This paper introduces the concept of AI-textuality that extends Bakhtin’s notion of intertextuality to encompass interactions involving texts produced by generative artificial intelligence (GenAI). Intertextuality provides a valuable lens for understanding how GenAI outputs are created through the assemblage of digital and multimodal texts from vast datasets. Building on this perspective, this paper presents a model to theorize the intertextual nature of AI-generated texts in educational settings. The model frames human-AI interaction as an interplay between humans’ experiences in a material space and GenAI’s computational processing in a digital space. Drawing on data from a high school classroom, the model illustrates how students engaged with GenAI to discuss key ideas in the lesson. It highlights how students’ engagement with AI-generated texts was shaped by their textualization of experiences, the intertextual probability of GenAI’s responses, and the joint construction of knowledge between students and GenAI. Through the illustration, the paper argues that AI-textuality has the potential to revise and expand traditional understandings of intertextuality to incorporate our interactions with GenAI in the digital age.
{"title":"AI-textuality: Expanding intertextuality to theorize human-AI interaction with generative artificial intelligence","authors":"Kok-Sing Tang","doi":"10.1093/applin/amaf016","DOIUrl":"https://doi.org/10.1093/applin/amaf016","url":null,"abstract":"This paper introduces the concept of AI-textuality that extends Bakhtin’s notion of intertextuality to encompass interactions involving texts produced by generative artificial intelligence (GenAI). Intertextuality provides a valuable lens for understanding how GenAI outputs are created through the assemblage of digital and multimodal texts from vast datasets. Building on this perspective, this paper presents a model to theorize the intertextual nature of AI-generated texts in educational settings. The model frames human-AI interaction as an interplay between humans’ experiences in a material space and GenAI’s computational processing in a digital space. Drawing on data from a high school classroom, the model illustrates how students engaged with GenAI to discuss key ideas in the lesson. It highlights how students’ engagement with AI-generated texts was shaped by their textualization of experiences, the intertextual probability of GenAI’s responses, and the joint construction of knowledge between students and GenAI. Through the illustration, the paper argues that AI-textuality has the potential to revise and expand traditional understandings of intertextuality to incorporate our interactions with GenAI in the digital age.","PeriodicalId":48234,"journal":{"name":"Applied Linguistics","volume":"56 1","pages":""},"PeriodicalIF":3.6,"publicationDate":"2025-04-21","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143853391","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}
Sometimes we face material or practical troubles that require assistance from others to be resolved. While assistance can be mobilized through requests for assistance, it can also be mobilized through complaints. However, while L2 requests have been the object of numerous studies, there has been very little work examining how complaints can be used by L2 speakers to mobilize assistance. In this article, we examine how troubles-complaints are used by Saudi L2 speakers of English as a method by which to mobilize assistance. It is suggested that mobilizing assistance through troubles-complaints provides for the negotiation of the material and moral contingencies associated with any such assistance. It is also suggested that the mobilization of requests through complaints is preferred over requests for assistance when the nature of assistance and who will provide it needs to be negotiated. Leading with requests for assistance in such cases thus occasions interactional misalignment. We conclude that the learning and teaching of pragmatic competence needs to go beyond traditional sets of speech acts such as requests.
