Pub Date : 2023-03-01DOI: 10.1017/S0267190523000016
Jean–Marc Dewaele, E. Botes, Rachid Meftah
Abstract This study is part of a growing wave of interest in foreign language (FL) learners’ emotions, their sources, and their effects. Previous studies have confirmed that there is a clear relationship between the emotions of foreign language enjoyment (FLE), foreign language classroom anxiety (FLCA), foreign language boredom (FLB), and foreign language performance. However, the relative importance of each emotion as a predictor of FL performance has yet to be examined, and as different teaching and learning strategies can elicit different emotions, it is difficult to determine whether FL teachers and learners should prioritize a specific emotion in course design and study. We, therefore, utilized structural equation modeling and latent dominance analysis on a sample of 502 Moroccan EFL learners in order to examine the relative importance of each emotion in predicting FL performance. We argue that it is crucial to use sophisticated statistical analyses and to collect samples from outside Western, educated, industrialized, rich, and democratic (WEIRD) countries. The latent dominance analysis revealed that FLCA had the strongest (negative) effect on English test scores. FLB had a significant—but slightly weaker—negative effect and FLE had a significant—but weaker still—positive effect. As such, it is vital that FL teachers and learners not underestimate the impact of anxiety on language learning.
{"title":"A Three-Body Problem: The effects of foreign language anxiety, enjoyment, and boredom on academic achievement","authors":"Jean–Marc Dewaele, E. Botes, Rachid Meftah","doi":"10.1017/S0267190523000016","DOIUrl":"https://doi.org/10.1017/S0267190523000016","url":null,"abstract":"Abstract This study is part of a growing wave of interest in foreign language (FL) learners’ emotions, their sources, and their effects. Previous studies have confirmed that there is a clear relationship between the emotions of foreign language enjoyment (FLE), foreign language classroom anxiety (FLCA), foreign language boredom (FLB), and foreign language performance. However, the relative importance of each emotion as a predictor of FL performance has yet to be examined, and as different teaching and learning strategies can elicit different emotions, it is difficult to determine whether FL teachers and learners should prioritize a specific emotion in course design and study. We, therefore, utilized structural equation modeling and latent dominance analysis on a sample of 502 Moroccan EFL learners in order to examine the relative importance of each emotion in predicting FL performance. We argue that it is crucial to use sophisticated statistical analyses and to collect samples from outside Western, educated, industrialized, rich, and democratic (WEIRD) countries. The latent dominance analysis revealed that FLCA had the strongest (negative) effect on English test scores. FLB had a significant—but slightly weaker—negative effect and FLE had a significant—but weaker still—positive effect. As such, it is vital that FL teachers and learners not underestimate the impact of anxiety on language learning.","PeriodicalId":47490,"journal":{"name":"Annual Review of Applied Linguistics","volume":"43 1","pages":"7 - 22"},"PeriodicalIF":3.7,"publicationDate":"2023-03-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"41590953","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":1,"RegionCategory":"文学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-03-01DOI: 10.1017/S0267190523000090
Ju Seong Lee, M. Chiu
Abstract This study proposes and tests a comprehensive model (with demographics, informal digital learning of English, ideal/ought-to L2 self, L2 enjoyment, and self-perceived communication competence) of face-to-face and digital communication anxiety's relationship to willingness to communicate in a second language (L2 WTC) within in-class, out-of-class, and digital contexts. A structural equation model of survey responses from 1,269 Koreans learning English as a foreign language (746 secondary and 523 university students) showed that in all three settings, students with lower anxiety showed greater L2 WTC. Within in-class and out-of-class contexts, students with higher self-perceived English ability had lower face-to-face anxiety, which in turn yielded higher L2 WTC. In digital settings, students with a higher ideal L2 self (i.e., a more positive evaluation of their ability to attain the ideal L2 self) showed less overall anxiety (comprising face-to-face and digital anxieties), which yielded greater L2 WTC. These results suggest that future studies can test whether interventions to lower anxiety can increase L2 WTC across communication venues.
