Pub Date : 2024-04-01DOI: 10.1515/applirev-2024-0090
Quentin Williams
This paper proposes a sociolinguistics of in difference, an inquiry-based approach to stancetaking on others. It describes how multilingual speakers in an online context orientate towards a stance-object and affiliate, align and negotiate difference through embodied performances, as part of advancing an ethics of responsibility for the other and aesthetic investments. In the analysis of such orientations, I draw on virtual interactional data to illustrate how in difference through stancetaking is entextualized in the aesthetic, embodied performance of parody, in so-called Coloured English, Kaaps and a mixture of other languages by an emerging R&B and pop group in Cape Town. I demonstrate how the group invest in embodied performances merge the material, linguistic, cultural and semiotic significance of the body to undermine fixity and categorization. But also, how push-back from YouTube commentators, influencers, reactors take up evaluative, affective and epistemic stances as they move from difference to in difference. I conclude with the argument that in order for us to take adequate account of an ethics of responsibility for the other and describing aesthetic investments in embodied performances we have to recalibrate our theoretical and methodological toolkit to understand what it means to use language with dignity, to encounter each other in spaces of dignity and to just be dignified in diversity.
本文提出了一种 "差异社会语言学"（sociolinguistics of in difference），这是一种以探究为基础的研究他人立场的方法。它描述了在网络语境中，多语言使用者是如何通过体现性表演来定位立场对象和关联、调整和协商差异的，以此作为推进对他人负责和审美投资伦理的一部分。在分析这种取向时，我利用虚拟互动数据来说明，开普敦的一个新兴 R&B 和流行音乐团体如何在模仿的美学、具身表演中，用所谓的有色人种英语（Coloured English）、卡普斯语（Kaaps）和其他混合语言，通过 "站位"（stancetaking）来体现差异。我展示了该团体如何通过身体表演，将身体的物质、语言、文化和符号意义融合在一起，从而破坏固定性和分类。同时，YouTube 评论员、影响者和反应者在从差异到差异中的过程中，是如何采取评价、情感和认识论立场的。最后，我想说的是，为了让我们充分考虑到对他人负责的伦理学，并描述在具身表演中的美学投资，我们必须重新调整我们的理论和方法工具包，以理解有尊严地使用语言、在有尊严的空间中相遇以及在多样性中保持尊严的含义。
{"title":"Towards a sociolinguistics of in difference: stancetaking on others","authors":"Quentin Williams","doi":"10.1515/applirev-2024-0090","DOIUrl":"https://doi.org/10.1515/applirev-2024-0090","url":null,"abstract":"This paper proposes a sociolinguistics of <jats:italic>in difference</jats:italic>, an inquiry-based approach to stancetaking on others. It describes how multilingual speakers in an online context orientate towards a stance-object and affiliate, align and negotiate difference through embodied performances, as part of advancing an ethics of responsibility for the other and aesthetic investments. In the analysis of such orientations, I draw on virtual interactional data to illustrate how <jats:italic>in difference</jats:italic> through stancetaking is entextualized in the aesthetic, embodied performance of parody, in so-called Coloured English, Kaaps and a mixture of other languages by an emerging R&B and pop group in Cape Town. I demonstrate how the group invest in embodied performances merge the material, linguistic, cultural and semiotic significance of the body to undermine fixity and categorization. But also, how push-back from YouTube commentators, influencers, reactors take up evaluative, affective and epistemic stances as they move from difference to <jats:italic>in difference</jats:italic>. I conclude with the argument that in order for us to take adequate account of an ethics of responsibility for the other and describing aesthetic investments in embodied performances we have to recalibrate our theoretical and methodological toolkit to understand what it means to use language with dignity, to encounter each other in spaces of dignity and to <jats:italic>just be</jats:italic> dignified in diversity.","PeriodicalId":46472,"journal":{"name":"Applied Linguistics Review","volume":null,"pages":null},"PeriodicalIF":2.6,"publicationDate":"2024-04-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140573294","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 : 2024-04-01DOI: 10.1515/applirev-2024-0087
Lara-Stephanie Krause-Alzaidi
This paper emerged from an encounter with the Black Lives Matter placard I understand that I will never understand but I stand with you in Leipzig, Germany, and it centers white understanding as a constitutive practice of whiteness. This is mainly a theoretical contribution (learning towards the philosophical), although it includes some interview data and observations from protest participation. I contribute to raciolinguistics by reading the concept of the white listening subject through Barad’s new materialist notion of apparatuses, asking what exactly constitutes white understanding. This allows me to bring out the potentials and pitfalls (i.e. the counter/productivity) of white understanding as a reflective practice, which I put into conversation with my embodied practice of under-standing (i.e. standing under) the placard at a BLM protest in Berlin. I show how the white body is measured by a Black norm in the protest space, producing a productive discomfort filled with opportunities for becoming response-able towards the Black Other, but also towards whiteness. Considering the ethico-esthetic framing of this collection, I pursue an aesthethics of wor(l)ding that inter-rupts, dis/entangles, and walks around with and in words. It gestures towards what we usually leave out when pursuing one analytical avenue over another.
