Pub Date : 2023-09-26DOI: 10.1017/s0261444823000137
Ali Fuad Selvi, Bedrettin Yazan, Ahmar Mahboob
Recently, we have been witnessing the emergence of scholarly interest and professional advocacy efforts centering on systemic, intersectional, fluid, and contextualized inequalities and dynamic hierarchies constructed by essentialized and idealized (non)native speakerhood (speakerism/speakering) and its personal and professional implications for English language teaching (ELT) profession(als). This critical literature review aims to portray, examine, and guide the existing scholarship focusing on a myriad of issues related to ELT professionals traditionally conceptualized as “native” and “non-native” English-speaking teachers. We come to a working conclusion that (non)native speaker/teacherhood is an epistemologically hegemonic, historically colonial, contextually enacted (perceived and/or ascribed), and dynamically experienced socio-professional phenomenon intersecting with other categories of identity (e.g., race, ethnicity, country of origin, gender, religion, sexuality/sexual orientation, social class, schooling, passport/visa status, and physical appearance, among others) in making a priori connections and assertions about individuals as language users and teachers and thereby forming discourses and practices of (in)equity, privilege, marginalization, and discrimination in ELT.
{"title":"Research on “native” and “non-native” English-speaking teachers: Past developments, current status, and future directions","authors":"Ali Fuad Selvi, Bedrettin Yazan, Ahmar Mahboob","doi":"10.1017/s0261444823000137","DOIUrl":"https://doi.org/10.1017/s0261444823000137","url":null,"abstract":"Recently, we have been witnessing the emergence of scholarly interest and professional advocacy efforts centering on systemic, intersectional, fluid, and contextualized inequalities and dynamic hierarchies constructed by essentialized and idealized (non)native speakerhood (speakerism/speakering) and its personal and professional implications for English language teaching (ELT) profession(als). This critical literature review aims to portray, examine, and guide the existing scholarship focusing on a myriad of issues related to ELT professionals traditionally conceptualized as “native” and “non-native” English-speaking teachers. We come to a working conclusion that (non)native speaker/teacherhood is an epistemologically hegemonic, historically colonial, contextually enacted (perceived and/or ascribed), and dynamically experienced socio-professional phenomenon intersecting with other categories of identity (e.g., race, ethnicity, country of origin, gender, religion, sexuality/sexual orientation, social class, schooling, passport/visa status, and physical appearance, among others) in making a priori connections and assertions about individuals as language users and teachers and thereby forming discourses and practices of (in)equity, privilege, marginalization, and discrimination in ELT.","PeriodicalId":47770,"journal":{"name":"Language Teaching","volume":"8 30","pages":""},"PeriodicalIF":3.6,"publicationDate":"2023-09-26","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"71435357","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 : 2023-09-22DOI: 10.1017/s026144482300037x
Dustin Crowther, Daniel R. Isbell
Interest in second language (L2) speech comprehensibility, or listeners’ perceived ease or difficulty of understanding a given utterance, has seen continual growth since Munro and Derwing's (1995) seminal publication in Language Learning. While recognizing the body of knowledge that has developed in the 25 plus years since Munro and Derwing's study, in the present paper we look to the future as we consider what an active and informative research agenda might look like for the next 10–15 years. In this regard, we propose four primary areas of future research, including a need to: (1) extend inquiry beyond a primary focus on L2 English speech, (2) explore comprehensibility more thoroughly as a social construct, (3) investigate the effects of more targeted task manipulations, and (4) delve deeper into the effects of comprehensibility-oriented instruction. We additionally discuss the need for more replication in L2 comprehensibility research while also promoting several scholarly disciplines we feel can greatly inform future research, such as task-based literature.