{"title":"Modeling EFL learners’ willingness to communicate: The roles of face-to-face and digital L2 communication anxiety","authors":"Ju Seong Lee, M. Chiu","doi":"10.1017/S0267190523000090","DOIUrl":"https://doi.org/10.1017/S0267190523000090","url":null,"abstract":"Abstract This study proposes and tests a comprehensive model (with demographics, informal digital learning of English, ideal/ought-to L2 self, L2 enjoyment, and self-perceived communication competence) of face-to-face and digital communication anxiety's relationship to willingness to communicate in a second language (L2 WTC) within in-class, out-of-class, and digital contexts. A structural equation model of survey responses from 1,269 Koreans learning English as a foreign language (746 secondary and 523 university students) showed that in all three settings, students with lower anxiety showed greater L2 WTC. Within in-class and out-of-class contexts, students with higher self-perceived English ability had lower face-to-face anxiety, which in turn yielded higher L2 WTC. In digital settings, students with a higher ideal L2 self (i.e., a more positive evaluation of their ability to attain the ideal L2 self) showed less overall anxiety (comprising face-to-face and digital anxieties), which yielded greater L2 WTC. These results suggest that future studies can test whether interventions to lower anxiety can increase L2 WTC across communication venues.","PeriodicalId":47490,"journal":{"name":"Annual Review of Applied Linguistics","volume":"43 1","pages":"64 - 87"},"PeriodicalIF":3.7,"publicationDate":"2023-03-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"46445508","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":1,"RegionCategory":"文学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2022-03-02DOI: 10.1017/s026719052100012x
Hassan Syed
In this paper, I discuss the tension between official monoglossic language ideologies and the heteroglossic classroom realities in higher education in Pakistan. Pakistan has maintained an English as the only medium-of-instruction policy in higher education since independence in 1947, while the everyday classroom practices have been characterized by translanguaging, that is, a hybrid and fluid use of plurilingual resources for communication. Using an autoethnographic lens, I discuss the intuitional processes and discursive practices within which my own experiences with deficit ideologies were shaped as an English language teacher and as I journied into translanguaging. Based on my experiences, I argue that while translanguaging shows great promise to confront monoglossic language ideologies inside the classroom, it offers fewer tools to resist unjust linguistic and social structures.
{"title":"“I make my students' assignments bleed with red circles”: An autoethnography of translanguaging in higher education in Pakistan","authors":"Hassan Syed","doi":"10.1017/s026719052100012x","DOIUrl":"https://doi.org/10.1017/s026719052100012x","url":null,"abstract":"<p>In this paper, I discuss the tension between official monoglossic language ideologies and the heteroglossic classroom realities in higher education in Pakistan. Pakistan has maintained an English as the only medium-of-instruction policy in higher education since independence in 1947, while the everyday classroom practices have been characterized by translanguaging, that is, a hybrid and fluid use of plurilingual resources for communication. Using an autoethnographic lens, I discuss the intuitional processes and discursive practices within which my own experiences with deficit ideologies were shaped as an English language teacher and as I journied into translanguaging. Based on my experiences, I argue that while translanguaging shows great promise to confront monoglossic language ideologies inside the classroom, it offers fewer tools to resist unjust linguistic and social structures.</p>","PeriodicalId":47490,"journal":{"name":"Annual Review of Applied Linguistics","volume":"93 ","pages":""},"PeriodicalIF":3.7,"publicationDate":"2022-03-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"138505104","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":1,"RegionCategory":"文学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2022-03-01DOI: 10.1017/S0267190521000131
Rachel Elizabeth Weissler
Abstract 1 Understanding social justice as it relates to linguistic discrimination and identity requires consideration of both production and perception. As linguists and cognitive psychologists become more attuned to talking about social justice, the need to discuss linguistic human behaviors through a sociocognitive lens becomes more pertinent than ever. This article offers a sociocognitive approach to linguistic analysis as a means to combat linguistic discrimination in the pursuit of social justice. Having negative ideologies about a particular group of people, especially a minoritized group, influences linguistic prediction and perceptions. Together, sociolinguistic and psychological methodologies are necessary to navigate a world in which people use linguistic knowledge to make decisions and predictions about their interlocutors. I use sociocognitive approaches as