Pub Date : 2023-09-14DOI: 10.1515/applirev-2022-0115
Rining Wei, Xiaoyan Yang, Jing Wang
Abstract This study was one (partial) replication of the first study focusing on FL teacher enjoyment with the Foreign Language Teaching Enjoyment (FLTE) Scale. The influence of well-being, resilience, and some selected socio-biographical variables on FLTE was examined with a more refined data analysis approach based on hierarchical regression (i.e., offering a range of effect sizes for each predictor). Results showed that resilience (Δ R 2 = 11.7 %–38.9 %) and well-being (Δ R 2 = 3.6 %–30.9 %) were important factors statistically significantly predicting FLTE for Chinese EFL teachers, whereas length of teaching experience (Δ R 2 = 0.1 %–2.2 %) was not regarded as an important predictor and gender (Δ R 2 = 0.02 %–0.13 %) was deemed unimportant. This replication study has (1) confirmed that well-being and resilience predict FLTE, (2) reaffirmed the value of the above-mentioned more refined approach, and (3) underscored the benefit for including at least one socio-biographical variable together with the researchers’ focal factors as predictors in hierarchical regression, which will provide useful reference for the relative importance of each predictor. Some practical implications are also discussed.
{"title":"Do teachers’ well-being and resilience predict their Foreign Language Teaching Enjoyment (FLTE)?","authors":"Rining Wei, Xiaoyan Yang, Jing Wang","doi":"10.1515/applirev-2022-0115","DOIUrl":"https://doi.org/10.1515/applirev-2022-0115","url":null,"abstract":"Abstract This study was one (partial) replication of the first study focusing on FL teacher enjoyment with the Foreign Language Teaching Enjoyment (FLTE) Scale. The influence of well-being, resilience, and some selected socio-biographical variables on FLTE was examined with a more refined data analysis approach based on hierarchical regression (i.e., offering a range of effect sizes for each predictor). Results showed that resilience (Δ R 2 = 11.7 %–38.9 %) and well-being (Δ R 2 = 3.6 %–30.9 %) were important factors statistically significantly predicting FLTE for Chinese EFL teachers, whereas length of teaching experience (Δ R 2 = 0.1 %–2.2 %) was not regarded as an important predictor and gender (Δ R 2 = 0.02 %–0.13 %) was deemed unimportant. This replication study has (1) confirmed that well-being and resilience predict FLTE, (2) reaffirmed the value of the above-mentioned more refined approach, and (3) underscored the benefit for including at least one socio-biographical variable together with the researchers’ focal factors as predictors in hierarchical regression, which will provide useful reference for the relative importance of each predictor. Some practical implications are also discussed.","PeriodicalId":46472,"journal":{"name":"Applied Linguistics Review","volume":"357 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-09-14","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135488779","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 : 2023-09-14DOI: 10.1515/applirev-2022-0202
Sarah Hui-Ching Lin, Alex Ho-Cheong Leung
Abstract There has been a recent proliferation of studies pertaining to translanguaging. This impetus is largely driven by the increasing acknowledgement of daily communications as translingual practice. In fact, the closely related construct of plurilingualism has been incorporated into the development of the companion volume of the Common European Framework of Reference for Languages (Council of Europe. 2020. Common European framework of reference for languages: Learning, teaching, assessment – Companion volume . Strasbourg: Council of Europe Publishing. Available at: www.coe.int/lang-cefr ). Despite the rising awareness towards translanguaging and plurilingualism in European and Northern American contexts (cf. Vallejo, Claudia & Melinda Dooly. 2020. Plurilingualism and translanguaging: Emergent approaches and shared concerns. Introduction to the special issue. International Journal of Bilingual Education and Bilingualism 23(1). 1–16), scepticism remains, especially in classroom settings. Through detailed analyses of extracts taken from 27 h of recordings of UK university ESL classroom interactions among Taiwanese L1 Mandarin students transcribed based on Jefferson (Jefferson, Gail. 2004. Glossary of transcript symbols with an introduction. In Gene Lerner (ed.), Conversation analysis: Studies from the first generation , 14–31. Philadelphia: John Benjamins) and supplemented by Matsumoto (Matsumoto, Yumi. 2019. Material moments: Teacher and student use of materials in multilingual writing classroom interactions. The Modern Language Journal 103(1). 179–204) and Zhu et al. (Zhu, Hua, Wei Li & Agnieszka Lyons. 2017b. Polish shop(ping) as translanguaging space. Social Semiotics 27(4). 411–433), we aim to demonstrate the complementarity effect of various multimodal resources in progressing classroom instructions. Our analyses reveal that the different linguistic and non-linguistic resources deployed contribute to scaffolding and the development of a layered understanding of the concept in discussion (e.g. phrasal verbs). We argue that the translanguaging space enables students to engage in deeper learning. Students are empowered to break down the rigid power structure and actively participate in knowledge co-construction. We end our paper by calling for research that bridges current understanding of translanguaging and policy and assessment strategies development.
