Pub Date : 2023-08-10DOI: 10.1515/applirev-2023-0020
Benjamin “Benji” Chang
Abstract Amidst the backdrop of anti-Asian violence and the COVID-19 pandemic, this article addresses key social justice issues and praxes in language education with Asian American populations, especially with regards to pedagogy and K–12 schooling contexts. The article’s structure utilises four main sections, with the first section presenting key demographics and typology on who is considered ‘Asian American’ in the US schooling system. The second section provides an overview of major historical developments in language education with Asian American students, teachers, and researchers, over a time period spanning the past 50 years. The third section addresses the falsely essentialised binary of being an ‘Oppressed Minority’ versus a ‘Model Minority’ which Asian Americans often have to contend with, and effects of that binary in schooling. The fourth section presents some promising approaches to improving research methodology and classroom pedagogy with Asian American students, teachers, and families. Ultimately this papers seeks to make a contribution, along with the other papers in this special issue, towards more equitable research, policy and practice concerning communities of Asian heritage in North America.
{"title":"The Asian American teaching method? An overview of language education, social justice issues, and challenging ‘Oppressed’ versus ‘Model’ minority binary discourse","authors":"Benjamin “Benji” Chang","doi":"10.1515/applirev-2023-0020","DOIUrl":"https://doi.org/10.1515/applirev-2023-0020","url":null,"abstract":"Abstract Amidst the backdrop of anti-Asian violence and the COVID-19 pandemic, this article addresses key social justice issues and praxes in language education with Asian American populations, especially with regards to pedagogy and K–12 schooling contexts. The article’s structure utilises four main sections, with the first section presenting key demographics and typology on who is considered ‘Asian American’ in the US schooling system. The second section provides an overview of major historical developments in language education with Asian American students, teachers, and researchers, over a time period spanning the past 50 years. The third section addresses the falsely essentialised binary of being an ‘Oppressed Minority’ versus a ‘Model Minority’ which Asian Americans often have to contend with, and effects of that binary in schooling. The fourth section presents some promising approaches to improving research methodology and classroom pedagogy with Asian American students, teachers, and families. Ultimately this papers seeks to make a contribution, along with the other papers in this special issue, towards more equitable research, policy and practice concerning communities of Asian heritage in North America.","PeriodicalId":46472,"journal":{"name":"Applied Linguistics Review","volume":" ","pages":""},"PeriodicalIF":2.6,"publicationDate":"2023-08-10","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"47278761","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 : 2023-08-01DOI: 10.1515/applirev-2023-0122
T. Lee
Abstract Although automated translation has been available for decades in myriad forms, the implication of the current exponential advancement in artificial intelligence (AI) for communication in general and translation in particular is more starkly affrontational than ever. Although Large Language Models, of which ChatGPT is exemplary, were not specifically designed for translation purposes, they are attested to have attained a sufficient degree of technical sophistication as to generate translations that match or surpass dedicated translation systems in the market like Google Translate and DeepL. This impacts the modus operandi of communication and the self-concept of language professionals including, of course, translators. This article asks how translation as a field of practice can best respond to this development. It critically reflects on the implications of AI for the conception of translation, arguing that an alternative framing around the idea of distribution allows us to rescale translation toward broader competencies and conceive of AI as a prosthesis of translators’ minds. The article advocates a posthumanist perspective on translation with a view to expanding its spectrum of skills, modes, and media as well as transcending the traditional personae of translators.
