primarily intended for a wide public audience.","PeriodicalId":46472,"journal":{"name":"Applied Linguistics Review","volume":"42 1","pages":""},"PeriodicalIF":2.6,"publicationDate":"2024-04-16","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140608681","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 : 2024-04-15DOI: 10.1515/applirev-2024-0088
Katharina Brizić
In line with increasing forced migrations around the globe, there is also a growing need for ethical encounters between researchers and those forcefully displaced. This article focuses on responsible Listening, defined as the ethically motivated effort of researchers to conduct communication at eye level. However, findings have shown that listeners (e.g., researchers in institution or study settings) may already feel unsettled on the far more basic level of hearing a human voice, if certain implicit (e.g., aesthetic) expectations are not met. This makes encounters particularly vulnerable after forced migration where voices tend to be easily silenced. I will show by means of an empirical example what hearing a voice in its materiality, i.e. intonation, rhythm, accentuation etc., can set off, and how a privileged space of Listening to the Other can emerge.
{"title":"Unsettled hearing, responsible listening. Encounters with voice after forced migration","authors":"Katharina Brizić","doi":"10.1515/applirev-2024-0088","DOIUrl":"https://doi.org/10.1515/applirev-2024-0088","url":null,"abstract":"In line with increasing forced migrations around the globe, there is also a growing need for ethical encounters between researchers and those forcefully displaced. This article focuses on responsible Listening, defined as the ethically motivated effort of researchers to conduct communication at eye level. However, findings have shown that listeners (e.g., researchers in institution or study settings) may already feel unsettled on the far more basic level of hearing a human voice, if certain implicit (e.g., aesthetic) expectations are not met. This makes encounters particularly vulnerable after forced migration where voices tend to be easily silenced. I will show by means of an empirical example what hearing a voice in its materiality, i.e. intonation, rhythm, accentuation etc., can set off, and how a privileged space of Listening to the Other can emerge.","PeriodicalId":46472,"journal":{"name":"Applied Linguistics Review","volume":"24 1","pages":""},"PeriodicalIF":2.6,"publicationDate":"2024-04-15","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140573172","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 : 2024-04-15DOI: 10.1515/applirev-2024-0055
Chra Rasheed Mahmud
Material belongings have a significant impact on shaping one’s identity, and they play a crucial role as identity markers and valuable instruments for negotiating distinctions among diverse communities, especially for those who experience migration. This research focuses on a specific group of Iraqi Kurdish migrants living in the UK, exploring how they navigate and mould their cultural identity through their cherished possessions. Utilizing a multimodal approach, data collection involved narrative interviews and visual ethnography methods, such as photo voice. The dataset underwent a systematic thematic analysis following Braun and Clarke’s methodology, leading to an objective and cohesive thematic presentation. The findings underscore the significance of material culture for Iraqi-Kurdish participants in this study. These respondents held deep emotional connections to material objects, linking the landscapes of their past lives to their present experiences in the UK. By cherishing and preserving these possessions, they established a discursive “third space” to express emotions and negotiate their complex “in-between” identities. This term describes a state of dilemma wherein individuals grapple with conflicting senses of identity due to exposure to and affiliation with two distinct cultures. Specifically, it applies to participants who simultaneously value and embrace both their Kurdish culture and identity, as well as their British culture and identity.
{"title":"Objects are not just a thing – (re)negotiating identity through using material objects within the Kurdish diaspora in the UK","authors":"Chra Rasheed Mahmud","doi":"10.1515/applirev-2024-0055","DOIUrl":"https://doi.org/10.1515/applirev-2024-0055","url":null,"abstract":"Material belongings have a significant impact on shaping one’s identity, and they play a crucial role as identity markers and valuable instruments for negotiating distinctions among diverse communities, especially for those who experience migration. This research focuses on a specific group of Iraqi Kurdish migrants living in the UK, exploring how they navigate and mould their cultural identity through their cherished possessions. Utilizing a multimodal approach, data collection involved narrative interviews and visual ethnography methods, such as photo voice. The dataset underwent a systematic thematic analysis following Braun and Clarke’s methodology, leading to an objective and cohesive thematic presentation. The findings underscore the significance of material culture for Iraqi-Kurdish participants in this study. These respondents held deep emotional connections to material objects, linking the landscapes of their past lives to their present experiences in the UK. By cherishing and preserving these possessions, they established a discursive “third space” to express emotions and negotiate their complex “in-between” identities. This term describes a state of dilemma wherein individuals grapple with conflicting senses of identity due to exposure to and affiliation with two distinct cultures. Specifically, it applies to participants who simultaneously value and embrace both their Kurdish culture and identity, as well as their British culture and identity.","PeriodicalId":46472,"journal":{"name":"Applied Linguistics Review","volume":"1 1","pages":""},"PeriodicalIF":2.6,"publicationDate":"2024-04-15","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140573299","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 : 2024-04-08DOI: 10.1515/applirev-2024-0086
Angela Creese
This article describes the social and ethical responsibility researchers experience in undertaking ethnographic research under conditions of neoliberalism. It acknowledges the hierarchical nature of working in large ethnographic teams in which a mixture of employment contracts and statuses exist. Drawing on relational ethics (Levinas 2003. Humanism of the Other. Champaign: University of Illinois Press.), and its attention to the humanizing potential of difference, the paper describes researchers’ propensity for relationality in the face of competitive neoliberalism. It presents a case study of a large research team and investigates the use of research vignettes to represent and relate in difference. Subjectivity is theorized not in terms of identity but rather through alterity and opacity arguing this direction opens up social and political alliances (Butler 2005. Giving an Account of Oneself. New York: Fordham University Press.). Specifically, the paper suggests the research vignette is a genre well suited to documenting the way humans live in difference, illustrating how the researcher yields to the face of the Other in field work encounters. As a form the research vignette is said to bridge the aesthetic and the scientific, demanding of its reader an engagement with a variety of interpretations. Further, the vignette is considered for its methodological potential in creating a dialogic relational space for research teams within the neoliberal university.