{"title":"Second language speech comprehensibility: A research agenda","authors":"Dustin Crowther, Daniel R. Isbell","doi":"10.1017/s026144482300037x","DOIUrl":"https://doi.org/10.1017/s026144482300037x","url":null,"abstract":"Interest in second language (L2) speech comprehensibility, or listeners’ perceived ease or difficulty of understanding a given utterance, has seen continual growth since Munro and Derwing's (1995) seminal publication in <jats:italic>Language Learning</jats:italic>. While recognizing the body of knowledge that has developed in the 25 plus years since Munro and Derwing's study, in the present paper we look to the future as we consider what an active and informative research agenda might look like for the next 10–15 years. In this regard, we propose four primary areas of future research, including a need to: (1) extend inquiry beyond a primary focus on L2 English speech, (2) explore comprehensibility more thoroughly as a social construct, (3) investigate the effects of more targeted task manipulations, and (4) delve deeper into the effects of comprehensibility-oriented instruction. We additionally discuss the need for more replication in L2 comprehensibility research while also promoting several scholarly disciplines we feel can greatly inform future research, such as task-based literature.","PeriodicalId":47770,"journal":{"name":"Language Teaching","volume":"8 25","pages":""},"PeriodicalIF":3.6,"publicationDate":"2023-09-22","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"71435362","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 : 2023-09-08DOI: 10.1017/s0261444823000332
A. Riazi, M. A. Farsani
This review of recent scholarship (RRS) paper is a follow-up of the first, published in this journal in 2014. For this RRS paper, we identified and included 304 mixed-methods research (MMR) papers published in 20 top-tier applied linguistics (AL) journals. We used a six-pronged quality and transparency framework to review and analyze the MMR studies, drawing on six quality frameworks and transparency discussions in the MMR literature. Using the quality and transparency framework, we report on: (1) which sources AL MMR researchers use to frame their studies, (2) how explicitly they explain the purpose and design structure of the MMR studies, (3) how transparently they describe method features (sampling procedures, data sources, and data analysis), and (4) how they integrate quantitative and qualitative data and analyses and construct meta-inferences. The results of the analyses will be reported and will show how MMR has developed and is represented in the published articles in the second decade of the twenty-first century. The discussion of the results will also highlight the areas future AL MMR researchers need to consider to make their studies and reports more rigorous and transparent.
{"title":"Mixed-methods research in applied linguistics: Charting the progress through the second decade of the twenty-first century","authors":"A. Riazi, M. A. Farsani","doi":"10.1017/s0261444823000332","DOIUrl":"https://doi.org/10.1017/s0261444823000332","url":null,"abstract":"\u0000 This review of recent scholarship (RRS) paper is a follow-up of the first, published in this journal in 2014. For this RRS paper, we identified and included 304 mixed-methods research (MMR) papers published in 20 top-tier applied linguistics (AL) journals. We used a six-pronged quality and transparency framework to review and analyze the MMR studies, drawing on six quality frameworks and transparency discussions in the MMR literature. Using the quality and transparency framework, we report on: (1) which sources AL MMR researchers use to frame their studies, (2) how explicitly they explain the purpose and design structure of the MMR studies, (3) how transparently they describe method features (sampling procedures, data sources, and data analysis), and (4) how they integrate quantitative and qualitative data and analyses and construct meta-inferences. The results of the analyses will be reported and will show how MMR has developed and is represented in the published articles in the second decade of the twenty-first century. The discussion of the results will also highlight the areas future AL MMR researchers need to consider to make their studies and reports more rigorous and transparent.","PeriodicalId":47770,"journal":{"name":"Language Teaching","volume":" ","pages":""},"PeriodicalIF":3.6,"publicationDate":"2023-09-08","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"41847573","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 : 2023-08-03DOI: 10.1017/S0261444823000289
T. Antes
{"title":"A general service list for French? Teaching the vocabulary that matters","authors":"T. Antes","doi":"10.1017/S0261444823000289","DOIUrl":"https://doi.org/10.1017/S0261444823000289","url":null,"abstract":"","PeriodicalId":47770,"journal":{"name":"Language Teaching","volume":"56 1","pages":"570 - 573"},"PeriodicalIF":3.6,"publicationDate":"2023-08-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"46783801","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 : 2023-07-28DOI: 10.1017/s0261444823000290
Jamie Morgan, Megan J. Montee, Francesca Di Silvio
2. Background To effectively define, identify, and support the growing and diverse number of SLIFE in Massachusetts K-12 schools, the Massachusetts Department of Elementary and Secondary Education contracted the Center for Applied Linguistics to conduct a four-year research study on best practices for the education of SLIFE. The research presented in this summary comes from a 2022 literature review and state policy analysis and will be followed by an analysis of Massachusetts’ SLIFE data and qualitative research with Massachusetts SLIFE and the educators who serve them. This research is grounded in an assets-based, culturally-responsive approach that recognizes and promotes the value and integration of students’ bilingualism, social language abilities, and authentic ways of learning into the learning norms and standards of their schools.