本文是在德国莱比锡与 "我理解，我永远不会理解，但我与你们站在一起"（Black Lives Matter placard I understand that I will never understand but I stand with you）标语牌的相遇中产生的，它将白人理解作为白人性的一种构成性实践。这主要是一种理论贡献（向哲学学习），尽管其中包括一些访谈数据和参与抗议活动的观察结果。我通过巴拉德的新唯物主义工具概念来解读白人倾听主体的概念，询问究竟什么构成了白人理解，从而为种族语言学做出贡献。这使我能够提出白人理解作为一种反思实践的潜力和陷阱（即反作用/生产力），我将其与我在柏林 BLM 抗议活动中理解标语牌（即站在标语牌下）的具体实践相结合。我展示了白人身体如何在抗议空间中被黑人标准所衡量，从而产生一种富有成效的不适感，这种不适感充满了对黑人他者以及白人做出回应的机会。考虑到本作品集的伦理-美学框架，我追求的是一种工作（l）设计美学，这种工作（l）设计与文字相互干扰、相互分离、相互游走。它的姿态是，当我们追求一种分析途径时，通常会忽略另一种分析途径。
{"title":"Becoming response-able with a protest placard: white under(-)standing in encounters with the Black German Other","authors":"Lara-Stephanie Krause-Alzaidi","doi":"10.1515/applirev-2024-0087","DOIUrl":"https://doi.org/10.1515/applirev-2024-0087","url":null,"abstract":"This paper emerged from an encounter with the Black Lives Matter placard <jats:italic>I understand that I will never understand but I stand with you</jats:italic> in Leipzig, Germany, and it centers white understanding as a constitutive practice of whiteness. This is mainly a theoretical contribution (learning towards the philosophical), although it includes some interview data and observations from protest participation. I contribute to raciolinguistics by reading the concept of the white listening subject through Barad’s new materialist notion of apparatuses, asking what exactly constitutes white understanding. This allows me to bring out the potentials and pitfalls (i.e. the counter/productivity) of white understanding as a reflective practice, which I put into conversation with my embodied practice of under-standing (i.e. standing under) the placard at a BLM protest in Berlin. I show how the white body is measured by a Black norm in the protest space, producing a productive discomfort filled with opportunities for becoming response-able towards the Black Other, but also towards whiteness. Considering the ethico-esthetic framing of this collection, I pursue an <jats:italic>aesthethics of wor(l)ding</jats:italic> that inter-rupts, dis/entangles, and walks around with and in words. It gestures towards what we usually leave out when pursuing one analytical avenue over another.","PeriodicalId":46472,"journal":{"name":"Applied Linguistics Review","volume":null,"pages":null},"PeriodicalIF":2.6,"publicationDate":"2024-04-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140573444","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 : 2024-03-26DOI: 10.1515/applirev-2024-0058
Rosalchen Whitecross
The focus of this paper is the hidden world of women’s imprisonment as revealed in their writing produced in creative writing workshops. Proceeding from the perspective of narrative inquiry as a methodology to study lived experience, this study explores the juxtaposed spaces of the closed, exclusionary carceral world and the open, creative space of the writing workshop. Here we come to find the personal, situated within the wider carceral institution, in the marginalised voices of women in prison, writing their stories in their own words. The prison environment is seldom envisaged as a space that promotes literacy, education, the arts or creativity. This paper takes a relational perspective of creative writing workshops as a space which enables and facilitates prison writing, becoming a bridge between the enclosed prison space and the world outside. Following Foucault (1986. Of other spaces. Translated by Jay Miskowiec. Diacrities 16(1). 22-27) the creative writing workshop and the textual space of writing may be seen as heterotopic spaces of play, empathy and inclusion that reflect the prison in the language of marginalisation. It gives the opportunity to women in prison to write about their inner lifeworld as a process to bear witness to their experience and work through the trauma of imprisonment. This writing in the textual space becomes a reflection of the repressive heterotopic space of prison and serves as a counter-narrative to the master narrative of punishment and prison. Therefore, whilst the writers in prison reach out to poetic and creative techniques to capture colours, metaphors and genres such as the fairy tale, the reader is constantly confronted by the harsh reality of their lived experience of confinement and their lives pre-imprisonment.