{"title":"Mobilizing assistance through troubles-complaints in L2 settings","authors":"Bandar Alshammari, Michael Haugh","doi":"10.1093/applin/amaf019","DOIUrl":"https://doi.org/10.1093/applin/amaf019","url":null,"abstract":"Sometimes we face material or practical troubles that require assistance from others to be resolved. While assistance can be mobilized through requests for assistance, it can also be mobilized through complaints. However, while L2 requests have been the object of numerous studies, there has been very little work examining how complaints can be used by L2 speakers to mobilize assistance. In this article, we examine how troubles-complaints are used by Saudi L2 speakers of English as a method by which to mobilize assistance. It is suggested that mobilizing assistance through troubles-complaints provides for the negotiation of the material and moral contingencies associated with any such assistance. It is also suggested that the mobilization of requests through complaints is preferred over requests for assistance when the nature of assistance and who will provide it needs to be negotiated. Leading with requests for assistance in such cases thus occasions interactional misalignment. We conclude that the learning and teaching of pragmatic competence needs to go beyond traditional sets of speech acts such as requests.","PeriodicalId":48234,"journal":{"name":"Applied Linguistics","volume":"29 1","pages":""},"PeriodicalIF":3.6,"publicationDate":"2025-04-21","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143857724","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}
In this article, we examine how migrants with a language other than English background are exposed to linguistic discrimination in relation to the English-only discourse of their daily life in Australia, labelling such discrimination as everyday linguicism. By engaging in a scholarly conversation on subjectivity, discourse, and power, we conceptualize and make use of the notion linguicized subjectivity as a thinking tool to interpret incidents of linguicism encountered by our participants. While discussing interview-based findings, we explore how the participants were discursively shaped as linguicized subjects in different linguicist situations in various contexts, and how they negotiated such an imposed ‘abnormal’ and ‘Other’ subject position, subordinated to the power of English and English speakers. The linguicism experienced by the participants alerts us to Australia’s monolingualist structure which has linguicized minority people’s subjectivity at different levels of their social participation. Remedies for such English-only linguicism should involve ‘saying enough’ to linguistic oppression and inequality as well as connecting individual agency, collective actions, and social dialogue to facilitate a social transformation where new possibilities of Australia’s multilingual subjectivity are enabled.
{"title":"The linguicized subject: everyday linguicism and the ‘English-only’ discourse against migrants in Australia","authors":"Trang Thi Thuy Nguyen, John Hajek","doi":"10.1093/applin/amaf021","DOIUrl":"https://doi.org/10.1093/applin/amaf021","url":null,"abstract":"In this article, we examine how migrants with a language other than English background are exposed to linguistic discrimination in relation to the English-only discourse of their daily life in Australia, labelling such discrimination as everyday linguicism. By engaging in a scholarly conversation on subjectivity, discourse, and power, we conceptualize and make use of the notion linguicized subjectivity as a thinking tool to interpret incidents of linguicism encountered by our participants. While discussing interview-based findings, we explore how the participants were discursively shaped as linguicized subjects in different linguicist situations in various contexts, and how they negotiated such an imposed ‘abnormal’ and ‘Other’ subject position, subordinated to the power of English and English speakers. The linguicism experienced by the participants alerts us to Australia’s monolingualist structure which has linguicized minority people’s subjectivity at different levels of their social participation. Remedies for such English-only linguicism should involve ‘saying enough’ to linguistic oppression and inequality as well as connecting individual agency, collective actions, and social dialogue to facilitate a social transformation where new possibilities of Australia’s multilingual subjectivity are enabled.","PeriodicalId":48234,"journal":{"name":"Applied Linguistics","volume":"6 1","pages":""},"PeriodicalIF":3.6,"publicationDate":"2025-04-21","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143857718","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}
The present study investigated students’ perceptions of the presence or absence of Afro-Latinx representation in Spanish language textbooks and their suggestions for improving these representations. Critical race theory, critical language awareness, and critical discourse analysis were the theoretical frameworks guiding the study. Semi-structured interviews were conducted among 15 Spanish language students to gain insight into their perceptions of this representation (or lack thereof) in their textbooks. The results indicated that students perceived limited visibility of Afro-Latinx identities in the materials, identified mixed race as a marker of Afro-Latinidad, skin color as a defining characteristic, and a dichotomy in understanding who or what constitutes Afro-Latinidad. Students also suggested incorporating authentic reflections of diversity within the Spanish-speaking world and addressing broader social contexts to create a more inclusive and representative curriculum. These findings contribute to the ongoing discussions on diversity, representation, and social justice within academia and the broader society.