vehicles for social justice, centering African American English and Anti-Black Racism. The limited existing sociocognitive linguistic research indicates that listeners may modulate their linguistic expectations during cognitive processing based on speaker identity and stereotypes of speakers. As linguistic discrimination is ever-present in U.S. society, in addition to describing sociocognitive solutions, this article also represents a call to action for researchers to empirically test ideological claims about linguistic varieties that are passively accepted, strengthen replicability, and broaden approaches to the study of minoritized varieties more generally. Hopefully, this article will inspire linguistics researchers to consider all factors, cognitive and social, related to linguistic perception, further contributing to a greater understanding of how to combat linguistic discrimination from a multidimensional frame. Abstract 2 (For Family and Friends) The everyday person knows a lot about language. As we use language, interact with it, and listen to it we also naturally make judgments about what we hear. Unfortunately, some of these judgments are negative, especially when it comes to Black people's use of language. Not everyone is heard the same way, believe it or not, even if they are using the same words and cadences. Linguists call this “linguistic discrimination,” which means people are judged for what they say based on how they say it. So, what I'm doing as a researcher is suggesting ways in which people who study these phenomena can better understand them by pulling knowledge from multiple areas: another side that knows the social mechanics of how people use language and another that better understands the mental (cognitive) processes of language. I will define linguistic discrimination and give some brief history of linguistics as a field. I hope my work inspires other researchers to incorporate all of the factors at play, cognitive and social, in their work on language, linguistic discrimination, and social justice.
{"title":"A meeting of the minds: Broadening horizons in the study of linguistic discrimination and social justice through sociolinguistic and psycholinguistic approaches","authors":"Rachel Elizabeth Weissler","doi":"10.1017/S0267190521000131","DOIUrl":"https://doi.org/10.1017/S0267190521000131","url":null,"abstract":"Abstract 1 Understanding social justice as it relates to linguistic discrimination and identity requires consideration of both production and perception. As linguists and cognitive psychologists become more attuned to talking about social justice, the need to discuss linguistic human behaviors through a sociocognitive lens becomes more pertinent than ever. This article offers a sociocognitive approach to linguistic analysis as a means to combat linguistic discrimination in the pursuit of social justice. Having negative ideologies about a particular group of people, especially a minoritized group, influences linguistic prediction and perceptions. Together, sociolinguistic and psychological methodologies are necessary to navigate a world in which people use linguistic knowledge to make decisions and predictions about their interlocutors. I use sociocognitive approaches as vehicles for social justice, centering African American English and Anti-Black Racism. The limited existing sociocognitive linguistic research indicates that listeners may modulate their linguistic expectations during cognitive processing based on speaker identity and stereotypes of speakers. As linguistic discrimination is ever-present in U.S. society, in addition to describing sociocognitive solutions, this article also represents a call to action for researchers to empirically test ideological claims about linguistic varieties that are passively accepted, strengthen replicability, and broaden approaches to the study of minoritized varieties more generally. Hopefully, this article will inspire linguistics researchers to consider all factors, cognitive and social, related to linguistic perception, further contributing to a greater understanding of how to combat linguistic discrimination from a multidimensional frame. Abstract 2 (For Family and Friends) The everyday person knows a lot about language. As we use language, interact with it, and listen to it we also naturally make judgments about what we hear. Unfortunately, some of these judgments are negative, especially when it comes to Black people's use of language. Not everyone is heard the same way, believe it or not, even if they are using the same words and cadences. Linguists call this “linguistic discrimination,” which means people are judged for what they say based on how they say it. So, what I'm doing as a researcher is suggesting ways in which people who study these phenomena can better understand them by pulling knowledge from multiple areas: another side that knows the social mechanics of how people use language and another that better understands the mental (cognitive) processes of language. I will define linguistic discrimination and give some brief history of linguistics as a field. I hope my work inspires other researchers to incorporate all of the factors at play, cognitive and social, in their work on language, linguistic discrimination, and social justice.","PeriodicalId":47490,"journal":{"name":"Annual Review of Applied Linguistics","volume":"42 1","pages":"137 - 143"},"PeriodicalIF":3.7,"publicationDate":"2022-03-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"44209130","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":1,"RegionCategory":"文学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2022-03-01DOI: 10.1017/S0267190522000083
