Across the texts constituting the laws of war, the word war is one of the most frequent lexical items, its dominant lexicogrammatical environment being in the phrase of war. While this combination seems unremarkable, given the durability of organized violence and the significance of this register for attempts to regulate the violence of war, the paper explores the ideological work of this phrase, including both the effects of the dominant pattern and its lexicogrammatical ‘opportunity cost’. The paper argues that the patterning of war in the laws of war shows a naturalizing of war in which the category is taken for granted, despite its context being the construction of law. In addition, the patterning reveals a paradoxical aversion to putting war at the centre of the laws of war. We argue this ‘decentring’ of war in the laws of war is a token of Malešević’s ‘ontological dissonance’ at the heart of modernity, a profound inability to reconcile our abhorrence of violence with the killing that is tolerated and defended as the ‘legitimate’ price of war.
{"title":"The ‘Existential Fabric’ of War: Explaining the Phrase of War in the Laws of War","authors":"Annabelle Lukin, Alexandra García Marrugo","doi":"10.1093/applin/amae027","DOIUrl":"https://doi.org/10.1093/applin/amae027","url":null,"abstract":"Across the texts constituting the laws of war, the word war is one of the most frequent lexical items, its dominant lexicogrammatical environment being in the phrase of war. While this combination seems unremarkable, given the durability of organized violence and the significance of this register for attempts to regulate the violence of war, the paper explores the ideological work of this phrase, including both the effects of the dominant pattern and its lexicogrammatical ‘opportunity cost’. The paper argues that the patterning of war in the laws of war shows a naturalizing of war in which the category is taken for granted, despite its context being the construction of law. In addition, the patterning reveals a paradoxical aversion to putting war at the centre of the laws of war. We argue this ‘decentring’ of war in the laws of war is a token of Malešević’s ‘ontological dissonance’ at the heart of modernity, a profound inability to reconcile our abhorrence of violence with the killing that is tolerated and defended as the ‘legitimate’ price of war.","PeriodicalId":48234,"journal":{"name":"Applied Linguistics","volume":"67 1","pages":""},"PeriodicalIF":3.6,"publicationDate":"2024-04-17","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140608142","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 examined second language (L2) learning difficulty of 13 Chinese grammatical constructions on the basis of teachers’ perceptions and associated the L2 learning difficulty of Chinese grammatical constructions with teacher-perceived learner grammatical competence and with the instructional levels. A total of 77 experienced teachers were invited to rate the learning difficulty of 13 Chinese grammatical constructions with reference to L2 learners at four instructional levels at college. Utilizing the Rasch rating scale model, this study established an L2 Chinese grammar learning difficulty hierarchy and revealed that the learning difficulty hierarchy mostly overlapped with the acquisitional order of Chinese grammar found in L2 Chinese research and with the instructional order in a widely used Chinese textbook. This study enriches our understanding of the multifaceted nature of L2 learning difficulty and the idiosyncratic learning difficulty and pattern associated with each Chinese grammatical construction in L2 development. Implications for Chinese instruction, material development, and assessment are provided.
{"title":"Second Language Learning Difficulty of Chinese Grammar: A Rasch Analysis of Teachers’ Perceptions","authors":"Jia Lin, Yuan Lu","doi":"10.1093/applin/amae024","DOIUrl":"https://doi.org/10.1093/applin/amae024","url":null,"abstract":"This study examined second language (L2) learning difficulty of 13 Chinese grammatical constructions on the basis of teachers’ perceptions and associated the L2 learning difficulty of Chinese grammatical constructions with teacher-perceived learner grammatical competence and with the instructional levels. A total of 77 experienced teachers were invited to rate the learning difficulty of 13 Chinese grammatical constructions with reference to L2 learners at four instructional levels at college. Utilizing the Rasch rating scale model, this study established an L2 Chinese grammar learning difficulty hierarchy and revealed that the learning difficulty hierarchy mostly overlapped with the acquisitional order of Chinese grammar found in L2 Chinese research and with the instructional order in a widely used Chinese textbook. This study enriches our understanding of the multifaceted nature of L2 learning difficulty and the idiosyncratic learning difficulty and pattern associated with each Chinese grammatical construction in L2 development. Implications for Chinese instruction, material development, and assessment are provided.","PeriodicalId":48234,"journal":{"name":"Applied Linguistics","volume":"41 1","pages":""},"PeriodicalIF":3.6,"publicationDate":"2024-04-10","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140545555","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 aimed to explore the literacy interactions of deaf and hearing parents with their preschool children in Saudi Arabia. The participants were three sets of parents (six individuals) of preschoolers. Data were collected through home literacy observation, experience sampling method, and interviews. All participants endorsed learning through play, and in the interviews, they highlighted the importance of learning sign language for literacy development. They emphasized fluency in sign language and acknowledged its importance for supporting deaf children’s language and early literacy development. The deaf parents emphasized the importance of the whole-language approach when first teaching literacy at home and consciously exposed their hearing children to subtitles when watching TV, whereas hearing parents believed that working on phonics was a more effective approach for teaching children new words. Hearing parents chose to focus on teaching their deaf children phonics and phonemic awareness to prepare them for school and relied on dialogue to support vocabulary development.