{"title":"“Man, I don’t know anything”: Students insights into Afro-Latinx (re)presentation in Spanish textbooks","authors":"Lillie Padilla, Rosti Vana","doi":"10.1093/applin/amaf018","DOIUrl":"https://doi.org/10.1093/applin/amaf018","url":null,"abstract":"The present study investigated students’ perceptions of the presence or absence of Afro-Latinx representation in Spanish language textbooks and their suggestions for improving these representations. Critical race theory, critical language awareness, and critical discourse analysis were the theoretical frameworks guiding the study. Semi-structured interviews were conducted among 15 Spanish language students to gain insight into their perceptions of this representation (or lack thereof) in their textbooks. The results indicated that students perceived limited visibility of Afro-Latinx identities in the materials, identified mixed race as a marker of Afro-Latinidad, skin color as a defining characteristic, and a dichotomy in understanding who or what constitutes Afro-Latinidad. Students also suggested incorporating authentic reflections of diversity within the Spanish-speaking world and addressing broader social contexts to create a more inclusive and representative curriculum. These findings contribute to the ongoing discussions on diversity, representation, and social justice within academia and the broader society.","PeriodicalId":48234,"journal":{"name":"Applied Linguistics","volume":"8 1","pages":""},"PeriodicalIF":3.6,"publicationDate":"2025-04-16","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143841228","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}
Loren Sofia Rubio, Adam Charles Roberts, Yoolim Kim
Presently, Kyrgyzstan remains the last former Soviet Turkic-speaking Central Asian Republic to use Cyrillic script with the possibility of undergoing Latinization. Our study investigates the attitudes of Kyrgyz speakers toward the present use of Cyrillic in Kyrgyzstan and a potential transition to Latin script. To investigate, we conducted a linguistic attitude survey that draws on three themes we predicted to have the greatest impact on speaker attitudes: (1) the fit of Cyrillic for Kyrgyz phonological patterns, (2) the trajectory of de-Russification in Kyrgyzstan, and (3) Kyrgyz globalization and foreign relations. Our results indicate that de-Russification appears to be the most influential factor shaping attitudes toward both Cyrillic and Latin, which suggest that Kyrgyz speakers view written language, or script, as a factor which impacts both the strength and power of Kyrgyzstan as well as opportunities available for Kyrgyz citizens.
{"title":"The role of script in Kyrgyz identity: Examining attitudes toward Kyrgyz script, Cyrillic, and Latinization","authors":"Loren Sofia Rubio, Adam Charles Roberts, Yoolim Kim","doi":"10.1093/applin/amaf013","DOIUrl":"https://doi.org/10.1093/applin/amaf013","url":null,"abstract":"Presently, Kyrgyzstan remains the last former Soviet Turkic-speaking Central Asian Republic to use Cyrillic script with the possibility of undergoing Latinization. Our study investigates the attitudes of Kyrgyz speakers toward the present use of Cyrillic in Kyrgyzstan and a potential transition to Latin script. To investigate, we conducted a linguistic attitude survey that draws on three themes we predicted to have the greatest impact on speaker attitudes: (1) the fit of Cyrillic for Kyrgyz phonological patterns, (2) the trajectory of de-Russification in Kyrgyzstan, and (3) Kyrgyz globalization and foreign relations. Our results indicate that de-Russification appears to be the most influential factor shaping attitudes toward both Cyrillic and Latin, which suggest that Kyrgyz speakers view written language, or script, as a factor which impacts both the strength and power of Kyrgyzstan as well as opportunities available for Kyrgyz citizens.","PeriodicalId":48234,"journal":{"name":"Applied Linguistics","volume":"37 1","pages":""},"PeriodicalIF":3.6,"publicationDate":"2025-04-04","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143782662","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}
Metaphors can influence people’s reasoning because of their ability to highlight or hide features of the target domain. In this article, we investigate the extent to which different metaphorical frames lead to different policy recommendations that best fit with the structure of the frame, as well as the role of age and gender to account for variation in the responses. We rely on four naturalistic metaphorical frames used during the media coverage of the COVID-19 pandemic: fight, fire, machine, and water. A total of 203 Spanish participants were randomly shown one of the five experimental conditions and were asked to (1) rate their perception of control over the health emergency and (2) recommend policy measures to stop the spread of the pandemic. To assess the extent to which participants had noticed the metaphorical frames, a third question was added where they had to indicate the words that had been most decisive in their answers. Results indicate that the fight frame increases the perception of control over the situation, but mostly for men and older participants; they were also more likely to prefer restrictive measures, whereas women and younger participants favoured a balance between restrictive and preventive policies. Finally, fire keywords were the most likely to be remembered by everyone, unlike the keywords from other frames. These findings shed light on the role of age and gender in moderating the effect of metaphorical framing.