{"title":"ESL classroom interactions in a translanguaging space","authors":"Sarah Hui-Ching Lin, Alex Ho-Cheong Leung","doi":"10.1515/applirev-2022-0202","DOIUrl":"https://doi.org/10.1515/applirev-2022-0202","url":null,"abstract":"Abstract There has been a recent proliferation of studies pertaining to translanguaging. This impetus is largely driven by the increasing acknowledgement of daily communications as translingual practice. In fact, the closely related construct of plurilingualism has been incorporated into the development of the companion volume of the Common European Framework of Reference for Languages (Council of Europe. 2020. Common European framework of reference for languages: Learning, teaching, assessment – Companion volume . Strasbourg: Council of Europe Publishing. Available at: www.coe.int/lang-cefr ). Despite the rising awareness towards translanguaging and plurilingualism in European and Northern American contexts (cf. Vallejo, Claudia & Melinda Dooly. 2020. Plurilingualism and translanguaging: Emergent approaches and shared concerns. Introduction to the special issue. International Journal of Bilingual Education and Bilingualism 23(1). 1–16), scepticism remains, especially in classroom settings. Through detailed analyses of extracts taken from 27 h of recordings of UK university ESL classroom interactions among Taiwanese L1 Mandarin students transcribed based on Jefferson (Jefferson, Gail. 2004. Glossary of transcript symbols with an introduction. In Gene Lerner (ed.), Conversation analysis: Studies from the first generation , 14–31. Philadelphia: John Benjamins) and supplemented by Matsumoto (Matsumoto, Yumi. 2019. Material moments: Teacher and student use of materials in multilingual writing classroom interactions. The Modern Language Journal 103(1). 179–204) and Zhu et al. (Zhu, Hua, Wei Li & Agnieszka Lyons. 2017b. Polish shop(ping) as translanguaging space. Social Semiotics 27(4). 411–433), we aim to demonstrate the complementarity effect of various multimodal resources in progressing classroom instructions. Our analyses reveal that the different linguistic and non-linguistic resources deployed contribute to scaffolding and the development of a layered understanding of the concept in discussion (e.g. phrasal verbs). We argue that the translanguaging space enables students to engage in deeper learning. Students are empowered to break down the rigid power structure and actively participate in knowledge co-construction. We end our paper by calling for research that bridges current understanding of translanguaging and policy and assessment strategies development.","PeriodicalId":46472,"journal":{"name":"Applied Linguistics Review","volume":"142 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-09-14","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135488777","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 : 2023-09-14DOI: 10.1515/applirev-2023-0024
Zhong Lin, Feifei Wang, Yifei Mao, Feng Wang
Abstract Whilst existing studies have investigated ludic translanguaging practices in diverse contexts, little knowledge is available on dad jokes, a common language play phenomenon in Chinese online contexts. To fill this gap, focusing on dad jokes on the Weibo platform, this paper investigates how and why translanguaging practices operate in the Chinese language play by micro-blogging users. Drawing upon a theoretical framework of translanguaging and a qualitative phenomenological approach, four types of boundary-transcending language play: interlingual, image-based, trans-semiotic, and intercultural translanguaging play are identified in the current study. Results from semi-structured online interviews with voluntary participants revealed that such creative translanguaging further facilitated the ludic effects of dad jokes and ultimately constructed a humorous translanguaging space for viewers as a source of enjoyment. The findings enrich research literature on ludic translanguaging by demonstrating that the Weibo platform with multimodal semiotic resources provides new sociolinguistic affordances for inclusive, digital literacy practices in language play.