{"title":"Supporting students with limited or interrupted formal education (SLIFE): Effective policies, practices, and programs","authors":"Jamie Morgan, Megan J. Montee, Francesca Di Silvio","doi":"10.1017/s0261444823000290","DOIUrl":"https://doi.org/10.1017/s0261444823000290","url":null,"abstract":"2. Background To effectively define, identify, and support the growing and diverse number of SLIFE in Massachusetts K-12 schools, the Massachusetts Department of Elementary and Secondary Education contracted the Center for Applied Linguistics to conduct a four-year research study on best practices for the education of SLIFE. The research presented in this summary comes from a 2022 literature review and state policy analysis and will be followed by an analysis of Massachusetts’ SLIFE data and qualitative research with Massachusetts SLIFE and the educators who serve them. This research is grounded in an assets-based, culturally-responsive approach that recognizes and promotes the value and integration of students’ bilingualism, social language abilities, and authentic ways of learning into the learning norms and standards of their schools.","PeriodicalId":47770,"journal":{"name":"Language Teaching","volume":"56 1","pages":"562 - 565"},"PeriodicalIF":3.6,"publicationDate":"2023-07-28","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"49293274","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 : 2023-07-28DOI: 10.1017/s0261444823000241
B. Rampton, M. Cooke, Dermot Bryers, B. Winstanley, C. Leung, A. Tomei, Samuel J. Holmes
What's the relevance of ‘Linguistic Citizenship' (LC), a concept developed in southern Africa, to language education in England? LC is committed to democratic participation and voice, to linguistic diversity and the value of sociolinguistic understanding (Stroud 2001), and it provides a framework for contesting linguistic conditions in England, where vernacular multilingualism faces monolingual language education policies and an officially ‘hostile environment for migrants'. In fact, LC lines up with four sources of opposition to this: civil society and small-scale community organisations cultivating heritage language multilingualism; experience of system-wide ‘hospitality to diversity' in education in England in the 1970s & 1980s; c.50 years of linguistics research in Britain; and universities themselves. Drawing on LC's pedigree in sociolinguistics, we then turn to the Hub for Education & Language Diversity, a collaboration between King's and non-profit language organisations which approaches LC as a multi-dimensional programme of language development. This includes BA & MA classes; teacher training (with resonant concepts like ‘diasporic local'); and efforts to broaden ideas about university ‘impact’. Overall, Linguistic Citizenship invites us to reassess the lie of the land in language education, and suggests an array of practical but principled initiatives at different points of the language teaching/university interface.
{"title":"Localising linguistic citizenship in England","authors":"B. Rampton, M. Cooke, Dermot Bryers, B. Winstanley, C. Leung, A. Tomei, Samuel J. Holmes","doi":"10.1017/s0261444823000241","DOIUrl":"https://doi.org/10.1017/s0261444823000241","url":null,"abstract":"\u0000 What's the relevance of ‘Linguistic Citizenship' (LC), a concept developed in southern Africa, to language education in England? LC is committed to democratic participation and voice, to linguistic diversity and the value of sociolinguistic understanding (Stroud 2001), and it provides a framework for contesting linguistic conditions in England, where vernacular multilingualism faces monolingual language education policies and an officially ‘hostile environment for migrants'. In fact, LC lines up with four sources of opposition to this: civil society and small-scale community organisations cultivating heritage language multilingualism; experience of system-wide ‘hospitality to diversity' in education in England in the 1970s & 1980s; c.50 years of linguistics research in Britain; and universities themselves. Drawing on LC's pedigree in sociolinguistics, we then turn to the Hub for Education & Language Diversity, a collaboration between King's and non-profit language organisations which approaches LC as a multi-dimensional programme of language development. This includes BA & MA classes; teacher training (with resonant concepts like ‘diasporic local'); and efforts to broaden ideas about university ‘impact’. Overall, Linguistic Citizenship invites us to reassess the lie of the land in language education, and suggests an array of practical but principled initiatives at different points of the language teaching/university interface.","PeriodicalId":47770,"journal":{"name":"Language Teaching","volume":" ","pages":""},"PeriodicalIF":3.6,"publicationDate":"2023-07-28","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"42429209","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 : 2023-07-27DOI: 10.1017/S0261444823000307
Meng Liu
“An extremely timely, thoughtful, and well-informed discussion in applied linguistics and beyond concerning open science. The essay seeks to engage with a broad audience and to dispel some of the persisting myths around open science and would be read fruitfully by many in the field”.
