Pub Date : 2023-01-10DOI: 10.1017/S0261444822000490
Hassan Nejadghanbar, G. Hu, Maryam Jahangiri Babadi
Abstract This study examines the experiences and motivations of language and linguistics academics who have published in potential predatory journals (PPJs). A questionnaire was administered to 2,793 academics with publications in 63 language and linguistics PPJs, and 213 of them returned their responses. A subsample of the respondents (n = 21) also contributed qualitative data through semi-structured interviews or email responses to open-ended questions. Analyses of the survey data found that the authors were mainly from Asia, mostly had a doctorate, chose the PPJs chiefly for fast publication and/or meeting degree or job requirements, were predominantly of the opinion that the PPJs were reputable, and commonly reported positive impacts of publishing in the PPJs on their studies or academic careers. A thematic analysis of the qualitative data revealed five main themes: unawareness, unrelenting publication pressures, low information literacy, social identity threat, and failure to publish in top-tier journals.
{"title":"Publishing in predatory language and linguistics journals: Authors’ experiences and motivations","authors":"Hassan Nejadghanbar, G. Hu, Maryam Jahangiri Babadi","doi":"10.1017/S0261444822000490","DOIUrl":"https://doi.org/10.1017/S0261444822000490","url":null,"abstract":"Abstract This study examines the experiences and motivations of language and linguistics academics who have published in potential predatory journals (PPJs). A questionnaire was administered to 2,793 academics with publications in 63 language and linguistics PPJs, and 213 of them returned their responses. A subsample of the respondents (n = 21) also contributed qualitative data through semi-structured interviews or email responses to open-ended questions. Analyses of the survey data found that the authors were mainly from Asia, mostly had a doctorate, chose the PPJs chiefly for fast publication and/or meeting degree or job requirements, were predominantly of the opinion that the PPJs were reputable, and commonly reported positive impacts of publishing in the PPJs on their studies or academic careers. A thematic analysis of the qualitative data revealed five main themes: unawareness, unrelenting publication pressures, low information literacy, social identity threat, and failure to publish in top-tier journals.","PeriodicalId":47770,"journal":{"name":"Language Teaching","volume":"56 1","pages":"297 - 312"},"PeriodicalIF":3.6,"publicationDate":"2023-01-10","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"46469994","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 : 2023-01-09DOI: 10.1017/s0261444822000532
Pauline Foster
Pauline Foster was Professor of Applied Linguistics at St. Mary's University until her retirement in 2020, and is currently a Senior Research Associate at University College, London. Pauline has published her research widely, including papers on task-based language performance, classroom interaction, idiomaticity, and the development of instruments for oral language analysis. Pauline's i-10-index is 29, with more than 10,500 citations.
{"title":"Pauline Foster's essential bookshelf: Oral fluency in a second language","authors":"Pauline Foster","doi":"10.1017/s0261444822000532","DOIUrl":"https://doi.org/10.1017/s0261444822000532","url":null,"abstract":"Pauline Foster was Professor of Applied Linguistics at St. Mary's University until her retirement in 2020, and is currently a Senior Research Associate at University College, London. Pauline has published her research widely, including papers on task-based language performance, classroom interaction, idiomaticity, and the development of instruments for oral language analysis. Pauline's i-10-index is 29, with more than 10,500 citations.","PeriodicalId":47770,"journal":{"name":"Language Teaching","volume":" ","pages":""},"PeriodicalIF":3.6,"publicationDate":"2023-01-09","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"49002567","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 : 2023-01-09DOI: 10.1017/s0261444822000489
Y. Butler
Self-assessment (SA), as an activity for reflecting on one's own performance and abilities (Black & Wiliam, 1998), has been a topic of interest to educators over the years. Among second language (L2) educators, SA began growing in popularity in the 1970s and 1980s, when L2 educators’ focus shifted from analyzing linguistic systems to examining how learners learn a language. Many can-do statements and SA descriptors have been developed for L2 language learning, including SA grids aligned with the Common European Framework of Reference (CEFR, Council of Europe, 2022) and can-do statements prepared by the American Council on the Teaching of Foreign Language (ACTFL) in collaboration with the National Council of State Supervisors for Languages (NCSSFL) (ACTFL, n.d.). Textbooks and other L2 learning materials, including online apps, often contain SA items. SA can be used in conjunction with other assessments, such as traditional objective assessments, peer assessments, and portfolios. Teachers are often encouraged to incorporate SA into their curricula as part of the promotion of constructivist approaches to education, which have been particularly popular since the late 1980s (e.g., Nunan, 1988; Tarone & Yule, 1989); SA resonates well with modern learning theories such as learner-centered education, self-regulated learning, and autonomous learning (Butler, in press).