{"title":"Firebreak, circuit break, or water break? The impact of metaphor on people’s perception and attitudes towards lockdown measures","authors":"Paula Pérez-Sobrino, Iraide Ibarretxe-Antuñano","doi":"10.1093/applin/amaf012","DOIUrl":"https://doi.org/10.1093/applin/amaf012","url":null,"abstract":"Metaphors can influence people’s reasoning because of their ability to highlight or hide features of the target domain. In this article, we investigate the extent to which different metaphorical frames lead to different policy recommendations that best fit with the structure of the frame, as well as the role of age and gender to account for variation in the responses. We rely on four naturalistic metaphorical frames used during the media coverage of the COVID-19 pandemic: fight, fire, machine, and water. A total of 203 Spanish participants were randomly shown one of the five experimental conditions and were asked to (1) rate their perception of control over the health emergency and (2) recommend policy measures to stop the spread of the pandemic. To assess the extent to which participants had noticed the metaphorical frames, a third question was added where they had to indicate the words that had been most decisive in their answers. Results indicate that the fight frame increases the perception of control over the situation, but mostly for men and older participants; they were also more likely to prefer restrictive measures, whereas women and younger participants favoured a balance between restrictive and preventive policies. Finally, fire keywords were the most likely to be remembered by everyone, unlike the keywords from other frames. These findings shed light on the role of age and gender in moderating the effect of metaphorical framing.","PeriodicalId":48234,"journal":{"name":"Applied Linguistics","volume":"102 1","pages":""},"PeriodicalIF":3.6,"publicationDate":"2025-04-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143775499","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}
Eva Caltabellotta, Elke Van Steendam, Ann-Sophie Noreillie, Eva Puimège, Silke Creten, Elke Peters
This study investigated the lexical proficiency of L2 learners of English and French. The aim of the study was two-fold. First, we examined the cross-sectional differences in productive vocabulary knowledge and vocabulary use between L2 learners in two grades. Second, we investigated the extent to which vocabulary knowledge and grade could predict vocabulary use in writing, operationalized as lexical diversity (moving average type-token ratio), mean-based, and band-based lexical sophistication (average frequency and lexical frequency profile). Participants (N = 423) from grade 10 and grade 12 completed a form recall test (productive vocabulary knowledge) and two writing tasks (vocabulary use) in both English and French. The cross-sectional comparison showed that while vocabulary knowledge and lexical diversity increased across grades in both languages, mean-based lexical sophistication only improved in English. Band-based sophistication was not observed to increase in either language. Furthermore, the results indicated that productive vocabulary knowledge predicted all measures of vocabulary use in English, but only predicted lexical diversity for French. The findings are discussed in light of their implications for L2 pedagogy.
{"title":"Vocabulary knowledge and vocabulary use in writing: A cross-sectional comparison of L2 English and L2 French","authors":"Eva Caltabellotta, Elke Van Steendam, Ann-Sophie Noreillie, Eva Puimège, Silke Creten, Elke Peters","doi":"10.1093/applin/amaf009","DOIUrl":"https://doi.org/10.1093/applin/amaf009","url":null,"abstract":"This study investigated the lexical proficiency of L2 learners of English and French. The aim of the study was two-fold. First, we examined the cross-sectional differences in productive vocabulary knowledge and vocabulary use between L2 learners in two grades. Second, we investigated the extent to which vocabulary knowledge and grade could predict vocabulary use in writing, operationalized as lexical diversity (moving average type-token ratio), mean-based, and band-based lexical sophistication (average frequency and lexical frequency profile). Participants (N = 423) from grade 10 and grade 12 completed a form recall test (productive vocabulary knowledge) and two writing tasks (vocabulary use) in both English and French. The cross-sectional comparison showed that while vocabulary knowledge and lexical diversity increased across grades in both languages, mean-based lexical sophistication only improved in English. Band-based sophistication was not observed to increase in either language. Furthermore, the results indicated that productive vocabulary knowledge predicted all measures of vocabulary use in English, but only predicted lexical diversity for French. The findings are discussed in light of their implications for L2 pedagogy.","PeriodicalId":48234,"journal":{"name":"Applied Linguistics","volume":"53 1","pages":""},"PeriodicalIF":3.6,"publicationDate":"2025-03-06","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143570385","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}
This study investigates the use of language play by Korean teachers of English as a foreign language in elementary classrooms. While previous research has extensively explored language play by learners, this paper shifts focus to teachers’ engagement with language play, including their own usage and responses to students’ language play. Utilizing the “Engagement with Language” (EWL) framework, the study meticulously analyzes classroom discourse across seven elementary schools in South Korea. We examined 83 forty-minute lessons and conducted semi-structured interviews with seven Korean English teachers to categorize their use of language play into four distinct types: initiation, acceptance, non-responsiveness, and refusal. Findings indicate that teachers’ approaches to language play impact students’ language learning and engagement within the EWL framework. The study highlights important pedagogical implications, suggesting that teachers’ conscious use of language play can enhance language acquisition and classroom interaction. Furthermore, these insights offer a new perspective for teacher training programs, emphasizing the strategic integration of language play into pedagogical practices to foster more dynamic and effective language learning environments.
