Abstract This article considers how the racialized bilingual Latinx students in El Norte live in an epistemological Sur where their knowledge systems, which include their language and cultural practices are discounted. Centring the schooling experience of two US Latinas today, the article theorizes the differences between perceiving their language and bilingualism from the external perspective of dominant schooling institutions of the Global North, and from the inside perspective of racialized speakers. Bringing to bear thinking from an epistemological Sur (Santos 2009), revealed through a decolonizing sociolinguistic approach and Latinx decolonizing research sensibility, the article discusses how tools external to the Latinx experience—academic language and additive bilingualism—have contributed to the subjugation and failure of Latinx students. It ends by proposing translanguaging as a tool that has emerged from Latinx own experience and how its use in their education may open a decolonial option.
{"title":"Decolonizing US Latinx Students’ Language: El Sur in the Schools of El Norte","authors":"Ofelia García","doi":"10.1093/applin/amad017","DOIUrl":"https://doi.org/10.1093/applin/amad017","url":null,"abstract":"Abstract This article considers how the racialized bilingual Latinx students in El Norte live in an epistemological Sur where their knowledge systems, which include their language and cultural practices are discounted. Centring the schooling experience of two US Latinas today, the article theorizes the differences between perceiving their language and bilingualism from the external perspective of dominant schooling institutions of the Global North, and from the inside perspective of racialized speakers. Bringing to bear thinking from an epistemological Sur (Santos 2009), revealed through a decolonizing sociolinguistic approach and Latinx decolonizing research sensibility, the article discusses how tools external to the Latinx experience—academic language and additive bilingualism—have contributed to the subjugation and failure of Latinx students. It ends by proposing translanguaging as a tool that has emerged from Latinx own experience and how its use in their education may open a decolonial option.","PeriodicalId":48234,"journal":{"name":"Applied Linguistics","volume":"57 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-10-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"136204141","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}
Abstract In this article, I reflect on the complexities of signification and suggest that the study of music allows us to push forward the radical project of dis-inventing language in applied linguistics (Makoni and Pennycook 2007). In thinking about language, music, and meaning, I focus on a song that has travelled around the globe and that has sounded the Black radical tradition: Aretha Franklin’s song Respect (1967). I explore the multiple significations of this song: the revolutionary atmosphere in which the song emerged and which it co-created, the voices that shape it, and the ethics that its words articulate. Throughout the text, I emphasize the importance of listening as a scholarly stance. Theoretically, the article draws on the ideas of minor theory (Deleuze and Guattari 1983) and disciplinary disobedience (Gordon 2014), two perspectives that are helpful when thinking about southern theory and decolonial scholarship. The aim is to see worlds in the grain of the voice (Barthes 1977), in the grain of a song, and to articulate expressive struggles.
{"title":"Linguistics in a Minor Key—Of Atmospheres, Voice(s), and Ethics","authors":"Ana Deumert","doi":"10.1093/applin/amac082","DOIUrl":"https://doi.org/10.1093/applin/amac082","url":null,"abstract":"Abstract In this article, I reflect on the complexities of signification and suggest that the study of music allows us to push forward the radical project of dis-inventing language in applied linguistics (Makoni and Pennycook 2007). In thinking about language, music, and meaning, I focus on a song that has travelled around the globe and that has sounded the Black radical tradition: Aretha Franklin’s song Respect (1967). I explore the multiple significations of this song: the revolutionary atmosphere in which the song emerged and which it co-created, the voices that shape it, and the ethics that its words articulate. Throughout the text, I emphasize the importance of listening as a scholarly stance. Theoretically, the article draws on the ideas of minor theory (Deleuze and Guattari 1983) and disciplinary disobedience (Gordon 2014), two perspectives that are helpful when thinking about southern theory and decolonial scholarship. The aim is to see worlds in the grain of the voice (Barthes 1977), in the grain of a song, and to articulate expressive struggles.","PeriodicalId":48234,"journal":{"name":"Applied Linguistics","volume":"67 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-10-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"136204471","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}
Abstract The discourse of mastery is prominent in applied linguistics. The idea of mastery, however, does not remain only on the discourse level: curricula and policies are meant to be implemented, and therefore mastery and all that is associated with it (near perfection, dominance over something, etc.) is also practiced. In this paper, I argue that we might survive mastery by recuperating other ways of being, thinking, and learning. By drawing on examples from the South African higher educational context, I show glimpses of other ways of doing and thinking about language. Drawing inspiration from decolonial theory, I extend the notion of linguistic citizenship by showing that, for applied linguists, vulnerability, relationality, and failure could be points of focus as productive as mastery.