{"title":"Understanding micro-blogging users’ translanguaging in Chinese language play: a qualitative phenomenological approach","authors":"Zhong Lin, Feifei Wang, Yifei Mao, Feng Wang","doi":"10.1515/applirev-2023-0024","DOIUrl":"https://doi.org/10.1515/applirev-2023-0024","url":null,"abstract":"Abstract Whilst existing studies have investigated ludic translanguaging practices in diverse contexts, little knowledge is available on dad jokes, a common language play phenomenon in Chinese online contexts. To fill this gap, focusing on dad jokes on the Weibo platform, this paper investigates how and why translanguaging practices operate in the Chinese language play by micro-blogging users. Drawing upon a theoretical framework of translanguaging and a qualitative phenomenological approach, four types of boundary-transcending language play: interlingual, image-based, trans-semiotic, and intercultural translanguaging play are identified in the current study. Results from semi-structured online interviews with voluntary participants revealed that such creative translanguaging further facilitated the ludic effects of dad jokes and ultimately constructed a humorous translanguaging space for viewers as a source of enjoyment. The findings enrich research literature on ludic translanguaging by demonstrating that the Weibo platform with multimodal semiotic resources provides new sociolinguistic affordances for inclusive, digital literacy practices in language play.","PeriodicalId":46472,"journal":{"name":"Applied Linguistics Review","volume":"25 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-09-14","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135489727","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 : 2023-09-13DOI: 10.1515/applirev-2022-0198
Lihong Ma, Banban Li, Yuhong Jiao, Jian Liu
Abstract With latent profile analysis (LPA), this study identified motivation profiles of rural English learners in China based on expectancy-value theory (EVT). The construct validity of the extracted latent profiles was verified by their association with learning strategy use and English achievement. A total of 2,433 Chinese rural students completed English achievement test and online questionnaire measuring self-efficacy, intrinsic value, utility value, English learning strategy, and demographic information. The LPA results demonstrated that a model with four latent profiles adequately represented the data, naming rural English learners with “high expectancy and high value”, “low expectancy and medium value”, “medium expectancy and low value”, and “low expectancy and low value”, respectively. Four subgroups showed significant differences in strategy use and English achievement. Rural learners with “high expectancy and high value” used the most cognitive and metacognitive strategies, and scored highest in English test, followed by those with “low expectancy and medium value”, “medium expectancy and low value”, and “low expectancy and low value”. This study is consistent with the situated nature of motivation and provides new insights into English instruction in rural areas.
{"title":"Motivation profiles of Chinese rural foreign language learners: link with learning strategy and achievement","authors":"Lihong Ma, Banban Li, Yuhong Jiao, Jian Liu","doi":"10.1515/applirev-2022-0198","DOIUrl":"https://doi.org/10.1515/applirev-2022-0198","url":null,"abstract":"Abstract With latent profile analysis (LPA), this study identified motivation profiles of rural English learners in China based on expectancy-value theory (EVT). The construct validity of the extracted latent profiles was verified by their association with learning strategy use and English achievement. A total of 2,433 Chinese rural students completed English achievement test and online questionnaire measuring self-efficacy, intrinsic value, utility value, English learning strategy, and demographic information. The LPA results demonstrated that a model with four latent profiles adequately represented the data, naming rural English learners with “high expectancy and high value”, “low expectancy and medium value”, “medium expectancy and low value”, and “low expectancy and low value”, respectively. Four subgroups showed significant differences in strategy use and English achievement. Rural learners with “high expectancy and high value” used the most cognitive and metacognitive strategies, and scored highest in English test, followed by those with “low expectancy and medium value”, “medium expectancy and low value”, and “low expectancy and low value”. This study is consistent with the situated nature of motivation and provides new insights into English instruction in rural areas.","PeriodicalId":46472,"journal":{"name":"Applied Linguistics Review","volume":"35 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-09-13","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"134990339","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 : 2023-09-13DOI: 10.1515/applirev-2023-0089
Ali Derakhshan, Yongliang Wang, Farhad Ghiasvand
Abstract Teachers’ emotions have been approved to play a pivotal role in higher education. However, the interface of university teachers’ emotions and assessment practices has been widely ignored in second/foreign language contexts. To fill this lacuna, this study examined the perceptions of 35 Iranian EFL university teachers regarding the types, triggers, and regulation strategies of assessment-related emotions through a semi-structured interview. After a thematic analysis of the data by MAXQDA software, it was found that Iranian university teachers have experienced both negative and positive emotions during their assessment practices. Such emotions were mainly triggered by teachers’ assessment methods/practices, teaching context, and the assessment culture of the department. Furthermore, the results indicated that the participants employed several preventive and responsive strategies to regulate negative and positive feelings during the L2 assessment. Practical implications are discussed regarding the necessity of training university teachers on the interplay of emotions and L2 assessment.