{"title":"Self-assessment in second language learning","authors":"Y. Butler","doi":"10.1017/s0261444822000489","DOIUrl":"https://doi.org/10.1017/s0261444822000489","url":null,"abstract":"Self-assessment (SA), as an activity for reflecting on one's own performance and abilities (Black & Wiliam, 1998), has been a topic of interest to educators over the years. Among second language (L2) educators, SA began growing in popularity in the 1970s and 1980s, when L2 educators’ focus shifted from analyzing linguistic systems to examining how learners learn a language. Many can-do statements and SA descriptors have been developed for L2 language learning, including SA grids aligned with the Common European Framework of Reference (CEFR, Council of Europe, 2022) and can-do statements prepared by the American Council on the Teaching of Foreign Language (ACTFL) in collaboration with the National Council of State Supervisors for Languages (NCSSFL) (ACTFL, n.d.). Textbooks and other L2 learning materials, including online apps, often contain SA items. SA can be used in conjunction with other assessments, such as traditional objective assessments, peer assessments, and portfolios. Teachers are often encouraged to incorporate SA into their curricula as part of the promotion of constructivist approaches to education, which have been particularly popular since the late 1980s (e.g., Nunan, 1988; Tarone & Yule, 1989); SA resonates well with modern learning theories such as learner-centered education, self-regulated learning, and autonomous learning (Butler, in press).","PeriodicalId":47770,"journal":{"name":"Language Teaching","volume":" ","pages":""},"PeriodicalIF":3.6,"publicationDate":"2023-01-09","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"41906995","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}
Mariko Kageyama, Andre Verani, Pragna Patel, Jennifer Hegle, Janet Saul
To understand laws pertaining to gender-based violence (GBV) in countries with high HIV prevalence particularly among adolescent girls and young women (AGYW), we reviewed GBV laws and regulations from initial ten eastern and southern African countriesparticipating in the United States President's Emergency Plan for AIDS Relief (PEPFAR) Determined, Resilient, AIDS-free, Mentored, and Safe (DREAMS) Initiative and highlighted similarities and differences across these jurisdictions. All ten countries (Eswatini, Kenya, Lesotho, Malawi, Mozambique, South Africa, Tanzania, Uganda, Zambia, and Zimbabwe) have GBV legislation in place but lack robust information on its implementation and enforcement. Given the known association between GBV and HIV acquisition among AGYW, an increased understanding of GBV laws, their variation across countries and respective gaps, as well as the interplay between enabling, protective, and punitive laws can strengthen policy environments for improved GBV prevention and response, which in turn can lower incidental HIV acquisition among AGYW. For greater impact, GBV policies would require reform, implementation, monitoring, and enforcement.
{"title":"Gender-Based Violence Laws in Ten African Countries with High HIV Prevalence and Incidence Among Adolescent Girls and Young Women.","authors":"Mariko Kageyama, Andre Verani, Pragna Patel, Jennifer Hegle, Janet Saul","doi":"10.2139/ssrn.4358954","DOIUrl":"10.2139/ssrn.4358954","url":null,"abstract":"<p><p>To understand laws pertaining to gender-based violence (GBV) in countries with high HIV prevalence particularly among adolescent girls and young women (AGYW), we reviewed GBV laws and regulations from initial ten eastern and southern African countriesparticipating in the United States President's Emergency Plan for AIDS Relief (PEPFAR) Determined, Resilient, AIDS-free, Mentored, and Safe (DREAMS) Initiative and highlighted similarities and differences across these jurisdictions. All ten countries (Eswatini, Kenya, Lesotho, Malawi, Mozambique, South Africa, Tanzania, Uganda, Zambia, and Zimbabwe) have GBV legislation in place but lack robust information on its implementation and enforcement. Given the known association between GBV and HIV acquisition among AGYW, an increased understanding of GBV laws, their variation across countries and respective gaps, as well as the interplay between enabling, protective, and punitive laws can strengthen policy environments for improved GBV prevention and response, which in turn can lower incidental HIV acquisition among AGYW. For greater impact, GBV policies would require reform, implementation, monitoring, and enforcement.</p>","PeriodicalId":47770,"journal":{"name":"Language Teaching","volume":"40 1","pages":"59-92"},"PeriodicalIF":0.0,"publicationDate":"2023-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC11009944/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"78790260","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":2,"RegionCategory":"文学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"OA","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2022-12-07DOI: 10.1017/s0261444822000404
S. Ganassin, Alexandra Georgiou
Focus of the seminar While the COVID-19 pandemic has resulted in many international and virtual opportunities that may have not been possible previously, we were convinced that a face-to-face event could have been more beneficial and impactful (i.e., networking and exchange of best practice). Dr. Ateek's presentation ‘Language analysis for determination of origin (LADO) and whether it works' explored how LADO is used as a gatekeeper by the Home Office with a focus on the perspectives of asylum seeker-participants who went through the process. In the presentation ‘Striving for inclusivity in an exclusionary environment – conducting research with refugees and asylum seekers in the UK', Dr. Reynolds reported and reflected on her own efforts to work ethically, responsibly, and reflexively with asylum seekers and refugees during her linguistic ethnographic doctoral study of communication in refugee and asylum legal advice meetings in the UK context.