{"title":"Failing Fortunes of Applied Linguistics: Towards Surviving Mastery","authors":"Marcelyn Oostendorp","doi":"10.1093/applin/amad037","DOIUrl":"https://doi.org/10.1093/applin/amad037","url":null,"abstract":"Abstract The discourse of mastery is prominent in applied linguistics. The idea of mastery, however, does not remain only on the discourse level: curricula and policies are meant to be implemented, and therefore mastery and all that is associated with it (near perfection, dominance over something, etc.) is also practiced. In this paper, I argue that we might survive mastery by recuperating other ways of being, thinking, and learning. By drawing on examples from the South African higher educational context, I show glimpses of other ways of doing and thinking about language. Drawing inspiration from decolonial theory, I extend the notion of linguistic citizenship by showing that, for applied linguists, vulnerability, relationality, and failure could be points of focus as productive as mastery.","PeriodicalId":48234,"journal":{"name":"Applied Linguistics","volume":"36 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-10-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"136204472","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}
Abstract This special issue responds to an increasing interest in decolonial and Southern thinking in applied linguistics. In this Introduction, we first discuss some basic historical facts about colonization, and we highlight some key concepts. We then present the six contributions in the special issue. Three contributions compellingly expose the pervasiveness of coloniality and give reason to doubt that it can ever be overcome; the other three contributions open spaces for the decolonial possibilities of healing, hope, and futurity. We then discuss some key issues in decolonial and Southern scholarship, including the role of non-conventional writing in decolonial research, the differences between decolonial and social justice projects, the difficulties of decolonizing Eurocentric knowledge through Euro-Anglo-Northern tools, and deep inequities in the geopolitics of knowledge. We hope that the special issue will enable readers to re-see long-standing applied linguistics questions through decolonial and Southern lenses. We also hope to make the case why decolonial projects are worth the trouble.
{"title":"Sketches Toward a Decolonial Applied Linguistics","authors":"Anna De Fina, Marcelyn Oostendorp, Lourdes Ortega","doi":"10.1093/applin/amad059","DOIUrl":"https://doi.org/10.1093/applin/amad059","url":null,"abstract":"Abstract This special issue responds to an increasing interest in decolonial and Southern thinking in applied linguistics. In this Introduction, we first discuss some basic historical facts about colonization, and we highlight some key concepts. We then present the six contributions in the special issue. Three contributions compellingly expose the pervasiveness of coloniality and give reason to doubt that it can ever be overcome; the other three contributions open spaces for the decolonial possibilities of healing, hope, and futurity. We then discuss some key issues in decolonial and Southern scholarship, including the role of non-conventional writing in decolonial research, the differences between decolonial and social justice projects, the difficulties of decolonizing Eurocentric knowledge through Euro-Anglo-Northern tools, and deep inequities in the geopolitics of knowledge. We hope that the special issue will enable readers to re-see long-standing applied linguistics questions through decolonial and Southern lenses. We also hope to make the case why decolonial projects are worth the trouble.","PeriodicalId":48234,"journal":{"name":"Applied Linguistics","volume":"43 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-10-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"136204142","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}
{"title":"Correction to: Book Review of The Routledge Handbook of Materials Development for Language Teaching","authors":"","doi":"10.1093/applin/amad066","DOIUrl":"https://doi.org/10.1093/applin/amad066","url":null,"abstract":"","PeriodicalId":48234,"journal":{"name":"Applied Linguistics","volume":"19 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-09-28","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135344528","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}
Language planners are increasingly aware of the importance of new speakers (individuals acquiring a language outside the home, typically later-on in life) for the revitalisation of minority languages. Yet, little is known about new speakers’ activation (the process by which they become active and habitual minority language users). This article presents a questionnaire-based investigation of new speakers’ (n = 264) use of West Frisian in Fryslân, Netherlands—and the role traditional speakers play in new speakers’ activation. Qualitative and quantitative data show that participants use West Frisian only rarely; and when they do use it, it is mainly in the classroom. Minority language interactions outside the classroom, with traditional speakers, consist mostly of a few tokenistic words or phrases. The findings show to what extent different behaviours by traditional speakers discourage and/or encourage new speakers’ minority language use, highlighting how the complex dynamics between the speaker groups are hindering revitalisation efforts. The article discusses the implications of these findings for language planning to promote the activation of new speakers, and thereby the revitalisation of West Frisian.