{"title":"“I am surprised they have allowed you in here to do this”: women’s prison writing as heterotopic space of narrative inclusion","authors":"Rosalchen Whitecross","doi":"10.1515/applirev-2024-0058","DOIUrl":"https://doi.org/10.1515/applirev-2024-0058","url":null,"abstract":"The focus of this paper is the hidden world of women’s imprisonment as revealed in their writing produced in creative writing workshops. Proceeding from the perspective of narrative inquiry as a methodology to study lived experience, this study explores the juxtaposed spaces of the closed, exclusionary carceral world and the open, creative space of the writing workshop. Here we come to find the personal, situated within the wider carceral institution, in the marginalised voices of women in prison, writing their stories in their own words. The prison environment is seldom envisaged as a space that promotes literacy, education, the arts or creativity. This paper takes a relational perspective of creative writing workshops as a space which enables and facilitates prison writing, becoming a bridge between the enclosed prison space and the world outside. Following Foucault (1986. Of other spaces. Translated by Jay Miskowiec. <jats:italic>Diacrities</jats:italic> 16(1). 22-27) the creative writing workshop and the textual space of writing may be seen as heterotopic spaces of play, empathy and inclusion that reflect the prison in the language of marginalisation. It gives the opportunity to women in prison to write about their inner lifeworld as a process to bear witness to their experience and work through the trauma of imprisonment. This writing in the textual space becomes a reflection of the repressive heterotopic space of prison and serves as a counter-narrative to the master narrative of punishment and prison. Therefore, whilst the writers in prison reach out to poetic and creative techniques to capture colours, metaphors and genres such as the fairy tale, the reader is constantly confronted by the harsh reality of their lived experience of confinement and their lives pre-imprisonment.","PeriodicalId":46472,"journal":{"name":"Applied Linguistics Review","volume":null,"pages":null},"PeriodicalIF":2.6,"publicationDate":"2024-03-26","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140324891","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 : 2024-03-18DOI: 10.1515/applirev-2024-0010
Bedrettin Yazan, Ufuk Keleş
In this rather unorthodox dialogic autoethnography, our discussions revolve mainly around two main questions: Does autoethnography offer qualitative researchers (us) any affordances to respond to epistemic violence in the field of applied linguistics? If so, what are possible ways to generate de/colonizing knowledge through autoethnography without falling into the trap of epistemic violence ourselves? Throughout the manuscript, we take the liberty to express our beliefs/thoughts/emotions in the most personal ways possible. Talking to each other as well as our readers/listeners/companions, we problematize the global north/south, East/West, center/periphery, conformist/critical knowledging binaries and corresponding hierarchies precipitating theft and appropriation. To us, retro/intro/pro-spective reflection and dialogic communication are two possible ways to address epistemic violence with a particular focus on theft and appropriation. Later, drawing on our lived experiences, we discuss the ramifications of making pragmatic choices to further de/colonize research practices through autoethnography.