Anne H. Charity Hudley, N. Flores
Abstract in African American English as Anne Would Use It Teaching a Class or Giving a Talk Charity Hudley and Flores give you the real about the papers in this volume and share their direct vision for how to take this work forward in theory and practice. They shout out the leadership of emerging scholars as key to dreaming a world and a role for applied linguistics in the ongoing struggle for justice and liberation throughout the whole world. They lift up the volumes as the start of a new model of justice in scholarly publishing in applied linguistics and linguistics, where the conversations between emerging and more established scholars are more regularly integrated into our scholarly output. In doing so, the flavor that emerging scholars are adding to our understanding of language in various applied contexts will more quickly become part of the educational policy and practice that we legit need everywhere all the time.
非裔美国人英语摘要：Anne Will Used It Teaching a Class or Giving a Talk Charity Hudley和Flores向您介绍了本卷论文的真实情况，并分享了他们对如何在理论和实践中推进这项工作的直接看法。他们大声疾呼，新兴学者的领导力是梦想世界的关键，也是应用语言学在全世界正在进行的正义和解放斗争中的作用。它们作为应用语言学和语言学学术出版中一种新的公正模式的开始，将新兴学者和更成熟的学者之间的对话更经常地融入我们的学术成果中。通过这样做，新兴学者在各种应用背景下为我们对语言的理解增添的味道将更快地成为我们在任何地方都合法需要的教育政策和实践的一部分。
{"title":"Social justice in applied linguistics: Not a conclusion, but a way forward","authors":"Anne H. Charity Hudley, N. Flores","doi":"10.1017/S0267190522000083","DOIUrl":"https://doi.org/10.1017/S0267190522000083","url":null,"abstract":"Abstract in African American English as Anne Would Use It Teaching a Class or Giving a Talk Charity Hudley and Flores give you the real about the papers in this volume and share their direct vision for how to take this work forward in theory and practice. They shout out the leadership of emerging scholars as key to dreaming a world and a role for applied linguistics in the ongoing struggle for justice and liberation throughout the whole world. They lift up the volumes as the start of a new model of justice in scholarly publishing in applied linguistics and linguistics, where the conversations between emerging and more established scholars are more regularly integrated into our scholarly output. In doing so, the flavor that emerging scholars are adding to our understanding of language in various applied contexts will more quickly become part of the educational policy and practice that we legit need everywhere all the time.","PeriodicalId":47490,"journal":{"name":"Annual Review of Applied Linguistics","volume":"42 1","pages":"144 - 154"},"PeriodicalIF":3.7,"publicationDate":"2022-03-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"45285015","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":1,"RegionCategory":"文学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2022-03-01DOI: 10.1017/S0267190521000155
Shakina Rajendram
Abstract The colonial history of many English language teaching (ELT) contexts has shaped how the concept of language is understood, how language policies are constructed, and how language education is organized. Various aspects of ELT in countries that were colonized continue to promote the imperialism of English (Motha, 2014) through the naming (i.e., labeling of linguistic phenomena as distinct languages, dialects, and language varieties), separation and hierarchization of languages, and the dominance of monolingual policies and practices in the classroom. Translanguaging, a theory and pedagogy that challenges colonial understandings of language and monoglossic norms in language teaching, has the transformative potential to liberate language practices that have been rendered invisible by abyssal thinking in ELT (García et al., 2021). Translanguaging as a theory posits that multilingual learners do not possess two or more autonomous language systems but rather that they select and deploy linguistic features from a unitary linguistic repertoire (Vogel & García, 2017). Translanguaging as a pedagogy urges educators to leverage learners’ entire linguistic and semiotic repertoires to support their learning instead of requiring them to keep certain languages outside the classroom. However, in educational contexts that respond to socially and politically imposed boundaries between languages, there are ideological and systemic challenges to the enactment of translanguaging as a pedagogy. This paper discusses these challenges with reference to the Malaysian language education context and draws on data from a collaborative translanguaging pedagogy designed through teacher-researcher collaboration and implemented in two Malaysian elementary English classrooms to offer recommendations for how ELT can be decolonized.