{"title":"Engaging with language play: practices of Korean English teachers in elementary classrooms","authors":"Sol Kim, So-Yeon Ahn","doi":"10.1093/applin/amaf004","DOIUrl":"https://doi.org/10.1093/applin/amaf004","url":null,"abstract":"This study investigates the use of language play by Korean teachers of English as a foreign language in elementary classrooms. While previous research has extensively explored language play by learners, this paper shifts focus to teachers’ engagement with language play, including their own usage and responses to students’ language play. Utilizing the “Engagement with Language” (EWL) framework, the study meticulously analyzes classroom discourse across seven elementary schools in South Korea. We examined 83 forty-minute lessons and conducted semi-structured interviews with seven Korean English teachers to categorize their use of language play into four distinct types: initiation, acceptance, non-responsiveness, and refusal. Findings indicate that teachers’ approaches to language play impact students’ language learning and engagement within the EWL framework. The study highlights important pedagogical implications, suggesting that teachers’ conscious use of language play can enhance language acquisition and classroom interaction. Furthermore, these insights offer a new perspective for teacher training programs, emphasizing the strategic integration of language play into pedagogical practices to foster more dynamic and effective language learning environments.","PeriodicalId":48234,"journal":{"name":"Applied Linguistics","volume":"29 1","pages":""},"PeriodicalIF":3.6,"publicationDate":"2025-03-04","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143546464","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}
Most students begin learning foreign languages in elementary school, and yet little research is conducted in this area. This mixed-methods study investigated teacher self-efficacy (TSE) among 138 classroom elementary teachers in Japan tasked with teaching English as a foreign language (EFL). Policymakers promote EFL in their schooling systems, but with a lack of specialist EFL teachers, many classroom teachers must conduct lessons. This study began by developing a measure of TSE specially designed for elementary school teachers who teach EFL, and then investigating factors that predict TSE. Rasch analysis was used for initial validation, and a regression model was constructed to determine predictors of TSE. Results suggested the questionnaire was unidimensional, and the regression showed that English teaching experience was the strongest predictor of TSE, with study of English outside of formal education also a significant predictor. Interview data with eight participants revealed teachers were confident about teaching the content, but expressed apprehensions about their EFL teaching skills, being a role model for learning, and that certain contextual factors affected their engagement with the subject.