{"title":"Can the subaltern speak in autoethnography?: knowledging through dialogic and retro/intro/pro-spective reflection to stand against epistemic violence","authors":"Bedrettin Yazan, Ufuk Keleş","doi":"10.1515/applirev-2024-0010","DOIUrl":"https://doi.org/10.1515/applirev-2024-0010","url":null,"abstract":"In this rather unorthodox dialogic autoethnography, our discussions revolve mainly around two main questions: Does autoethnography offer qualitative researchers (us) any affordances to respond to epistemic violence in the field of applied linguistics? If so, what are possible ways to generate de/colonizing knowledge through autoethnography without falling into the trap of epistemic violence ourselves? Throughout the manuscript, we take the liberty to express our beliefs/thoughts/emotions in the most personal ways possible. Talking to each other as well as our readers/listeners/companions, we problematize the global north/south, East/West, center/periphery, conformist/critical knowledging binaries and corresponding hierarchies precipitating theft and appropriation. To us, retro/intro/pro-spective reflection and dialogic communication are two possible ways to address epistemic violence with a particular focus on theft and appropriation. Later, drawing on our lived experiences, we discuss the ramifications of making pragmatic choices to further de/colonize research practices through autoethnography.","PeriodicalId":46472,"journal":{"name":"Applied Linguistics Review","volume":null,"pages":null},"PeriodicalIF":2.6,"publicationDate":"2024-03-18","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140168348","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 : 2024-03-07DOI: 10.1515/applirev-2024-0009
Hamza R’boul, Fred Dervin
In recent years, there have been multiple endeavours at unsettling the dominance of western voices in knowledge production, consumption and dissemination in language and intercultural communication education and research. Including, mediating and creating ‘new’ knowledges about interculturality are epistemic acts that may sustain and exercise decoloniality and decentering through (potential) dialogues with e.g., the Global South. However, these acts might unknowingly precipitate epistemological appropriation through their complicity or due to the pressures to comply with the skewed geopolitics of knowledge production, consumption and dissemination. This paper unpacks the complex deployment of languaging and knowledging in contesting, blurring and problematising both the dominant epistemological tenets and/or decentring attempts. For example, it presents the notion of ‘epistemological chameleon’ which captures how our knowledgings and languagings are (in)deliberately revamped and reshaped to fit ‘trendy’ narratives without destabilizing one’s assumptions and perspectives; an act that may often be driven by the necessity to survive within the skewed geopolitics of knowledge. The concepts and methods of devenir-langue and transknowledging as proposed by the authors, are used to examine how six recently published research papers in English by prominent Northern and Southern scholars may exhibit potential lingua-epistemological inaccuracies to include and showcase the voice of the Global South(s) while claiming in-/directly to push for decoloniality and epistemological diversity in language and intercultural communication education and research. These articles were selected as example cases based on their indicated rationales and intentions for decoloniality, criticality and inter-epistemological collaborations and are not meant to generalise the current state of this complex field. Implications from these analyses are the development of six ideal-types of inclusion, mediation and creations versus epistemological appropriation based on the papers. Further insights are made into the factors precipitating appropriation that may often be implicit, unheeded and unintentional.
{"title":"Attempts at including, mediating and creating ‘new’ knowledges: problematising appropriation in intercultural communication education and research","authors":"Hamza R’boul, Fred Dervin","doi":"10.1515/applirev-2024-0009","DOIUrl":"https://doi.org/10.1515/applirev-2024-0009","url":null,"abstract":"\u0000 In recent years, there have been multiple endeavours at unsettling the dominance of western voices in knowledge production, consumption and dissemination in language and intercultural communication education and research. Including, mediating and creating ‘new’ knowledges about interculturality are epistemic acts that may sustain and exercise decoloniality and decentering through (potential) dialogues with e.g., the Global South. However, these acts might unknowingly precipitate epistemological appropriation through their complicity or due to the pressures to comply with the skewed geopolitics of knowledge production, consumption and dissemination. This paper unpacks the complex deployment of languaging and knowledging in contesting, blurring and problematising both the dominant epistemological tenets and/or decentring attempts. For example, it presents the notion of ‘epistemological chameleon’ which captures how our knowledgings and languagings are (in)deliberately revamped and reshaped to fit ‘trendy’ narratives without destabilizing one’s assumptions and perspectives; an act that may often be driven by the necessity to survive within the skewed geopolitics of knowledge. The concepts and methods of devenir-langue and transknowledging as proposed by the authors, are used to examine how six recently published research papers in English by prominent Northern and Southern scholars may exhibit potential lingua-epistemological inaccuracies to include and showcase the voice of the Global South(s) while claiming in-/directly to push for decoloniality and epistemological diversity in language and intercultural communication education and research. These articles were selected as example cases based on their indicated rationales and intentions for decoloniality, criticality and inter-epistemological collaborations and are not meant to generalise the current state of this complex field. Implications from these analyses are the development of six ideal-types of inclusion, mediation and creations versus epistemological appropriation based on the papers. Further insights are made into the factors precipitating appropriation that may often be implicit, unheeded and unintentional.","PeriodicalId":46472,"journal":{"name":"Applied Linguistics Review","volume":null,"pages":null},"PeriodicalIF":2.6,"publicationDate":"2024-03-07","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140077381","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 : 2024-03-01DOI: 10.1515/applirev-2022-0200