{"title":"The Literacy Beliefs of Deaf and Hearing Parents and Their Interactions with Deaf and Hearing Preschool Children","authors":"Ali Hamad Albalhareth","doi":"10.1093/applin/amae026","DOIUrl":"https://doi.org/10.1093/applin/amae026","url":null,"abstract":"This study aimed to explore the literacy interactions of deaf and hearing parents with their preschool children in Saudi Arabia. The participants were three sets of parents (six individuals) of preschoolers. Data were collected through home literacy observation, experience sampling method, and interviews. All participants endorsed learning through play, and in the interviews, they highlighted the importance of learning sign language for literacy development. They emphasized fluency in sign language and acknowledged its importance for supporting deaf children’s language and early literacy development. The deaf parents emphasized the importance of the whole-language approach when first teaching literacy at home and consciously exposed their hearing children to subtitles when watching TV, whereas hearing parents believed that working on phonics was a more effective approach for teaching children new words. Hearing parents chose to focus on teaching their deaf children phonics and phonemic awareness to prepare them for school and relied on dialogue to support vocabulary development.","PeriodicalId":48234,"journal":{"name":"Applied Linguistics","volume":"26 1","pages":""},"PeriodicalIF":3.6,"publicationDate":"2024-04-08","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140539037","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}
Research communities across disciplines recognize the need to diversify and decolonize knowledge. While artificial intelligence-supported large language models (LLMs) can help with access to knowledge generated in the Global North and demystify publication practices, they are still biased toward dominant norms and knowledge paradigms. LLMs lack agency, metacognition, knowledge of the local context, and understanding of how the human language works. These limitations raise doubts regarding their ability to develop the kind of rhetorical flexibility that is necessary for adapting writing to ever-changing contexts and demands. Thus, LLMs are likely to drive both language use and knowledge construction towards homogeneity and uniformity, reproducing already existing biases and structural inequalities. Since their output is based on shallow statistical associations, what these models are unable to achieve to the same extent as humans is linguistic creativity, particularly across languages, registers, and styles. This is the area where key stakeholders in academic publishing—authors, reviewers, and editors—have the upper hand, as our applied linguistics community strives to increase multilingual practices in knowledge production.
{"title":"Diversity and Standards in Writing for Publication in the Age of AI—Between a Rock and a Hard Place","authors":"Maria Kuteeva, Marta Andersson","doi":"10.1093/applin/amae025","DOIUrl":"https://doi.org/10.1093/applin/amae025","url":null,"abstract":"Research communities across disciplines recognize the need to diversify and decolonize knowledge. While artificial intelligence-supported large language models (LLMs) can help with access to knowledge generated in the Global North and demystify publication practices, they are still biased toward dominant norms and knowledge paradigms. LLMs lack agency, metacognition, knowledge of the local context, and understanding of how the human language works. These limitations raise doubts regarding their ability to develop the kind of rhetorical flexibility that is necessary for adapting writing to ever-changing contexts and demands. Thus, LLMs are likely to drive both language use and knowledge construction towards homogeneity and uniformity, reproducing already existing biases and structural inequalities. Since their output is based on shallow statistical associations, what these models are unable to achieve to the same extent as humans is linguistic creativity, particularly across languages, registers, and styles. This is the area where key stakeholders in academic publishing—authors, reviewers, and editors—have the upper hand, as our applied linguistics community strives to increase multilingual practices in knowledge production.","PeriodicalId":48234,"journal":{"name":"Applied Linguistics","volume":"55 1","pages":""},"PeriodicalIF":3.6,"publicationDate":"2024-04-06","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140534118","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 investigated the development of narrative production skills among Mandarin-English dual language immersion (DLI) students. A total of 60 children in first (N = 20), third (N = 21), and fifth-sixth (N = 19) grades generated oral narratives from wordless picture books in Mandarin and English. We examined variability in children’s macrostructure and microstructure production by language and grade level. We also examined within-language associations and cross-language transfer in narrative skills. Children in higher grades incorporated more macrostructure and microstructure elements in their narratives than children in lower grades. Within each language, microstructure skills were correlated with macrostructure skills. Evidence for development of shared skills across languages and language-specific patterns of narrative skills were also identified. Results contribute to the growing body of evidence for facilitative transfer in immersion contexts and highlight the importance of measuring outcomes in both the societal and the partner language.
