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":null,"pages":null},"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":null,"pages":null},"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":null,"pages":null},"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":null,"pages":null},"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}
Pub Date : 2023-05-25DOI: 10.1515/applirev-2022-0169
Shuwen Liu, R. Yuan
Abstract English-medium Instruction (EMI), that is, the use of the English language to teach academic subjects apart from English, is a growing phenomenon around the world. In view of the facilitative role of language in content learning, scholars have stressed the need to incorporate a language focus into EMI classrooms. One practical question that arises from this discussion is “How?” This study, through a telling case, intends to reveal the classroom practices of an EMI teacher who explicitly addresses different language issues during her content teaching in a psychology course in a Macau university. Drawing on multiple sources of data including field observations and interviews, the authors unearth three forms of the teacher’s language-related teaching practices – (1) teaching language for content comprehension, (2) teaching language for classroom engagement, and (3) teaching language through feedback. Specific teaching techniques are further identified and discussed in relation to various personal and contextual factors surrounding the EMI classroom. Practical insights are offered to individual EMI teachers in embracing a language focus to facilitate content learning in EMI programs across geographical contexts.
{"title":"“Part of me is teaching English”: probing the language-related teaching practices of an English-medium instruction (EMI) teacher","authors":"Shuwen Liu, R. Yuan","doi":"10.1515/applirev-2022-0169","DOIUrl":"https://doi.org/10.1515/applirev-2022-0169","url":null,"abstract":"Abstract English-medium Instruction (EMI), that is, the use of the English language to teach academic subjects apart from English, is a growing phenomenon around the world. In view of the facilitative role of language in content learning, scholars have stressed the need to incorporate a language focus into EMI classrooms. One practical question that arises from this discussion is “How?” This study, through a telling case, intends to reveal the classroom practices of an EMI teacher who explicitly addresses different language issues during her content teaching in a psychology course in a Macau university. Drawing on multiple sources of data including field observations and interviews, the authors unearth three forms of the teacher’s language-related teaching practices – (1) teaching language for content comprehension, (2) teaching language for classroom engagement, and (3) teaching language through feedback. Specific teaching techniques are further identified and discussed in relation to various personal and contextual factors surrounding the EMI classroom. Practical insights are offered to individual EMI teachers in embracing a language focus to facilitate content learning in EMI programs across geographical contexts.","PeriodicalId":46472,"journal":{"name":"Applied Linguistics Review","volume":null,"pages":null},"PeriodicalIF":2.6,"publicationDate":"2023-05-25","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"45135104","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 : 2023-05-25DOI: 10.1515/applirev-2023-0085
Vincent Greenier, Xiaohua Liu, Yangyu Xiao
Abstract In Chinese primary EFL classrooms, translanguaging between English and Chinese is commonly used by teachers and students out of need for efficient communication, however, this practice has been and is still widely believed to hinder students’ English development. Although recent studies have revealed the benefits translanguaging offers for teaching and learning, little has been done to understand teachers’ perceptions and use of a translanguaging pedagogy in their formative assessment practices, which is expected to play a more important role than before in China’s primary education due to recent policy reform. To close this gap, this exploratory study conducted semi-structured interviews with 10 Chinese primary EFL teachers, who are varied in their geographical location and teaching experience. Adopting an abductive thematic analysis approach, data analysis aimed at understanding how translanguaging was used to facilitate the implementation of formative assessment. Through the lens of creativity, three essential types of translanguaging practices – translanguaging for meaning-making (through preparation and expansion), collaboration, and empowerment – were identified, which have the potential to facilitate different procedures of formative assessment by accelerating understanding and expression, stimulating critical thinking and exploration, maintaining interest and engagement, and promoting autonomy and peer learning.
{"title":"Creative translanguaging in formative assessment: Chinese teachers’ perceptions and practices in the primary EFL classroom","authors":"Vincent Greenier, Xiaohua Liu, Yangyu Xiao","doi":"10.1515/applirev-2023-0085","DOIUrl":"https://doi.org/10.1515/applirev-2023-0085","url":null,"abstract":"Abstract In Chinese primary EFL classrooms, translanguaging between English and Chinese is commonly used by teachers and students out of need for efficient communication, however, this practice has been and is still widely believed to hinder students’ English development. Although recent studies have revealed the benefits translanguaging offers for teaching and learning, little has been done to understand teachers’ perceptions and use of a translanguaging pedagogy in their formative assessment practices, which is expected to play a more important role than before in China’s primary education due to recent policy reform. To close this gap, this exploratory study conducted semi-structured interviews with 10 Chinese primary EFL teachers, who are varied in their geographical location and teaching experience. Adopting an abductive thematic analysis approach, data analysis aimed at understanding how translanguaging was used to facilitate the implementation of formative assessment. Through the lens of creativity, three essential types of translanguaging practices – translanguaging for meaning-making (through preparation and expansion), collaboration, and empowerment – were identified, which have the potential to facilitate different procedures of formative assessment by accelerating understanding and expression, stimulating critical thinking and exploration, maintaining interest and engagement, and promoting autonomy and peer learning.","PeriodicalId":46472,"journal":{"name":"Applied Linguistics Review","volume":null,"pages":null},"PeriodicalIF":2.6,"publicationDate":"2023-05-25","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"45649501","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 : 2023-05-25DOI: 10.1515/applirev-2023-0001
Ali Derakhshan, Sedigheh Karimpour, Mostafa Nazari
Abstract Classrooms provide a context in which teachers and learners co-construct meaning in light of their sociocultural understandings and profiles. However, to date, few studies have scrutinized the way such profiles contribute to teachers’ classroom discourse. Informed by the methodological framework of conversation analysis and drawing upon a corpus of 20-h naturally-occurring classroom interactions, the present study examined variations in novice and experienced teachers’ classroom discourse in providing opportunities for learner interlanguage development. The study relied on Walsh’s (2006. Investigating classroom discourse. Routledge) conceptualization of classroom context mode in the data collection and analysis stages. Quantitative and qualitative analyses of the data revealed that the experienced teachers’ discourse was marked by greater simultaneity and immediacy characteristics targeted at learner engagement in comparison to novice teachers. The study findings highlight variations between the two groups across a range of discursive constructions and provide implications for enhancing novice teachers’ classroom discourse.