{"title":"Researching vulnerable multilinguals: Developing an inclusive research practice","authors":"S. Ganassin, Alexandra Georgiou","doi":"10.1017/s0261444822000404","DOIUrl":"https://doi.org/10.1017/s0261444822000404","url":null,"abstract":"Focus of the seminar While the COVID-19 pandemic has resulted in many international and virtual opportunities that may have not been possible previously, we were convinced that a face-to-face event could have been more beneficial and impactful (i.e., networking and exchange of best practice). Dr. Ateek's presentation ‘Language analysis for determination of origin (LADO) and whether it works' explored how LADO is used as a gatekeeper by the Home Office with a focus on the perspectives of asylum seeker-participants who went through the process. In the presentation ‘Striving for inclusivity in an exclusionary environment – conducting research with refugees and asylum seekers in the UK', Dr. Reynolds reported and reflected on her own efforts to work ethically, responsibly, and reflexively with asylum seekers and refugees during her linguistic ethnographic doctoral study of communication in refugee and asylum legal advice meetings in the UK context.","PeriodicalId":47770,"journal":{"name":"Language Teaching","volume":"56 1","pages":"143 - 145"},"PeriodicalIF":3.6,"publicationDate":"2022-12-07","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"46933091","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 : 2022-11-18DOI: 10.1017/s0261444822000465
U. Wingate
The massive increase in the use of English Medium Instruction (EMI) in universities around the world has been accompanied by an ever-growing body of publications. The majority focus on EMI policies, teacher identities, and teachers’ and students’ attitudes towards EMI, whilst there seems to be little research into pedagogical approaches to language and literacy support for students as well as into practices in EMI teacher education, areas that are fundamental to the successful delivery of EMI. Recommendations come predominantly from conceptual papers (e.g. Dafouz, 2018, 2021; Galloway & Rose, 2021; Lasagabaster, 2018), and it is noticeable that some of these papers, in line with other EMI publications, rarely draw on English for Academic Purposes (EAP), a field that offers a rich set of theories and practices relating to student support and teacher education that are based on a decades-old research history.
{"title":"Student support and teacher education in English for Academic Purposes and English Medium Instruction: Two sides of the same coin?","authors":"U. Wingate","doi":"10.1017/s0261444822000465","DOIUrl":"https://doi.org/10.1017/s0261444822000465","url":null,"abstract":"The massive increase in the use of English Medium Instruction (EMI) in universities around the world has been accompanied by an ever-growing body of publications. The majority focus on EMI policies, teacher identities, and teachers’ and students’ attitudes towards EMI, whilst there seems to be little research into pedagogical approaches to language and literacy support for students as well as into practices in EMI teacher education, areas that are fundamental to the successful delivery of EMI. Recommendations come predominantly from conceptual papers (e.g. Dafouz, 2018, 2021; Galloway & Rose, 2021; Lasagabaster, 2018), and it is noticeable that some of these papers, in line with other EMI publications, rarely draw on English for Academic Purposes (EAP), a field that offers a rich set of theories and practices relating to student support and teacher education that are based on a decades-old research history.","PeriodicalId":47770,"journal":{"name":"Language Teaching","volume":" ","pages":""},"PeriodicalIF":3.6,"publicationDate":"2022-11-18","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"41772212","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 : 2022-11-16DOI: 10.1017/s0261444822000428
E. Ushioda
Ema Ushioda is a professor and Head of the Department of Applied Linguistics at the University of Warwick. She has been interested in motivation and autonomy in language learning for over 30 years, particularly from pedagogical and qualitative research perspectives. Recent books include Teaching and researching motivation (3rd ed.), co-authored with Zoltán Dörnyei (Routledge, 2021), and Language learning motivation: An ethical agenda for research (Oxford University Press, 2020).
Ema Ushioda是华威大学应用语言学系的教授和系主任。30多年来，她一直对语言学习的动机和自主性感兴趣，尤其是从教学和定性研究的角度。最近出版的书籍包括与Zoltán Dörnyei合著的《教学与研究动机》（第三版）（Routledge，2021）和《语言学习动机：研究的伦理议程》（牛津大学出版社，2020）。
{"title":"Ema Ushioda's essential bookshelf: Teacher engagement with classroom motivation research","authors":"E. Ushioda","doi":"10.1017/s0261444822000428","DOIUrl":"https://doi.org/10.1017/s0261444822000428","url":null,"abstract":"Ema Ushioda is a professor and Head of the Department of Applied Linguistics at the University of Warwick. She has been interested in motivation and autonomy in language learning for over 30 years, particularly from pedagogical and qualitative research perspectives. Recent books include Teaching and researching motivation (3rd ed.), co-authored with Zoltán Dörnyei (Routledge, 2021), and Language learning motivation: An ethical agenda for research (Oxford University Press, 2020).","PeriodicalId":47770,"journal":{"name":"Language Teaching","volume":" ","pages":""},"PeriodicalIF":3.6,"publicationDate":"2022-11-16","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"48327081","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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