{"title":"Narrative Skills in Mandarin–English Dual Language Immersion Learners","authors":"Amy Pace, Chan Lü, Laura X Guo, Jieyu Zhou","doi":"10.1093/applin/amae013","DOIUrl":"https://doi.org/10.1093/applin/amae013","url":null,"abstract":"This article investigated the development of narrative production skills among Mandarin-English dual language immersion (DLI) students. A total of 60 children in first (N = 20), third (N = 21), and fifth-sixth (N = 19) grades generated oral narratives from wordless picture books in Mandarin and English. We examined variability in children’s macrostructure and microstructure production by language and grade level. We also examined within-language associations and cross-language transfer in narrative skills. Children in higher grades incorporated more macrostructure and microstructure elements in their narratives than children in lower grades. Within each language, microstructure skills were correlated with macrostructure skills. Evidence for development of shared skills across languages and language-specific patterns of narrative skills were also identified. Results contribute to the growing body of evidence for facilitative transfer in immersion contexts and highlight the importance of measuring outcomes in both the societal and the partner language.","PeriodicalId":48234,"journal":{"name":"Applied Linguistics","volume":"128 1","pages":""},"PeriodicalIF":3.6,"publicationDate":"2024-04-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140533256","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}
Neoliberal demands in higher education (HE) amplified by the affordances of digitalisation have led to the emergence of various academic branding practices, one of which is the use of email signatures for identity work and self-promotion. Examining a corpus of 200 email signatures created by applied linguists between 2011 and 2020, this study identifies core and optional moves and how the moves orient to proximity (scholarly communities) and positioning (reputational work). The quantitative analysis of the dataset supported by semi-structured interviews with a group of academics shows that while core moves provide basic identity information, optional moves are used strategically for positioning. A comparison by career stage reveals that mid-career academics utilize more positioning than early-career and established academics. The positioning moves in the second half of the decade draw more on academic achievements, multimodality, and digital presence. The study contributes to an enhanced understanding of how a small and originally inconspicuous genre becomes a space for academic branding and evaluates this development against the increasingly competitive and precarious conditions of the neoliberal HE sector.
{"title":"Standing ‘in’ and ‘out’ from the Crowd in a Small Genre: Proximity and Positioning in Applied Linguists’ Email Signatures","authors":"Erhan Aslan, Sylvia Jaworska","doi":"10.1093/applin/amae019","DOIUrl":"https://doi.org/10.1093/applin/amae019","url":null,"abstract":"Neoliberal demands in higher education (HE) amplified by the affordances of digitalisation have led to the emergence of various academic branding practices, one of which is the use of email signatures for identity work and self-promotion. Examining a corpus of 200 email signatures created by applied linguists between 2011 and 2020, this study identifies core and optional moves and how the moves orient to proximity (scholarly communities) and positioning (reputational work). The quantitative analysis of the dataset supported by semi-structured interviews with a group of academics shows that while core moves provide basic identity information, optional moves are used strategically for positioning. A comparison by career stage reveals that mid-career academics utilize more positioning than early-career and established academics. The positioning moves in the second half of the decade draw more on academic achievements, multimodality, and digital presence. The study contributes to an enhanced understanding of how a small and originally inconspicuous genre becomes a space for academic branding and evaluates this development against the increasingly competitive and precarious conditions of the neoliberal HE sector.","PeriodicalId":48234,"journal":{"name":"Applied Linguistics","volume":"19 1","pages":""},"PeriodicalIF":3.6,"publicationDate":"2024-03-12","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140114714","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}
L2 learner engagement is an emerging but critical construct in the field of psychology of language learning and teaching. However, research on L2 learner engagement has suffered from the inconsistent operationalization of the multidimensional structure of the construct and the conceptual overlap among its different components, making research synthesis and comparison across studies and contexts challenging. This study tested the utility of the bi-factor exploratory structural equation modelling framework (B-ESEM)—an overarching psychometric framework that can address the two critical concerns associated with the operationalization and measurement of L2 learner engagement. Data were collected from 413 Vietnamese EFL students. Through two stages of rigorous and strategic data analysis, the results suggested that participants’ responses to the L2 learner engagement scale could be best represented by a B-ESEM model that simultaneously assessed the global L2 engagement factor along with the specific components of behavioural, cognitive, affective, and social engagement while, at the same time, controlling for the cross-loadings of items onto non-target factors. Results of the study were discussed from both psychometric and substantive perspectives and implications were provided to capitalize on the utility of the B-ESEM approach in the assessment of L2 learner engagement.