{"title":"Promoting Minority Language Use to Foster Revitalisation: Insights From New Speakers of West Frisian","authors":"Ruth Kircher, Ethan Kutlu, Mirjam Vellinga","doi":"10.1093/applin/amad045","DOIUrl":"https://doi.org/10.1093/applin/amad045","url":null,"abstract":"Language planners are increasingly aware of the importance of new speakers (individuals acquiring a language outside the home, typically later-on in life) for the revitalisation of minority languages. Yet, little is known about new speakers’ activation (the process by which they become active and habitual minority language users). This article presents a questionnaire-based investigation of new speakers’ (n = 264) use of West Frisian in Fryslân, Netherlands—and the role traditional speakers play in new speakers’ activation. Qualitative and quantitative data show that participants use West Frisian only rarely; and when they do use it, it is mainly in the classroom. Minority language interactions outside the classroom, with traditional speakers, consist mostly of a few tokenistic words or phrases. The findings show to what extent different behaviours by traditional speakers discourage and/or encourage new speakers’ minority language use, highlighting how the complex dynamics between the speaker groups are hindering revitalisation efforts. The article discusses the implications of these findings for language planning to promote the activation of new speakers, and thereby the revitalisation of West Frisian.","PeriodicalId":48234,"journal":{"name":"Applied Linguistics","volume":"8 27","pages":""},"PeriodicalIF":3.6,"publicationDate":"2023-09-23","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"71435360","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}
A growing scholarly literature in a subfield of applied linguistics focuses on language testing and language requirements for migrants. We sought to understand what theoretical paradigms and methodological approaches have framed this research and propose future research directions. To this end, we conducted a systematic review of articles on language testing and migration published between 2001 and 2022 in the applied linguistics field. For each of the 46 studies which met inclusion/exclusion criteria, we randomly selected a control article from the same journals. Both the test corpus and the control corpus were double coded for theoretical and methodological characteristics and analysed using contingency tables, Mann–Whitney tests, and forward stepwise logistic regression to predict group membership. The findings revealed that literature on language testing and migration is highly reliant on critical theory and less reliant on features associated with empirical methods. We suggest that research in this domain would benefit from methodological reflexivity (i.e. questioning prevalent assumptions and employing theoretical variety) and that complementary approaches could lead to a more nuanced research consensus and promote research-policy collaboration.