{"title":"“I never make a permanent decision based on a temporary emotion”: unveiling EFL teachers’ perspectives about emotions in assessment","authors":"Ali Derakhshan, Yongliang Wang, Farhad Ghiasvand","doi":"10.1515/applirev-2023-0089","DOIUrl":"https://doi.org/10.1515/applirev-2023-0089","url":null,"abstract":"Abstract Teachers’ emotions have been approved to play a pivotal role in higher education. However, the interface of university teachers’ emotions and assessment practices has been widely ignored in second/foreign language contexts. To fill this lacuna, this study examined the perceptions of 35 Iranian EFL university teachers regarding the types, triggers, and regulation strategies of assessment-related emotions through a semi-structured interview. After a thematic analysis of the data by MAXQDA software, it was found that Iranian university teachers have experienced both negative and positive emotions during their assessment practices. Such emotions were mainly triggered by teachers’ assessment methods/practices, teaching context, and the assessment culture of the department. Furthermore, the results indicated that the participants employed several preventive and responsive strategies to regulate negative and positive feelings during the L2 assessment. Practical implications are discussed regarding the necessity of training university teachers on the interplay of emotions and L2 assessment.","PeriodicalId":46472,"journal":{"name":"Applied Linguistics Review","volume":"35 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-09-13","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"134990408","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 : 2023-09-13DOI: 10.1515/applirev-2022-0191
Peter I. De Costa, Sedigheh Karimpour, Mostafa Nazari
Abstract Emotion labor is a multidimensional construct that plays a key role in teachers’ emotional knowledge and emotional development. However, little empirical research has focused on such multidimensionality of emotion labor at personal, institutional, and sociocultural levels. The present study aimed to fill this gap by drawing on metaphors and integrating data from Iranian English language teachers through open-ended questionnaires, narrative frames, and semi-structured interviews. The analyses of the data revealed that the teachers used metaphorical language to display their negative emotions against the relational power that shaped their professional emotions and practices. Moreover, the teachers deployed such metaphors to represent the clashes between external power relations and their internal feelings. Our findings demonstrate the rigor and relevance of metaphor in capturing emotion labor. As a consequence, we present a taxonomy that can serve as a heuristic for institutional stakeholders to engage in closer scrutiny of teachers’ emotion work and the power relations that shape such work.
{"title":"Developing a taxonomy of teacher emotion labor through metaphor: personal, interpersonal, and sociocultural angles","authors":"Peter I. De Costa, Sedigheh Karimpour, Mostafa Nazari","doi":"10.1515/applirev-2022-0191","DOIUrl":"https://doi.org/10.1515/applirev-2022-0191","url":null,"abstract":"Abstract Emotion labor is a multidimensional construct that plays a key role in teachers’ emotional knowledge and emotional development. However, little empirical research has focused on such multidimensionality of emotion labor at personal, institutional, and sociocultural levels. The present study aimed to fill this gap by drawing on metaphors and integrating data from Iranian English language teachers through open-ended questionnaires, narrative frames, and semi-structured interviews. The analyses of the data revealed that the teachers used metaphorical language to display their negative emotions against the relational power that shaped their professional emotions and practices. Moreover, the teachers deployed such metaphors to represent the clashes between external power relations and their internal feelings. Our findings demonstrate the rigor and relevance of metaphor in capturing emotion labor. As a consequence, we present a taxonomy that can serve as a heuristic for institutional stakeholders to engage in closer scrutiny of teachers’ emotion work and the power relations that shape such work.","PeriodicalId":46472,"journal":{"name":"Applied Linguistics Review","volume":"20 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-09-13","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"134989954","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 : 2023-09-12DOI: 10.1515/applirev-2022-0204
Xia Chao, Hao Wang
Abstract Using the social-spatial notions of geosemiotic assemblage and chronotope, this participatory ethnographic case study examines the intersection of store signs in the Africatown in Guangzhou and transnational African migrants’ meaning-making and place-making practices. Data collection is employed through a combination of traditional and participatory ethnographic methods including visual texts, interviews, and virtual field observations with fieldnotes. Findings from this study indicate the Africatown as geosemiotic assemblage, which echoes the principle in human geography that material and social environments are imbued with meanings in daily practices. The Africatown as geosemiotic assemblage is a multifaceted and dialogic process in which meanings, perceptions, multi-senses, and symbols are tied together to a locality. This study illustrates that the African migrants’ perceptions of the Africatown are mediated by both material and social environments. Specifically, African migrants are able to engage in multilingual social practices with both non-human artefacts and humans, placing great emphasis on spatiality in their reconceptualization of Africatown as more than a local African migrants’ hub. This study further demonstrates that the materials assembled in the African migrants’ milleu are historical, social, cultural, and multilingual in facilitating their reconstruction of the Africatown’s transnational space and African migrants’ identities. This study argues that a geosemiotic assemblage approach is salient in expanding current understandings of multilingual and transnational research by foregrounding materiality in meaning-making and place-making practices.