{"title":"Towards Clarification of the Second Language Learner Engagement Construct: Taking Stock of its Conceptual Overlap and Hierarchical Structure","authors":"Hoi Vo","doi":"10.1093/applin/amae012","DOIUrl":"https://doi.org/10.1093/applin/amae012","url":null,"abstract":"L2 learner engagement is an emerging but critical construct in the field of psychology of language learning and teaching. However, research on L2 learner engagement has suffered from the inconsistent operationalization of the multidimensional structure of the construct and the conceptual overlap among its different components, making research synthesis and comparison across studies and contexts challenging. This study tested the utility of the bi-factor exploratory structural equation modelling framework (B-ESEM)—an overarching psychometric framework that can address the two critical concerns associated with the operationalization and measurement of L2 learner engagement. Data were collected from 413 Vietnamese EFL students. Through two stages of rigorous and strategic data analysis, the results suggested that participants’ responses to the L2 learner engagement scale could be best represented by a B-ESEM model that simultaneously assessed the global L2 engagement factor along with the specific components of behavioural, cognitive, affective, and social engagement while, at the same time, controlling for the cross-loadings of items onto non-target factors. Results of the study were discussed from both psychometric and substantive perspectives and implications were provided to capitalize on the utility of the B-ESEM approach in the assessment of L2 learner engagement.","PeriodicalId":48234,"journal":{"name":"Applied Linguistics","volume":"3 1","pages":""},"PeriodicalIF":3.6,"publicationDate":"2024-02-29","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140015582","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 paper explores the use of mobile technologies in facilitating offline encounters, through a post-digital lens which posits the digital not as new or disruptive but as a ubiquitous and accepted part of everyday social connectivities. In the paper, we explore ways in which migrants draw on jointly assembled semiotic repertoires, affordances, and constraints of the digital space, as well as cultural knowledge and spatial relating, to establish common ground and an interpretative framework for engaging in ensuing offline encounters. Drawing on an interactional analysis of data from a large linguistic ethnographic project, we focus on how a group of Polish immigrants who live in different parts of London bring their offline contexts and socially or culturally motivated expectations into their interactions to facilitate alignment in interactional frames in the context of limited familiarity with each other. Overall, our analysis points to the role of group messaging in creating a digital prospection space in which a joint frame of reference can be interactively constructed in anticipation of an offline encounter.
{"title":"Post-Digital Connectivities: Framing Offline Encounters in a Digital Prospection Space","authors":"Agnieszka Lyons, Caroline Tagg","doi":"10.1093/applin/amae008","DOIUrl":"https://doi.org/10.1093/applin/amae008","url":null,"abstract":"This paper explores the use of mobile technologies in facilitating offline encounters, through a post-digital lens which posits the digital not as new or disruptive but as a ubiquitous and accepted part of everyday social connectivities. In the paper, we explore ways in which migrants draw on jointly assembled semiotic repertoires, affordances, and constraints of the digital space, as well as cultural knowledge and spatial relating, to establish common ground and an interpretative framework for engaging in ensuing offline encounters. Drawing on an interactional analysis of data from a large linguistic ethnographic project, we focus on how a group of Polish immigrants who live in different parts of London bring their offline contexts and socially or culturally motivated expectations into their interactions to facilitate alignment in interactional frames in the context of limited familiarity with each other. Overall, our analysis points to the role of group messaging in creating a digital prospection space in which a joint frame of reference can be interactively constructed in anticipation of an offline encounter.","PeriodicalId":48234,"journal":{"name":"Applied Linguistics","volume":"12 1","pages":""},"PeriodicalIF":3.6,"publicationDate":"2024-02-17","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139901862","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 use of English-written publications (articles, books, book chapters, etc.) in university Medicine classes, in Spanish-speaking settings, results in a direct influence on lexical units in written text and oral discourse, particularly, with respect to prototypical terminological units. The extent of said influence has not been evaluated until now in the Colombian Spanish-speaking university context, which is, like in most countries in the world, a context that responds to the dynamics of the Internationalisation of Higher Education. As we will see in the following empirical study and its results, the use of English-written materials in university Medicine courses in Colombia has an impact on the presence of Terminological Anglicisms in both written texts and oral discourse in Spanish. And this, not surprisingly, does not promote the creation of new native Spanish vocabulary, on the contrary, it is detrimental to the specialized communicative suitability of the local language.