Shulin Yu, Nan Zhou, Lianjiang Jiang
Although there has been a great deal of research on L2 writing in higher education over the past few decades, limited attention has been given to secondary students’ writing motivation and engagement in L2 writing contexts. The present study aims to examine the association between writing instructional approaches and student writing motivation and engagement in the Chinese EFL context, and investigate the mediating role of writing feedback in this relationship. 2,169 students from 35 secondary schools in mainland China participated in this study. Results showed that product-oriented teaching approach related positively to the three indicators of maladaptive motivation (i.e., anxiety, failure avoidance, and uncertain control) and process-oriented teaching approach related positively to the two indicators of adaptive engagement (i.e., task management, persistence). While genre-oriented teaching approach related positively to adaptive motivation and engagement, and related negatively to maladaptive motivation and engagement, cooperative multimedia writing teaching approach related negatively to adaptive motivation and one factor of adaptive engagement (i.e., task management), and related positively to two factors of maladaptive motivation (i.e., anxiety, failure avoidance) and maladaptive engagement. This study also identified the mediating role of four feedback practices (i.e., learning-oriented feedback, expressive feedback, computer-mediated feedback, and peer and self feedback) in the associations between writing instructional approaches and student writing motivation and engagement. This study provides insights into our understanding of the complex relationship among teachers’ instruction, classroom feedback practices, and student writing motivation and engagement in L2 school contexts.
{"title":"Secondary students’ L2 writing motivation and engagement: the impact of teachers’ instructional approaches and feedback practices","authors":"Shulin Yu, Nan Zhou, Lianjiang Jiang","doi":"10.1515/applirev-2022-0200","DOIUrl":"https://doi.org/10.1515/applirev-2022-0200","url":null,"abstract":"\u0000 Although there has been a great deal of research on L2 writing in higher education over the past few decades, limited attention has been given to secondary students’ writing motivation and engagement in L2 writing contexts. The present study aims to examine the association between writing instructional approaches and student writing motivation and engagement in the Chinese EFL context, and investigate the mediating role of writing feedback in this relationship. 2,169 students from 35 secondary schools in mainland China participated in this study. Results showed that product-oriented teaching approach related positively to the three indicators of maladaptive motivation (i.e., anxiety, failure avoidance, and uncertain control) and process-oriented teaching approach related positively to the two indicators of adaptive engagement (i.e., task management, persistence). While genre-oriented teaching approach related positively to adaptive motivation and engagement, and related negatively to maladaptive motivation and engagement, cooperative multimedia writing teaching approach related negatively to adaptive motivation and one factor of adaptive engagement (i.e., task management), and related positively to two factors of maladaptive motivation (i.e., anxiety, failure avoidance) and maladaptive engagement. This study also identified the mediating role of four feedback practices (i.e., learning-oriented feedback, expressive feedback, computer-mediated feedback, and peer and self feedback) in the associations between writing instructional approaches and student writing motivation and engagement. This study provides insights into our understanding of the complex relationship among teachers’ instruction, classroom feedback practices, and student writing motivation and engagement in L2 school contexts.","PeriodicalId":46472,"journal":{"name":"Applied Linguistics Review","volume":null,"pages":null},"PeriodicalIF":2.6,"publicationDate":"2024-03-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140084422","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 : 2024-02-26DOI: 10.1515/applirev-2023-0026
Binh Thanh Ta
Team supervision has become prevalent in worldwide doctoral education programs in the past few decades. Research indicates that one area of challenges involves collaboration between supervisors. However, little is known about how supervisors collaborate in supervision meetings involving multiple supervisors as existing studies mostly draw on participant self-reports. Adopting conversation analysis, this study examines how supervisors can collaborate through storytelling drawing on the corpus of 34 storytelling sequences in 15 triadic supervision meetings. A major finding is that storytelling can be used as a resource for collaboratively pursuing student uptake of feedback. Specifically when a supervisor is providing feedback, and the other supervisor can tell stories in pursuit of student uptake. Another finding involves the production of second storytelling: when students do not show uptake at the completion of the first storytelling produced by one supervisor, the other supervisor may launch a second storytelling to pursue student uptake. In addition, supervisors can collaborate through co-production of storytelling: near the end of a story produced by one supervisor, the other supervisor can add increments, which shape student uptake of the feedback under delivery. These findings are potentially useful for the professional development of supervisors.
