International Journal of Applied Linguistics最新文献

This editorial introduces a special issue entitled “Multilingualism for Epistemological Diversity and Epistemic Inclusion.” The 17 papers included in this special issue aimed to address longstanding inequities in global knowledge production induced by English monolingualism. The editorial first critiques how monolingual ideologies and “abyssal thinking” reinforce epistemic exclusion—manifested in barriers to English-medium education, marginalization of non-Western epistemologies (e.g., from the Global South), and hermeneutical injustice. Then it outlines five interrelated themes explored by the 17 papers across diverse geographical contexts (e.g., Australia, Bangladesh, China, Japan, and Pakistan, etc.). Collectively, these studies demonstrate multilingualism's transformative potential to advance epistemological diversity and epistemic inclusion. We call for rejecting monolingual hegemony, centering context-responsive strategies (pedagogical innovation, policy reform, valorization of marginalized traditions), and building a more just global knowledge ecosystem that values all ways of knowing.

Under neoliberal logic, language policies often frame languages as commodities with material returns but downplay their epistemic potentials. This study investigates how teachers and students at a Chinese language school in Macau interpreted and appropriated such neoliberal language policies. Analysis of the school's mission statements and curriculum design revealed the institutionalization of a “subtractive resource policy,” which prioritized Pinyin as an expedient path to Mandarin proficiency and relegated Chinese characters to an optional status. Drawing on the concepts of neoliberal versus epistemic agency, this research uncovers a nuanced spectrum of stakeholder appropriation. While some participants initially exhibited neoliberal agency by aligning their learning with a pragmatic, Pinyin-centric approach, the majority demonstrated growing epistemic awareness. This awareness led to the exercise of epistemic agency, enabling participants to resist the policy's subtractive effect by pursuing a deeper and more complete understanding of the language through character literacy. The study argues that this individual and collective agency serves as a grassroots effort to transform a market-driven policy into a more equitable and holistic educational experience. It contributes to the literature by demonstrating how neoliberal policies can create a hierarchy of knowledge and how local stakeholders can become powerful agents in fostering epistemic diversity and inclusion.

This special issue centers on the role of language teachers’ psycho-emotional factors in shaping their professional creativity, identity, and development. Comprising 18 original contributions, authors in the Issue examine how emotional and psychological dimensions interact with key aspects of teacher professionalism across diverse contexts and educational settings. The studies are organized into four thematic strands: (1) the interplay between psycho-emotional factors and teacher professional identity, (2) the interplay between psycho-emotional factors and teacher professional development and success, (3) the interplay between psycho-emotional factors and teacher professional creativity, and (4) the interplay among teachers’ psychological traits. Collectively, the studies featured in this special issue highlight the complex, dynamic, and context-dependent nature of language teachers’ psychological and emotional experiences, demonstrate methodological innovations in capturing these experiences, and offer actionable insights for future research.

In the context of rapidly advancing generative artificial intelligence (GenAI), this explanatory sequential mixed-methods study applies the Integrated Model of Technology Acceptance (IMTA) to investigate how Chinese EFL learners accept and use multimodal AI-generated content (AIGC) in AI-mediated informal digital English learning (AI-IDLE). The analysis of survey data (N = 706) reveals that perceived enjoyment significantly influences learners’ behavioral intention, perceived usefulness, and perceived ease of use. Mediation analysis demonstrates that perceived usefulness partially mediates the effect of enjoyment on learners’ behavioral intention, with perceived ease of use and usefulness jointly mediating this pathway. Thematic analysis of 20 interviews highlights how learners creatively generate and transform multimodal content to support language learning, enhancing understanding, retention, and engagement. These positive experiences reinforce their motivation to continue using AIGC, even in the face of cultural mismatches, cognitive load, and technical limitations. Findings underscore the importance of both intrinsic and extrinsic motivation in multimodal AIGC adoption, shedding light on innovative practices in AI-IDLE.

This study examines evolving language use within Arabic-speaking communities, focusing on Standard Arabic (SA) and Colloquial Arabic (CA) in written texts. It explores how social media, especially YouTube, is altering the traditional associations of SA with formality and CA with informality. Using 2827 YouTube comments on popular serious and comedy shows produced in two periods (2010–2012) and (2019–2024), this study employs content analysis to assess SA and CA usage. It was hypothesized that older comments would use SA more frequently than more recent ones. Similarly, it was anticipated that comments on comedy content would more likely be in CA than those on serious content. The results show a consistent link between serious topics and SA, with a slight increase in CA in recent serious content. Comedy content sees a significant rise in CA, reflecting more informal language use. This study explores the impact of social media on language norms and concerns regarding non-standard language use in academia. The findings suggest a shift in Arabic diglossia, warranting further research into its implications for formal communication practices.