{"title":"Artificial intelligence and posthumanist translation: ChatGPT versus the translator","authors":"T. Lee","doi":"10.1515/applirev-2023-0122","DOIUrl":"https://doi.org/10.1515/applirev-2023-0122","url":null,"abstract":"Abstract Although automated translation has been available for decades in myriad forms, the implication of the current exponential advancement in artificial intelligence (AI) for communication in general and translation in particular is more starkly affrontational than ever. Although Large Language Models, of which ChatGPT is exemplary, were not specifically designed for translation purposes, they are attested to have attained a sufficient degree of technical sophistication as to generate translations that match or surpass dedicated translation systems in the market like Google Translate and DeepL. This impacts the modus operandi of communication and the self-concept of language professionals including, of course, translators. This article asks how translation as a field of practice can best respond to this development. It critically reflects on the implications of AI for the conception of translation, arguing that an alternative framing around the idea of distribution allows us to rescale translation toward broader competencies and conceive of AI as a prosthesis of translators’ minds. The article advocates a posthumanist perspective on translation with a view to expanding its spectrum of skills, modes, and media as well as transcending the traditional personae of translators.","PeriodicalId":46472,"journal":{"name":"Applied Linguistics Review","volume":" ","pages":""},"PeriodicalIF":2.6,"publicationDate":"2023-08-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"43565641","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 : 2023-07-13DOI: 10.1515/applirev-2023-0115
Lavinia Hirsu, Marta Nitecka Barche, Dobrochna Futro
{"title":"Assessment and creativity through a translingual lens: introduction","authors":"Lavinia Hirsu, Marta Nitecka Barche, Dobrochna Futro","doi":"10.1515/applirev-2023-0115","DOIUrl":"https://doi.org/10.1515/applirev-2023-0115","url":null,"abstract":"","PeriodicalId":46472,"journal":{"name":"Applied Linguistics Review","volume":" ","pages":""},"PeriodicalIF":2.6,"publicationDate":"2023-07-13","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"42121683","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 : 2023-07-13DOI: 10.1515/applirev-2023-0090
Madeleine Campbell, Claudia Rosenhan
Abstract Outcomes-oriented assessment in translingual language education carries with it the necessary definition of the object of learning and the concomitant verifiability or construct validity of the means of assessment. At the same time, pedagogies for multilingual creativity should ideally seek to identify dimensions that effectively reflect their intended outcome. While reflection and critical thinking increasingly form part of criteria for assessment in language education at all levels, the assessment of these dimensions in relation to creativity has proved more intractable, due in part perhaps to the potentially stifling effect of assessing an elusive quality that is valued for fostering affective engagement with individuals’ unique identity and lived experience and enabling creativity to achieve transformative learning. Recognizing that translingual language play can be sanctioned in the arts as a way of legitimating and giving voice to minoritized and oppressed populations, can lessons be drawn from different disciplines to rejuvenate assessment in language education, for example by placing some of the onus on learners monitoring their own learning? This paper presents a holistic and inclusive, arts-informed pluridimensional lens on creativity in language education whereby new forms of assessment aim to foster tolerance, diversity and translingual practices in the classroom, while resisting the drive to institutionalize the neo-liberal mandates of the creative economy.
{"title":"Assessment and creativity through a translingual lens: transdisciplinary insights","authors":"Madeleine Campbell, Claudia Rosenhan","doi":"10.1515/applirev-2023-0090","DOIUrl":"https://doi.org/10.1515/applirev-2023-0090","url":null,"abstract":"Abstract Outcomes-oriented assessment in translingual language education carries with it the necessary definition of the object of learning and the concomitant verifiability or construct validity of the means of assessment. At the same time, pedagogies for multilingual creativity should ideally seek to identify dimensions that effectively reflect their intended outcome. While reflection and critical thinking increasingly form part of criteria for assessment in language education at all levels, the assessment of these dimensions in relation to creativity has proved more intractable, due in part perhaps to the potentially stifling effect of assessing an elusive quality that is valued for fostering affective engagement with individuals’ unique identity and lived experience and enabling creativity to achieve transformative learning. Recognizing that translingual language play can be sanctioned in the arts as a way of legitimating and giving voice to minoritized and oppressed populations, can lessons be drawn from different disciplines to rejuvenate assessment in language education, for example by placing some of the onus on learners monitoring their own learning? This paper presents a holistic and inclusive, arts-informed pluridimensional lens on creativity in language education whereby new forms of assessment aim to foster tolerance, diversity and translingual practices in the classroom, while resisting the drive to institutionalize the neo-liberal mandates of the creative economy.","PeriodicalId":46472,"journal":{"name":"Applied Linguistics Review","volume":"0 1","pages":""},"PeriodicalIF":2.6,"publicationDate":"2023-07-13","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"41398144","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 : 2023-06-05DOI: 10.1515/applirev-2022-0075
Bingbing Ai, Siwei Ma, Xia Liu
Abstract In this case study, seventy Tibetan residents selected from two Tibetan villages in Danba county, Southwest China, were invited to participate in an investigation of their everyday use of Tibetan, standard Chinese, and English, as well as their expectations of future multilingual practices. It was found that there are intergenerational differences in the participants’ use of these languages. This paper, in the context of neoliberal ideology and rural development, suggests that attention should be given to support local Tibetan residents’ language learning and improve their multilingual competence, thus enabling the conversion of their linguistic/human capital to economic capital. The study contributes to understandings of how local multilingual resources can be exploited for the betterment of living standards and opportunities, and it calls for governments to address the issues regarding poverty reduction, rural development, and language preservation by improving the quality of multilingual education in ethnic minority areas.