摘要许多英语教学（ELT）背景的殖民历史塑造了如何理解语言概念、如何构建语言政策以及如何组织语言教育。在被殖民国家，英语教学的各个方面继续通过命名（即将语言现象标记为不同的语言、方言和语言变体）、语言的分离和分级以及单语政策和实践在课堂上的主导地位来促进英语帝国主义（Motha，2014）。翻译是一种理论和教育学，它挑战了殖民地对语言和语言教学中单语规范的理解，具有解放语言实践的变革潜力，而这些实践在英语教学中被糟糕的思维所忽视（García et al.，2021）。翻译理论认为，多语言学习者并不拥有两个或两个以上的自主语言系统，而是从单一的语言库中选择和运用语言特征（Vogel&García，2017）。翻译作为一种教育学，敦促教育工作者利用学习者的整个语言和符号库来支持他们的学习，而不是要求他们将某些语言留在课堂之外。然而，在应对社会和政治强加的语言之间界限的教育背景下，将跨语言作为一种教育法的实施面临着意识形态和系统性的挑战。本文结合马来西亚语言教育背景讨论了这些挑战，并借鉴了通过教师和研究人员合作设计并在两个马来西亚小学英语课堂上实施的合作跨语言教学法的数据，为如何实现ELT的非殖民化提供了建议。
{"title":"“Our country has gained independence, but we haven't”: Collaborative translanguaging to decolonize English language teaching","authors":"Shakina Rajendram","doi":"10.1017/S0267190521000155","DOIUrl":"https://doi.org/10.1017/S0267190521000155","url":null,"abstract":"Abstract The colonial history of many English language teaching (ELT) contexts has shaped how the concept of language is understood, how language policies are constructed, and how language education is organized. Various aspects of ELT in countries that were colonized continue to promote the imperialism of English (Motha, 2014) through the naming (i.e., labeling of linguistic phenomena as distinct languages, dialects, and language varieties), separation and hierarchization of languages, and the dominance of monolingual policies and practices in the classroom. Translanguaging, a theory and pedagogy that challenges colonial understandings of language and monoglossic norms in language teaching, has the transformative potential to liberate language practices that have been rendered invisible by abyssal thinking in ELT (García et al., 2021). Translanguaging as a theory posits that multilingual learners do not possess two or more autonomous language systems but rather that they select and deploy linguistic features from a unitary linguistic repertoire (Vogel & García, 2017). Translanguaging as a pedagogy urges educators to leverage learners’ entire linguistic and semiotic repertoires to support their learning instead of requiring them to keep certain languages outside the classroom. However, in educational contexts that respond to socially and politically imposed boundaries between languages, there are ideological and systemic challenges to the enactment of translanguaging as a pedagogy. This paper discusses these challenges with reference to the Malaysian language education context and draws on data from a collaborative translanguaging pedagogy designed through teacher-researcher collaboration and implemented in two Malaysian elementary English classrooms to offer recommendations for how ELT can be decolonized.","PeriodicalId":47490,"journal":{"name":"Annual Review of Applied Linguistics","volume":"42 1","pages":"78 - 86"},"PeriodicalIF":3.7,"publicationDate":"2022-03-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"49541668","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":1,"RegionCategory":"文学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2022-03-01DOI: 10.1017/s0267190522000113
James McKenzie
{"title":"Addressing historical trauma and healing in Indigenous language cultivation and revitalization – CORRIGENDUM","authors":"James McKenzie","doi":"10.1017/s0267190522000113","DOIUrl":"https://doi.org/10.1017/s0267190522000113","url":null,"abstract":"","PeriodicalId":47490,"journal":{"name":"Annual Review of Applied Linguistics","volume":"42 1","pages":"155 - 155"},"PeriodicalIF":3.7,"publicationDate":"2022-03-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"45682822","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":1,"RegionCategory":"文学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2022-03-01DOI: 10.1017/S0267190521000179
Jaran Shin
Abstract Criticality has become legitimate and prominent in the field of applied linguistics. Given the realities of our uncertain and worrying times, however, it is essential to consider (a) how criticality can move beyond the rhetoric of inclusion, social transformation, and justice, and (b) the direction(s) in which critical applied linguistics research must point. This paper conjoins criticality, identity, and ethics and proposes the construction of ethical subjectivity as a way to reorient applied linguistics research toward the public good. Drawing on Foucault's later work, I contend that the process of becoming an ethical subject, which involves both internal and external transformations, would create alternative spaces and ways of action—giving new momentum to the project of realizing the world we wish to live in together.