{"title":"Africatown in Guangzhou as geosemiotic assemblage: connecting multilingualism, store signs, and chronotopes","authors":"Xia Chao, Hao Wang","doi":"10.1515/applirev-2022-0204","DOIUrl":"https://doi.org/10.1515/applirev-2022-0204","url":null,"abstract":"Abstract Using the social-spatial notions of geosemiotic assemblage and chronotope, this participatory ethnographic case study examines the intersection of store signs in the Africatown in Guangzhou and transnational African migrants’ meaning-making and place-making practices. Data collection is employed through a combination of traditional and participatory ethnographic methods including visual texts, interviews, and virtual field observations with fieldnotes. Findings from this study indicate the Africatown as geosemiotic assemblage, which echoes the principle in human geography that material and social environments are imbued with meanings in daily practices. The Africatown as geosemiotic assemblage is a multifaceted and dialogic process in which meanings, perceptions, multi-senses, and symbols are tied together to a locality. This study illustrates that the African migrants’ perceptions of the Africatown are mediated by both material and social environments. Specifically, African migrants are able to engage in multilingual social practices with both non-human artefacts and humans, placing great emphasis on spatiality in their reconceptualization of Africatown as more than a local African migrants’ hub. This study further demonstrates that the materials assembled in the African migrants’ milleu are historical, social, cultural, and multilingual in facilitating their reconstruction of the Africatown’s transnational space and African migrants’ identities. This study argues that a geosemiotic assemblage approach is salient in expanding current understandings of multilingual and transnational research by foregrounding materiality in meaning-making and place-making practices.","PeriodicalId":46472,"journal":{"name":"Applied Linguistics Review","volume":"25 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-09-12","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135824882","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 : 2023-09-12DOI: 10.1515/applirev-2022-0183
Mi Yung Park
Abstract This qualitative study examines the language attitudes and language use of two North Korean refugees living in the Gyeongsang provincial region of South Korea and actively trying to assimilate into mainstream Korean society. In interviews, the participants expressed a hierarchical view of three varieties of Korean (their North Korean Hamgyong dialect, the South Korean Gyeongsang dialect, and standard South Korean). They discussed how their North Korean accents exacerbated their marginalization, described the Gyeongsang dialect as “ignorant” and “rude,” and explained how and why they were trying to acquire standard South Korean. They also described how their North Korean accent continued to affect their communication with local South Korean speakers, who often perceived them as sounding angry and commanding. The participants had developed diverse communicative strategies in response to these language-related challenges, including smiling so as to not appear aggressive, remaining silent to avoid being outed by their speech, speaking carefully to appear more South Korean and avoid potential misunderstandings, and proactively revealing their North Korean background and seeking their interlocutors’ understanding in advance. Based on the findings, the study offers practical implications for language-support programs designed for North Korean refugees.