{"title":"Exploring Tibetan residents’ everyday language practices in Danba county, Southwest China: a case study","authors":"Bingbing Ai, Siwei Ma, Xia Liu","doi":"10.1515/applirev-2022-0075","DOIUrl":"https://doi.org/10.1515/applirev-2022-0075","url":null,"abstract":"Abstract In this case study, seventy Tibetan residents selected from two Tibetan villages in Danba county, Southwest China, were invited to participate in an investigation of their everyday use of Tibetan, standard Chinese, and English, as well as their expectations of future multilingual practices. It was found that there are intergenerational differences in the participants’ use of these languages. This paper, in the context of neoliberal ideology and rural development, suggests that attention should be given to support local Tibetan residents’ language learning and improve their multilingual competence, thus enabling the conversion of their linguistic/human capital to economic capital. The study contributes to understandings of how local multilingual resources can be exploited for the betterment of living standards and opportunities, and it calls for governments to address the issues regarding poverty reduction, rural development, and language preservation by improving the quality of multilingual education in ethnic minority areas.","PeriodicalId":46472,"journal":{"name":"Applied Linguistics Review","volume":" ","pages":""},"PeriodicalIF":2.6,"publicationDate":"2023-06-05","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"45552332","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 : 2023-06-02DOI: 10.1515/applirev-2023-0086
A. Rafi
Abstract This article presents an assessment design that embraces creativity, criticality, and translanguaging as guiding principles. The design was implemented in the language and content learning classrooms of three Bangladeshi universities. Although the design indicates considerable pedagogical and social benefits, the participants demonstrated conflicting attitudes from the individual, institutional, and ideological dimensions towards implementing such an assessment design in mainstream classrooms. The article recommends teacher education, training programmes, and prestige planning of translanguaging practices for successful implementations of translanguaging oriented assessments in Bangladeshi higher education and related contexts.
{"title":"Creativity, criticality and translanguaging in assessment design: perspectives from Bangladeshi higher education","authors":"A. Rafi","doi":"10.1515/applirev-2023-0086","DOIUrl":"https://doi.org/10.1515/applirev-2023-0086","url":null,"abstract":"Abstract This article presents an assessment design that embraces creativity, criticality, and translanguaging as guiding principles. The design was implemented in the language and content learning classrooms of three Bangladeshi universities. Although the design indicates considerable pedagogical and social benefits, the participants demonstrated conflicting attitudes from the individual, institutional, and ideological dimensions towards implementing such an assessment design in mainstream classrooms. The article recommends teacher education, training programmes, and prestige planning of translanguaging practices for successful implementations of translanguaging oriented assessments in Bangladeshi higher education and related contexts.","PeriodicalId":46472,"journal":{"name":"Applied Linguistics Review","volume":" ","pages":""},"PeriodicalIF":2.6,"publicationDate":"2023-06-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"44863024","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 : 2023-05-31DOI: 10.1515/applirev-2022-0080
Yabing Wang, Jian Xu
Abstract Second/foreign language (L2) writing emotions play an important role in language writing outcomes. However, extant literature was dominated by L2 anxiety with other types of emotions being neglected. Further, little is known about whether English-as-a-foreign-language (EFL) writers demonstrate heterogenous patterns of emotional experiences in English writing. The aim of the study was to identify intra-individual differences in EFL writing emotion patterns and how these patterns differed from each other in terms of writing buoyancy, motivation, and proficiency. Through convenience sampling, three hundred and sixty-three EFL undergraduates in China were recruited and they completed a battery of questionnaires. Latent profile analysis (LPA) revealed a three-profile solution. They were labelled as the “positive type” (PT), “negative type” (NT) and “moderate type” (MT). Three groups reported significantly different levels of writing buoyancy and motivation with the highest scores of them being found among the PT group, followed by MT, and lastly NT. The writing proficiency was higher for the PT group than for the NT group, but the PT group did not differ from the NT or MT group. The dominance of MT group suggested that most students exhibited mild attitudes toward EFL writing. The distinct patterns of EFL writing emotions and their influences on writing outcomes suggested that teachers should boost students’ emotional learning competence and adjust the teaching approach accordingly.