{"title":"A Call for Methodological Reflexivity in Researching Language Testing and Migration","authors":"Laura Schildt, Bart Deygers","doi":"10.1093/applin/amad058","DOIUrl":"https://doi.org/10.1093/applin/amad058","url":null,"abstract":"A growing scholarly literature in a subfield of applied linguistics focuses on language testing and language requirements for migrants. We sought to understand what theoretical paradigms and methodological approaches have framed this research and propose future research directions. To this end, we conducted a systematic review of articles on language testing and migration published between 2001 and 2022 in the applied linguistics field. For each of the 46 studies which met inclusion/exclusion criteria, we randomly selected a control article from the same journals. Both the test corpus and the control corpus were double coded for theoretical and methodological characteristics and analysed using contingency tables, Mann–Whitney tests, and forward stepwise logistic regression to predict group membership. The findings revealed that literature on language testing and migration is highly reliant on critical theory and less reliant on features associated with empirical methods. We suggest that research in this domain would benefit from methodological reflexivity (i.e. questioning prevalent assumptions and employing theoretical variety) and that complementary approaches could lead to a more nuanced research consensus and promote research-policy collaboration.","PeriodicalId":48234,"journal":{"name":"Applied Linguistics","volume":"8 26","pages":""},"PeriodicalIF":3.6,"publicationDate":"2023-09-23","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"71435361","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}
Journal Article THE HANDBOOK OF LANGUAGE ASSESSMENT ACROSS MODALITIES Get access Tobias Haug, Wolfgang Mann and Ute Knoch (eds): Oxford University Press, 2022. Ulrika Klomp Ulrika Klomp Universität Hamburg, Germany E-mail:Ulrika.Klomp@uni-hamburg.de Search for other works by this author on: Oxford Academic Google Scholar Applied Linguistics, amad064, https://doi.org/10.1093/applin/amad064 Published: 22 September 2023
{"title":"THE HANDBOOK OF LANGUAGE ASSESSMENT ACROSS MODALITIES","authors":"Ulrika Klomp","doi":"10.1093/applin/amad064","DOIUrl":"https://doi.org/10.1093/applin/amad064","url":null,"abstract":"Journal Article THE HANDBOOK OF LANGUAGE ASSESSMENT ACROSS MODALITIES Get access Tobias Haug, Wolfgang Mann and Ute Knoch (eds): Oxford University Press, 2022. Ulrika Klomp Ulrika Klomp Universität Hamburg, Germany E-mail:Ulrika.Klomp@uni-hamburg.de Search for other works by this author on: Oxford Academic Google Scholar Applied Linguistics, amad064, https://doi.org/10.1093/applin/amad064 Published: 22 September 2023","PeriodicalId":48234,"journal":{"name":"Applied Linguistics","volume":"18 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-09-22","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"136061331","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}
Abstract I analyzed a corpus of the international English language testing system (IELTS) comprising 256 listening sections (1996–2021). The primary objective of the study was to gain insights into the assumptions made by test designers regarding the real-life contexts that test-takers will encounter. Overall, 15 superordinate topic areas and 300 subtopics were identified in the corpus. There was relatively more diversity in topic coverage before 2000. However, the test did not incorporate texts that would address sociocultural matters related to local or international contexts. Additionally, English-as-L2 accents were virtually unrepresented with only three samples from 514 speakers, potentially suggesting a racialized perspective on the listening construct. I argue that it is possible that this way of testing promotes and normalizes test designers’ ideologies, while overlooking the importance of the diversity of domains that test-takers will encounter in daily life. I discuss the potential construction of test-takers’ identity through exposure to these topics and suggest that test designers may consider reevaluating topic and accent coverage in the test to improve fairness and equity in the test. Finally, I provide ideas on how the use of generative artificial intelligence (AI) can enhance quality of language assessments.
{"title":"Topic and Accent Coverage in a Commercialized L2 Listening Test: Implications for Test-takers’ Identity","authors":"Vahid Aryadoust","doi":"10.1093/applin/amad062","DOIUrl":"https://doi.org/10.1093/applin/amad062","url":null,"abstract":"Abstract I analyzed a corpus of the international English language testing system (IELTS) comprising 256 listening sections (1996–2021). The primary objective of the study was to gain insights into the assumptions made by test designers regarding the real-life contexts that test-takers will encounter. Overall, 15 superordinate topic areas and 300 subtopics were identified in the corpus. There was relatively more diversity in topic coverage before 2000. However, the test did not incorporate texts that would address sociocultural matters related to local or international contexts. Additionally, English-as-L2 accents were virtually unrepresented with only three samples from 514 speakers, potentially suggesting a racialized perspective on the listening construct. I argue that it is possible that this way of testing promotes and normalizes test designers’ ideologies, while overlooking the importance of the diversity of domains that test-takers will encounter in daily life. I discuss the potential construction of test-takers’ identity through exposure to these topics and suggest that test designers may consider reevaluating topic and accent coverage in the test to improve fairness and equity in the test. Finally, I provide ideas on how the use of generative artificial intelligence (AI) can enhance quality of language assessments.","PeriodicalId":48234,"journal":{"name":"Applied Linguistics","volume":"32 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-09-22","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"136062058","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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