{"title":"Whose open science are we talking about? From open science in psychology to open science in applied linguistics","authors":"Meng Liu","doi":"10.1017/S0261444823000307","DOIUrl":"https://doi.org/10.1017/S0261444823000307","url":null,"abstract":"“An extremely timely, thoughtful, and well-informed discussion in applied linguistics and beyond concerning open science. The essay seeks to engage with a broad audience and to dispel some of the persisting myths around open science and would be read fruitfully by many in the field”.","PeriodicalId":47770,"journal":{"name":"Language Teaching","volume":"56 1","pages":"443 - 450"},"PeriodicalIF":3.6,"publicationDate":"2023-07-27","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"46291230","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 : 2023-07-27DOI: 10.1017/S0261444823000265
Joshua Gordon
{"title":"Corrective feedback and second language pronunciation instruction: A case study of a nonnative-speaking teacher","authors":"Joshua Gordon","doi":"10.1017/S0261444823000265","DOIUrl":"https://doi.org/10.1017/S0261444823000265","url":null,"abstract":"","PeriodicalId":47770,"journal":{"name":"Language Teaching","volume":"56 1","pages":"574 - 577"},"PeriodicalIF":3.6,"publicationDate":"2023-07-27","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"44949239","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 : 2023-07-26DOI: 10.1017/S0261444823000277
Allison Taylor-Adams
{"title":"Relational applied research: A model for re-balancing research relationships for equity in applied linguistics","authors":"Allison Taylor-Adams","doi":"10.1017/S0261444823000277","DOIUrl":"https://doi.org/10.1017/S0261444823000277","url":null,"abstract":"","PeriodicalId":47770,"journal":{"name":"Language Teaching","volume":"56 1","pages":"566 - 569"},"PeriodicalIF":3.6,"publicationDate":"2023-07-26","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"48719699","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 : 2023-07-20DOI: 10.1017/S0261444823000253
Katherine Yaw, Sible Andringa, S. Gass, G. Hancock, Daniel R. Isbell, Jieun Kim, Merja Kytö, Tove Larsson, Luke Plonsky, Scott Sterling, Margaret Wood
Katherine Yaw1* , Sible Andringa2 , Susan Gass3 , Gregory R. Hancock4 , Daniel R. Isbell5 , Jieun Kim5 , Merja Kytö6 , Tove Larsson6,7 , Luke Plonsky7 , Scott Sterling8 and Margaret Wood7 University of South Florida, Tampa, USA, University of Amsterdam, Amsterdam, the Netherlands, Michigan State University, East Lansing, USA, University of Maryland, College Park, USA, University of Hawai’i at Mānoa, Honolulu, USA, Uppsala University, Uppsala, Sweden, Northern Arizona University, Flagstaff, USA and Indiana State University, Terre Haute, USA *Corresponding author. Email: kyaw@usf.edu
Katherine Yaw1*， Sible andring2, Susan Gass3, Gregory R. Hancock4, Daniel R. Isbell5, Jieun Kim5, Merja Kytö6, Tove Larsson6,7, Luke Plonsky7, Scott Sterling8和Margaret Wood7美国坦帕南佛罗里达大学，荷兰阿姆斯特丹大学，美国东兰辛密歇根州立大学，美国马里兰大学帕克分校，夏威夷大学Mānoa，美国檀香山，瑞典乌普萨拉大学，北亚利桑那大学，弗拉格斯塔夫，美国印第安那州立大学，Terre Haute, USA *通讯作者。电子邮件:kyaw@usf.edu
{"title":"Discussions on the past, present, and future of quantitative research ethics in applied linguistics","authors":"Katherine Yaw, Sible Andringa, S. Gass, G. Hancock, Daniel R. Isbell, Jieun Kim, Merja Kytö, Tove Larsson, Luke Plonsky, Scott Sterling, Margaret Wood","doi":"10.1017/S0261444823000253","DOIUrl":"https://doi.org/10.1017/S0261444823000253","url":null,"abstract":"Katherine Yaw1* , Sible Andringa2 , Susan Gass3 , Gregory R. Hancock4 , Daniel R. Isbell5 , Jieun Kim5 , Merja Kytö6 , Tove Larsson6,7 , Luke Plonsky7 , Scott Sterling8 and Margaret Wood7 University of South Florida, Tampa, USA, University of Amsterdam, Amsterdam, the Netherlands, Michigan State University, East Lansing, USA, University of Maryland, College Park, USA, University of Hawai’i at Mānoa, Honolulu, USA, Uppsala University, Uppsala, Sweden, Northern Arizona University, Flagstaff, USA and Indiana State University, Terre Haute, USA *Corresponding author. Email: kyaw@usf.edu","PeriodicalId":47770,"journal":{"name":"Language Teaching","volume":"56 1","pages":"557 - 561"},"PeriodicalIF":3.6,"publicationDate":"2023-07-20","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"43011884","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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