{"title":"Criticality, identity, and ethics: Toward the construction of ethical subjectivity in applied linguistics research","authors":"Jaran Shin","doi":"10.1017/S0267190521000179","DOIUrl":"https://doi.org/10.1017/S0267190521000179","url":null,"abstract":"Abstract Criticality has become legitimate and prominent in the field of applied linguistics. Given the realities of our uncertain and worrying times, however, it is essential to consider (a) how criticality can move beyond the rhetoric of inclusion, social transformation, and justice, and (b) the direction(s) in which critical applied linguistics research must point. This paper conjoins criticality, identity, and ethics and proposes the construction of ethical subjectivity as a way to reorient applied linguistics research toward the public good. Drawing on Foucault's later work, I contend that the process of becoming an ethical subject, which involves both internal and external transformations, would create alternative spaces and ways of action—giving new momentum to the project of realizing the world we wish to live in together.","PeriodicalId":47490,"journal":{"name":"Annual Review of Applied Linguistics","volume":" 39","pages":"102 - 108"},"PeriodicalIF":3.7,"publicationDate":"2022-03-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"41253710","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":1,"RegionCategory":"文学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2022-03-01DOI: 10.1017/S0267190522000010
Yaqiong Cui
Abstract Drawing on a poststructuralist perspective on identity and elite multilingualism, I traced one Uyghur female's multilingual learning experiences in this case study. Using semistructured interviews as the primary data source, I illustrate that by drawing upon multiple affordances, my Uyghur participant was able to expand her repertoire of linguistic resources and hence effect more powerful social memberships, negotiate her “elite” Uyghur identity, and achieve upward social mobility for herself. This study contributes to our understanding of ethnic minorities’ identity construction and language learning in and through intranational migration.
{"title":"Multilingualism and identity construction: A case study of a Uyghur female youth","authors":"Yaqiong Cui","doi":"10.1017/S0267190522000010","DOIUrl":"https://doi.org/10.1017/S0267190522000010","url":null,"abstract":"Abstract Drawing on a poststructuralist perspective on identity and elite multilingualism, I traced one Uyghur female's multilingual learning experiences in this case study. Using semistructured interviews as the primary data source, I illustrate that by drawing upon multiple affordances, my Uyghur participant was able to expand her repertoire of linguistic resources and hence effect more powerful social memberships, negotiate her “elite” Uyghur identity, and achieve upward social mobility for herself. This study contributes to our understanding of ethnic minorities’ identity construction and language learning in and through intranational migration.","PeriodicalId":47490,"journal":{"name":"Annual Review of Applied Linguistics","volume":"42 1","pages":"34 - 39"},"PeriodicalIF":3.7,"publicationDate":"2022-03-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"47213121","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":1,"RegionCategory":"文学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
京公网安备 11010802042870号
京ICP备2023020795号-1
扫码关注我们
求助内容：
应助结果提醒方式：