{"title":"Collaboratively pursuing student uptake of feedback through storytelling: a conversation analytic study of interaction in team doctoral supervision","authors":"Binh Thanh Ta","doi":"10.1515/applirev-2023-0026","DOIUrl":"https://doi.org/10.1515/applirev-2023-0026","url":null,"abstract":"Team supervision has become prevalent in worldwide doctoral education programs in the past few decades. Research indicates that one area of challenges involves collaboration between supervisors. However, little is known about how supervisors collaborate in supervision meetings involving multiple supervisors as existing studies mostly draw on participant self-reports. Adopting conversation analysis, this study examines how supervisors can collaborate through storytelling drawing on the corpus of 34 storytelling sequences in 15 triadic supervision meetings. A major finding is that storytelling can be used as a resource for collaboratively pursuing student uptake of feedback. Specifically when a supervisor is providing feedback, and the other supervisor can tell stories in pursuit of student uptake. Another finding involves the production of second storytelling: when students do not show uptake at the completion of the first storytelling produced by one supervisor, the other supervisor may launch a second storytelling to pursue student uptake. In addition, supervisors can collaborate through co-production of storytelling: near the end of a story produced by one supervisor, the other supervisor can add increments, which shape student uptake of the feedback under delivery. These findings are potentially useful for the professional development of supervisors.","PeriodicalId":46472,"journal":{"name":"Applied Linguistics Review","volume":null,"pages":null},"PeriodicalIF":2.6,"publicationDate":"2024-02-26","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139967989","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 : 2024-02-23DOI: 10.1515/applirev-2023-0205
J. House, D. Kádár, He Cang
In this study, we provide a replicable language-anchored framework for capturing expressions of sympathy in interaction, by contrasting Chinese and English sympathising behaviour. Our framework combines interaction ritual and speech acts, and it captures sympathising without associating it with one particular speech act from the outset. Methodologically, we follow a tripartite design: First we identify puzzlements which ritual sympathising can trigger for Chinese expatriates living in the US and American expatriates in China. We then conduct Discourse Completion Tests (DCTs) to identify conventions of sympathising in the two linguacultures. Finally, we interpret our expatriates’ puzzlement through the outcomes of the DCT analysis.