本文描述了研究人员在新自由主义条件下开展人种学研究时所经历的社会和伦理责任。文章承认在大型人种学团队中工作的等级性质，其中存在着各种雇佣合同和身份。借鉴关系伦理学（列维纳斯，2003 年。他者的人文主义》。Champaign：本文借鉴关系伦理学（Levinas 2003.本文介绍了一个大型研究团队的案例研究，并调查了研究小故事在差异中的表现和关系。主观性不是从身份的角度，而是从改变性和不透明性的角度进行理论化的，认为这一方向开启了社会和政治联盟（巴特勒，2005 年。Giving an Account of Oneself.纽约：福特汉姆大学出版社）。具体而言，本文认为研究小故事是一种非常适合记录人类在差异中生活方式的体裁，它说明了研究者在田野工作中如何屈从于他者的面孔。作为一种形式，研究小故事被认为是美学与科学的桥梁，要求读者参与各种解释。此外，我们还考虑了小插图在为新自由主义大学中的研究团队创造对话关系空间方面的方法论潜力。
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Pub Date : 2024-04-06DOI: 10.1515/applirev-2024-0060
Roberta Piazza
(Cupchik, Gerald. 2013. I am, therefore I think, act, and express both in life and in art. Art and identity 32. 67–91) claims that being is associated with artistic expressions of various kinds. In line with this notion, the present paper reports on a socially engaged art project that involved the clients at a day centre for people experiencing homelessness. For nearly four months, the participants met once a week for a few hours under the direction of a facilitator and a film-maker who video-recorded the group activities. The experimental ethnographic project aimed to establish whether engagement in creative art can provide these usually ‘invisible’ individuals with an opportunity to reflect on their self and find a voice. The paper describes the group’s activities and the individuals’ responses. The focus is on the minimal narratives the clients produced from surrealistic scenarios to personal memories and political reprieves. The study shows how intrinsically participatory art, centred on the encounter of the participants’ different subjectivities, can encourage self-reflection among individuals with problematic lives.
{"title":"Reinventing the self through participatory art: writing and performing among rough sleepers","authors":"Roberta Piazza","doi":"10.1515/applirev-2024-0060","DOIUrl":"https://doi.org/10.1515/applirev-2024-0060","url":null,"abstract":"(Cupchik, Gerald. 2013. I am, therefore I think, act, and express both in life and in art. <jats:italic>Art and identity</jats:italic> 32. 67–91) claims that being is associated with artistic expressions of various kinds. In line with this notion, the present paper reports on a socially engaged art project that involved the clients at a day centre for people experiencing homelessness. For nearly four months, the participants met once a week for a few hours under the direction of a facilitator and a film-maker who video-recorded the group activities. The experimental ethnographic project aimed to establish whether engagement in creative art can provide these usually ‘invisible’ individuals with an opportunity to reflect on their self and find a voice. The paper describes the group’s activities and the individuals’ responses. The focus is on the minimal narratives the clients produced from surrealistic scenarios to personal memories and political reprieves. The study shows how intrinsically participatory art, centred on the encounter of the participants’ different subjectivities, can encourage self-reflection among individuals with problematic lives.","PeriodicalId":46472,"journal":{"name":"Applied Linguistics Review","volume":"30 1","pages":""},"PeriodicalIF":2.6,"publicationDate":"2024-04-06","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140573373","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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