{"title":"A latent profile analysis of L2 writing emotions and their relations to writing buoyancy, motivation and proficiency","authors":"Yabing Wang, Jian Xu","doi":"10.1515/applirev-2022-0080","DOIUrl":"https://doi.org/10.1515/applirev-2022-0080","url":null,"abstract":"Abstract Second/foreign language (L2) writing emotions play an important role in language writing outcomes. However, extant literature was dominated by L2 anxiety with other types of emotions being neglected. Further, little is known about whether English-as-a-foreign-language (EFL) writers demonstrate heterogenous patterns of emotional experiences in English writing. The aim of the study was to identify intra-individual differences in EFL writing emotion patterns and how these patterns differed from each other in terms of writing buoyancy, motivation, and proficiency. Through convenience sampling, three hundred and sixty-three EFL undergraduates in China were recruited and they completed a battery of questionnaires. Latent profile analysis (LPA) revealed a three-profile solution. They were labelled as the “positive type” (PT), “negative type” (NT) and “moderate type” (MT). Three groups reported significantly different levels of writing buoyancy and motivation with the highest scores of them being found among the PT group, followed by MT, and lastly NT. The writing proficiency was higher for the PT group than for the NT group, but the PT group did not differ from the NT or MT group. The dominance of MT group suggested that most students exhibited mild attitudes toward EFL writing. The distinct patterns of EFL writing emotions and their influences on writing outcomes suggested that teachers should boost students’ emotional learning competence and adjust the teaching approach accordingly.","PeriodicalId":46472,"journal":{"name":"Applied Linguistics Review","volume":" ","pages":""},"PeriodicalIF":2.6,"publicationDate":"2023-05-31","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"46336816","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 : 2023-05-26DOI: 10.1515/applirev-2023-0087
Danping Wang, Martin East
Abstract This paper explores how beginners in a second language (L2) perform on and perceive an online writing test that is designed based on the notion of translanguaging. The test was administered during emergency remote teaching when many L2 courses navigated creative solutions to online testing. Situated in an ab initio Mandarin Chinese course in New Zealand, 163 students’ first-time digital compositions in Chinese and responses to an immediate follow-up survey on their translanguaging practices were analysed as part of evaluating a new assessment design. Students’ digital compositions demonstrated purposeful translanguaging in assessment conditions, judiciously negotiating their existing linguistic knowledge when completing the task. The writing assessment showed augmented task completion when learners’ trans-semiotic repertoires were recognised as a legitimate resource for identity expression. The survey found that most students supported the creative design that integrated digital multimodal composition and translanguaging, replacing the monolingually-focused handwriting-based test tasks. Some students were sceptical of the translanguaging approach and found it unexpected, unnecessary, and inauthentic. The study suggests that L2 writing test design might incorporate translanguaging as a creative and transformative assessment facet to genuinely engage beginning learners in meaningful writing tasks when their proficiency level is limited.
{"title":"Integrating translanguaging into assessment: students’ responses and perceptions","authors":"Danping Wang, Martin East","doi":"10.1515/applirev-2023-0087","DOIUrl":"https://doi.org/10.1515/applirev-2023-0087","url":null,"abstract":"Abstract This paper explores how beginners in a second language (L2) perform on and perceive an online writing test that is designed based on the notion of translanguaging. The test was administered during emergency remote teaching when many L2 courses navigated creative solutions to online testing. Situated in an ab initio Mandarin Chinese course in New Zealand, 163 students’ first-time digital compositions in Chinese and responses to an immediate follow-up survey on their translanguaging practices were analysed as part of evaluating a new assessment design. Students’ digital compositions demonstrated purposeful translanguaging in assessment conditions, judiciously negotiating their existing linguistic knowledge when completing the task. The writing assessment showed augmented task completion when learners’ trans-semiotic repertoires were recognised as a legitimate resource for identity expression. The survey found that most students supported the creative design that integrated digital multimodal composition and translanguaging, replacing the monolingually-focused handwriting-based test tasks. Some students were sceptical of the translanguaging approach and found it unexpected, unnecessary, and inauthentic. The study suggests that L2 writing test design might incorporate translanguaging as a creative and transformative assessment facet to genuinely engage beginning learners in meaningful writing tasks when their proficiency level is limited.","PeriodicalId":46472,"journal":{"name":"Applied Linguistics Review","volume":" ","pages":""},"PeriodicalIF":2.6,"publicationDate":"2023-05-26","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"42220432","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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