{"title":"Analysing sympathy from a contrastive pragmatic angle: a Chinese–English case study","authors":"J. House, D. Kádár, He Cang","doi":"10.1515/applirev-2023-0205","DOIUrl":"https://doi.org/10.1515/applirev-2023-0205","url":null,"abstract":"\u0000 In this study, we provide a replicable language-anchored framework for capturing expressions of sympathy in interaction, by contrasting Chinese and English sympathising behaviour. Our framework combines interaction ritual and speech acts, and it captures sympathising without associating it with one particular speech act from the outset. Methodologically, we follow a tripartite design: First we identify puzzlements which ritual sympathising can trigger for Chinese expatriates living in the US and American expatriates in China. We then conduct Discourse Completion Tests (DCTs) to identify conventions of sympathising in the two linguacultures. Finally, we interpret our expatriates’ puzzlement through the outcomes of the DCT analysis.","PeriodicalId":46472,"journal":{"name":"Applied Linguistics Review","volume":null,"pages":null},"PeriodicalIF":2.6,"publicationDate":"2024-02-23","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140437799","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 : 2024-02-23DOI: 10.1515/applirev-2024-0013
Osman Z. Barnawi
Within the current turn of decolonization in the field of applied linguistics, the dominant discourses may have little to say about exposing and disrupting the act of epistemological theft and appropriation in qualitative research methodologies, even implicitly. Epistemological theft and appropriation refer to the (in)deliberate intricate acts of dispossessing the original knowers of their epistemological ownership over certain knowledges in their research practices. This paper introduces and operationalizes Halaqa as an alternative way of theorizing and doing qualitative research that is not only anchored in non-western epistemologies but can also be employed as a means for disrupting theft and appropriation in literature review and drawing on participants’ narratives within qualitative inquiry. Through a four-month journey of dialogue with three in-service Saudi western-trained language teachers-educators-researchers in our Halaqa, we co-explored possible mechanisms that foster legitimate ownership of epistemologies and emphasize appreciating other ways of knowing that may not be necessarily aligned with our perspectives about ELT in applied linguistics research. This paper concludes with a call for a nuanced and continuous process of self-critique and reappraisal that centers ethical, moral and epistemic imperatives while doing a literature review and drawing on participants’ narratives.
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Pub Date : 2024-02-23DOI: 10.1515/applirev-2023-0113
Sihan Zhou, H. Rose
The absence of language admission thresholds in many English medium instruction (EMI) university programmes has led to marked heterogeneity in students’ English proficiency upon entry. These students may face diverse challenges when listening to academic lectures, adopt different strategies to cope, and undergo varying trajectories in listening over time. To unpack such complexities, this study adopts a longitudinal mixed-methods design, comprising questionnaire responses from 412 freshmen and semi-structured interviews with 34 students at the beginning, halfway, and end of their first semester studying at an EMI university in China. Students were divided into high, medium, and low proficiency cohorts based on their listening placement test scores. Multilevel modelling analyses highlight that students entering with lower proficiency reported sharper reductions in listening challenges over time. Interview findings also reveal that these students engaged in more industrious self-regulated listening practice outside of the classroom than their highly proficient peers. Regardless of disparities in students’ proficiency, all students developed a higher tolerance towards ‘non-native’ teacher accents and shifted attitudes towards handling disciplinary terminology. The findings offer pedagogical implications for supporting different groups of students’ needs for successful transitions into English-medium tertiary education.
{"title":"A longitudinal study on lecture listening difficulties and self-regulated learning strategies across different proficiency levels in EMI higher education","authors":"Sihan Zhou, H. Rose","doi":"10.1515/applirev-2023-0113","DOIUrl":"https://doi.org/10.1515/applirev-2023-0113","url":null,"abstract":"\u0000 The absence of language admission thresholds in many English medium instruction (EMI) university programmes has led to marked heterogeneity in students’ English proficiency upon entry. These students may face diverse challenges when listening to academic lectures, adopt different strategies to cope, and undergo varying trajectories in listening over time. To unpack such complexities, this study adopts a longitudinal mixed-methods design, comprising questionnaire responses from 412 freshmen and semi-structured interviews with 34 students at the beginning, halfway, and end of their first semester studying at an EMI university in China. Students were divided into high, medium, and low proficiency cohorts based on their listening placement test scores. Multilevel modelling analyses highlight that students entering with lower proficiency reported sharper reductions in listening challenges over time. Interview findings also reveal that these students engaged in more industrious self-regulated listening practice outside of the classroom than their highly proficient peers. Regardless of disparities in students’ proficiency, all students developed a higher tolerance towards ‘non-native’ teacher accents and shifted attitudes towards handling disciplinary terminology. The findings offer pedagogical implications for supporting different groups of students’ needs for successful transitions into English-medium tertiary education.","PeriodicalId":46472,"journal":{"name":"Applied Linguistics Review","volume":null,"pages":null},"PeriodicalIF":2.6,"publicationDate":"2024-02-23","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140436332","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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