{"title":"Interactional features in second language classroom discourse: variations across novice and experienced language teachers","authors":"Ali Derakhshan, Sedigheh Karimpour, Mostafa Nazari","doi":"10.1515/applirev-2023-0001","DOIUrl":"https://doi.org/10.1515/applirev-2023-0001","url":null,"abstract":"Abstract Classrooms provide a context in which teachers and learners co-construct meaning in light of their sociocultural understandings and profiles. However, to date, few studies have scrutinized the way such profiles contribute to teachers’ classroom discourse. Informed by the methodological framework of conversation analysis and drawing upon a corpus of 20-h naturally-occurring classroom interactions, the present study examined variations in novice and experienced teachers’ classroom discourse in providing opportunities for learner interlanguage development. The study relied on Walsh’s (2006. Investigating classroom discourse. Routledge) conceptualization of classroom context mode in the data collection and analysis stages. Quantitative and qualitative analyses of the data revealed that the experienced teachers’ discourse was marked by greater simultaneity and immediacy characteristics targeted at learner engagement in comparison to novice teachers. The study findings highlight variations between the two groups across a range of discursive constructions and provide implications for enhancing novice teachers’ classroom discourse.","PeriodicalId":46472,"journal":{"name":"Applied Linguistics Review","volume":null,"pages":null},"PeriodicalIF":2.6,"publicationDate":"2023-05-25","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"48191787","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 : 2023-05-25DOI: 10.1515/applirev-2022-0105
Li Zhou, Katja Lochtman, Yiheng Xi
Abstract Foreign language peace of mind (FLPOM) is conceptualized as a Chinese culture-specific low-arousal positive emotional state of inner peace and harmony. It is used to describe learners’ psychological well-being in the Chinese English as a foreign language (EFL) context. This study examines the intermediate mechanism for the positive effect of FLPOM on language achievement by testing learners’ cognitive engagement as a mediator on the relationship between FLPOM and language achievement and competitive psychological climate as a moderator of the mediation effect. Foreign language enjoyment (FLE), a comparatively high-arousal positive emotion, is also tested in the same model for comparison purposes. Results showed that cognitive engagement mediated the relationship between both FLPOM and FLE and language achievement and that competitive psychological climate negatively moderated (i.e., weakened) the mediation effect of cognitive engagement on FLE and achievement, but did not moderate the mediation effect of cognitive engagement on FLPOM and achievement. The findings point to the role of FLPOM in gaining learners’ individual resources (e.g., cognitive engagement) and, more importantly, the distinctive role of the low-arousal emotion of FLPOM in lowering resource loss and maintaining learner engagement in high resource loss (e.g., high competitiveness, high stress) circumstances.
{"title":"The mechanism for the positive effect of foreign language peace of mind in the Chinese EFL context: a moderated mediation model based on learners’ individual resources","authors":"Li Zhou, Katja Lochtman, Yiheng Xi","doi":"10.1515/applirev-2022-0105","DOIUrl":"https://doi.org/10.1515/applirev-2022-0105","url":null,"abstract":"Abstract Foreign language peace of mind (FLPOM) is conceptualized as a Chinese culture-specific low-arousal positive emotional state of inner peace and harmony. It is used to describe learners’ psychological well-being in the Chinese English as a foreign language (EFL) context. This study examines the intermediate mechanism for the positive effect of FLPOM on language achievement by testing learners’ cognitive engagement as a mediator on the relationship between FLPOM and language achievement and competitive psychological climate as a moderator of the mediation effect. Foreign language enjoyment (FLE), a comparatively high-arousal positive emotion, is also tested in the same model for comparison purposes. Results showed that cognitive engagement mediated the relationship between both FLPOM and FLE and language achievement and that competitive psychological climate negatively moderated (i.e., weakened) the mediation effect of cognitive engagement on FLE and achievement, but did not moderate the mediation effect of cognitive engagement on FLPOM and achievement. The findings point to the role of FLPOM in gaining learners’ individual resources (e.g., cognitive engagement) and, more importantly, the distinctive role of the low-arousal emotion of FLPOM in lowering resource loss and maintaining learner engagement in high resource loss (e.g., high competitiveness, high stress) circumstances.","PeriodicalId":46472,"journal":{"name":"Applied Linguistics Review","volume":null,"pages":null},"PeriodicalIF":2.6,"publicationDate":"2023-05-25","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"43086903","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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