{"title":"A neglected area: Elementary school EFL education and teacher self-efficacy","authors":"Peter Ferguson, Paul Leeming","doi":"10.1093/applin/amaf008","DOIUrl":"https://doi.org/10.1093/applin/amaf008","url":null,"abstract":"Most students begin learning foreign languages in elementary school, and yet little research is conducted in this area. This mixed-methods study investigated teacher self-efficacy (TSE) among 138 classroom elementary teachers in Japan tasked with teaching English as a foreign language (EFL). Policymakers promote EFL in their schooling systems, but with a lack of specialist EFL teachers, many classroom teachers must conduct lessons. This study began by developing a measure of TSE specially designed for elementary school teachers who teach EFL, and then investigating factors that predict TSE. Rasch analysis was used for initial validation, and a regression model was constructed to determine predictors of TSE. Results suggested the questionnaire was unidimensional, and the regression showed that English teaching experience was the strongest predictor of TSE, with study of English outside of formal education also a significant predictor. Interview data with eight participants revealed teachers were confident about teaching the content, but expressed apprehensions about their EFL teaching skills, being a role model for learning, and that certain contextual factors affected their engagement with the subject.","PeriodicalId":48234,"journal":{"name":"Applied Linguistics","volume":"9 1","pages":""},"PeriodicalIF":3.6,"publicationDate":"2025-02-25","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143528378","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}
This article examines the performative reconfiguration of linguistic expertise and the mode of TESOL at the intersection of language teaching, networked technology, and the culture of ludification. Applying van Dijck and Alinejad’s (2020 ‘Social media and trust in scientific expertise: Debating the COVID-19 pandemic in The Netherlands’, Social Media + Society, 6/4) distinction of institutional versus networked models of communication, it addresses the shifting ecology of foreign language education in an age of digital platforms in which linguistic expertise is no longer the exclusive preserve of institutional establishments, but rather can be claimed or self-professed by individuals operating on the basis of multiplex networks. A case example of networked TESOL in social media is presented to explore how the affordances of the networked model give rise to a radically different teacher-student dynamic than in the standard classroom, speaking to the idea of translanguaging pedagogy. The article discusses the implications of networked TESOL for theory and practice in applied linguistics in the post-multilingual era, proposing the idea of ludic literacy, where the instructor-influencer’s persona tends toward the performative and the sardonic, and where resources are flexibly orchestrated across the boundaries of languages, modes, and media.
本文探讨了在语言教学、网络技术和语言文化的交汇点上，语言专业知识和 TESOL 模式的表演性重构。本文应用 van Dijck 和 Alinejad（2020 年）的 "社交媒体与科学专业知识的信任：Debating the COVID-19 pandemic in The Netherlands"，Social Media + Society，6/4）对机构传播模式和网络传播模式的区分，探讨了在数字平台时代外语教育生态的转变，在这个时代，语言专业知识不再是机构机构的专属，而是可以由在多重网络基础上运作的个人声称或自我标榜。文章以社交媒体中的网络化 TESOL 为例，探讨了网络化模式如何带来与标准课堂截然不同的师生动态，并阐述了翻译语言教学法的理念。文章讨论了网络化 TESOL 对后多语时代应用语言学理论和实践的影响，提出了 "语言扫盲"（ludic literacy）的概念，即教师-影响者的角色倾向于表演性和讽刺性，资源在语言、模式和媒体的界限之间灵活协调。
{"title":"Refashioning linguistic expertise: Translanguaging TESOL in social media","authors":"Tong King Lee, Li Wei","doi":"10.1093/applin/amaf007","DOIUrl":"https://doi.org/10.1093/applin/amaf007","url":null,"abstract":"This article examines the performative reconfiguration of linguistic expertise and the mode of TESOL at the intersection of language teaching, networked technology, and the culture of ludification. Applying van Dijck and Alinejad’s (2020 ‘Social media and trust in scientific expertise: Debating the COVID-19 pandemic in The Netherlands’, Social Media + Society, 6/4) distinction of institutional versus networked models of communication, it addresses the shifting ecology of foreign language education in an age of digital platforms in which linguistic expertise is no longer the exclusive preserve of institutional establishments, but rather can be claimed or self-professed by individuals operating on the basis of multiplex networks. A case example of networked TESOL in social media is presented to explore how the affordances of the networked model give rise to a radically different teacher-student dynamic than in the standard classroom, speaking to the idea of translanguaging pedagogy. The article discusses the implications of networked TESOL for theory and practice in applied linguistics in the post-multilingual era, proposing the idea of ludic literacy, where the instructor-influencer’s persona tends toward the performative and the sardonic, and where resources are flexibly orchestrated across the boundaries of languages, modes, and media.","PeriodicalId":48234,"journal":{"name":"Applied Linguistics","volume":"27 1","pages":""},"PeriodicalIF":3.6,"publicationDate":"2025-02-22","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143473425","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}
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