{"title":"English in Specialized Communication and its Impact on Spanish Medical Lexicon","authors":"Jorge M Porras-Garzón","doi":"10.1093/applin/amae007","DOIUrl":"https://doi.org/10.1093/applin/amae007","url":null,"abstract":"The use of English-written publications (articles, books, book chapters, etc.) in university Medicine classes, in Spanish-speaking settings, results in a direct influence on lexical units in written text and oral discourse, particularly, with respect to prototypical terminological units. The extent of said influence has not been evaluated until now in the Colombian Spanish-speaking university context, which is, like in most countries in the world, a context that responds to the dynamics of the Internationalisation of Higher Education. As we will see in the following empirical study and its results, the use of English-written materials in university Medicine courses in Colombia has an impact on the presence of Terminological Anglicisms in both written texts and oral discourse in Spanish. And this, not surprisingly, does not promote the creation of new native Spanish vocabulary, on the contrary, it is detrimental to the specialized communicative suitability of the local language.","PeriodicalId":48234,"journal":{"name":"Applied Linguistics","volume":"28 1","pages":""},"PeriodicalIF":3.6,"publicationDate":"2024-02-10","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139750367","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 cases where two study abroad students—Rita and Jack—problematized the normative use of specific dialectal variants by local native speakers at the end of their Spanish immersion program in Peru. Specifically, it explores what these cases reveal about second language learners’ sociolinguistic competence in a study abroad context involving their knowledge of native speaker norms and the contextual appropriateness of target language variation. An analysis of ethnographic data suggests that Rita and Jack interpreted the appropriate use of sociolinguistic variation from the local variety of Andean Spanish by drawing on prevalent racialized language ideologies in the host community that link non-standard variants to an indigenous identity imagined as incompetent in Spanish. These findings validate a need for alternative analytic frameworks that conceptualize second language learners’ development of sociolinguistic competence in terms of language ideologies rather than objective sets of normative native speaker practices. This study advances calls to develop L2 learners’ critical language awareness through curricular innovation and critical pedagogies in study abroad programs.
{"title":"Inappropriate Identities: Racialized Language Ideologies and Sociolinguistic Competence in a Study Abroad Context","authors":"Devin Grammon","doi":"10.1093/applin/amae003","DOIUrl":"https://doi.org/10.1093/applin/amae003","url":null,"abstract":"This article examines cases where two study abroad students—Rita and Jack—problematized the normative use of specific dialectal variants by local native speakers at the end of their Spanish immersion program in Peru. Specifically, it explores what these cases reveal about second language learners’ sociolinguistic competence in a study abroad context involving their knowledge of native speaker norms and the contextual appropriateness of target language variation. An analysis of ethnographic data suggests that Rita and Jack interpreted the appropriate use of sociolinguistic variation from the local variety of Andean Spanish by drawing on prevalent racialized language ideologies in the host community that link non-standard variants to an indigenous identity imagined as incompetent in Spanish. These findings validate a need for alternative analytic frameworks that conceptualize second language learners’ development of sociolinguistic competence in terms of language ideologies rather than objective sets of normative native speaker practices. This study advances calls to develop L2 learners’ critical language awareness through curricular innovation and critical pedagogies in study abroad programs.","PeriodicalId":48234,"journal":{"name":"Applied Linguistics","volume":"28 1","pages":""},"PeriodicalIF":3.6,"publicationDate":"2024-02-08","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139750346","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：