{"title":"“I’m not angry!”: language ideologies, misunderstanding, and marginalization among North Korean refugees in rural South Korea","authors":"Mi Yung Park","doi":"10.1515/applirev-2022-0183","DOIUrl":"https://doi.org/10.1515/applirev-2022-0183","url":null,"abstract":"Abstract This qualitative study examines the language attitudes and language use of two North Korean refugees living in the Gyeongsang provincial region of South Korea and actively trying to assimilate into mainstream Korean society. In interviews, the participants expressed a hierarchical view of three varieties of Korean (their North Korean Hamgyong dialect, the South Korean Gyeongsang dialect, and standard South Korean). They discussed how their North Korean accents exacerbated their marginalization, described the Gyeongsang dialect as “ignorant” and “rude,” and explained how and why they were trying to acquire standard South Korean. They also described how their North Korean accent continued to affect their communication with local South Korean speakers, who often perceived them as sounding angry and commanding. The participants had developed diverse communicative strategies in response to these language-related challenges, including smiling so as to not appear aggressive, remaining silent to avoid being outed by their speech, speaking carefully to appear more South Korean and avoid potential misunderstandings, and proactively revealing their North Korean background and seeking their interlocutors’ understanding in advance. Based on the findings, the study offers practical implications for language-support programs designed for North Korean refugees.","PeriodicalId":46472,"journal":{"name":"Applied Linguistics Review","volume":"15 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-09-12","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135825597","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 : 2023-09-11DOI: 10.1515/applirev-2023-0057
Di Xie, Yachao Sun
Abstract This case study explores the pedagogical implications of translingual practices for Content and Language Integrated Learning (CLIL). The case study examines how a multilingual undergraduate student at a Sino-U.S. joint-venture university in China employs translingual practices to understand, deepen, and broaden her understanding of research content and improve her academic writing with different language resources. Specifically, this study investigated how translingual practices were used and perceived to improve content development and language learning in a CLIL context and discussed how translingual practices could be implemented for CLIL. The results show that translingual practices facilitated content learning by allowing the student to use her full linguistic repertoire and helped her scaffold the understanding of new concepts and vocabulary. In addition, translingual practices enhanced the student’s language learning by exposing her to different linguistic structures, conventions, and vocabulary, and promoting a more inclusive and equitable learning environment. These findings suggest that incorporating translingual practices into educational settings, particularly in CLIL contexts, can lead to more effective and equitable learning outcomes for multilingual students.
{"title":"Pedagogical implications of translingual practices for content and language integrated learning","authors":"Di Xie, Yachao Sun","doi":"10.1515/applirev-2023-0057","DOIUrl":"https://doi.org/10.1515/applirev-2023-0057","url":null,"abstract":"Abstract This case study explores the pedagogical implications of translingual practices for Content and Language Integrated Learning (CLIL). The case study examines how a multilingual undergraduate student at a Sino-U.S. joint-venture university in China employs translingual practices to understand, deepen, and broaden her understanding of research content and improve her academic writing with different language resources. Specifically, this study investigated how translingual practices were used and perceived to improve content development and language learning in a CLIL context and discussed how translingual practices could be implemented for CLIL. The results show that translingual practices facilitated content learning by allowing the student to use her full linguistic repertoire and helped her scaffold the understanding of new concepts and vocabulary. In addition, translingual practices enhanced the student’s language learning by exposing her to different linguistic structures, conventions, and vocabulary, and promoting a more inclusive and equitable learning environment. These findings suggest that incorporating translingual practices into educational settings, particularly in CLIL contexts, can lead to more effective and equitable learning outcomes for multilingual students.","PeriodicalId":46472,"journal":{"name":"Applied Linguistics Review","volume":" ","pages":""},"PeriodicalIF":2.6,"publicationDate":"2023-09-11","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"45499570","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 : 2023-09-11DOI: 10.1515/applirev-2022-0093
Olle Bälter, V. Kann, Chantal Mutimukwe, Hans Malmström
Abstract Stakeholders and researchers in higher education have long debated the consequences of English-medium instruction (EMI); a key assumption of EMI is that student’s academic learning through English should be at least as good as learning through their first language (usually the national language). This study addressed the following question: “What is the impact from English-medium instruction on students’ academic performance in an online learning environment?” “Academic performance” was measured in two ways: number of correctly answered test questions and through-put/drop-out rate. The study adopted an experimental design involving a large group (n = 2,263) randomized control study in a programming course. Student participants were randomly allocated to an English-medium version of the course (the intervention group) or a Swedish-medium version of the course (the control group). The findings were that students enrolled on the English-medium version of the course answered statistically significantly fewer test questions correctly; the EMI students also dropped out from the course to a statistically significantly higher degree compared to students enrolled on the Swedish version of the course. The conclusion of this study is thus that EMI may, under certain circumstances, have negative consequences for students’ academic performance.
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