Abstract What opportunities and challenges occur in reclaiming Indigenous languages within state institutions? This article considers the case of intercultural bilingual education in Ecuador. The school system is remarkable as a national-level initiative run by and for Indigenous pueblos and nationalities. Based primarily on two years of ethnographic research in the national directorate offices of the school system and in schools, I describe three challenges that have arisen for directors that are linked to national state offices and expectations. Ultimately, Kichwa is more prominent than ever even as national planning and support changes Kichwa. The case shows contradictions of institutions in language revitalization efforts.
{"title":"Can State Offices Reclaim Kichwa? Intercultural Bilingual Education Politics and Policy in Ecuador Over Decades","authors":"Nicholas Limerick","doi":"10.1093/applin/amad044","DOIUrl":"https://doi.org/10.1093/applin/amad044","url":null,"abstract":"Abstract What opportunities and challenges occur in reclaiming Indigenous languages within state institutions? This article considers the case of intercultural bilingual education in Ecuador. The school system is remarkable as a national-level initiative run by and for Indigenous pueblos and nationalities. Based primarily on two years of ethnographic research in the national directorate offices of the school system and in schools, I describe three challenges that have arisen for directors that are linked to national state offices and expectations. Ultimately, Kichwa is more prominent than ever even as national planning and support changes Kichwa. The case shows contradictions of institutions in language revitalization efforts.","PeriodicalId":48234,"journal":{"name":"Applied Linguistics","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2023-07-27","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135753948","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}
Hye-won Lee, Andrew Mullooly, Amy Devine, E. Galaczi
In the assessment of second language oral communication, the video-call speaking test has received increasing attention as a test method with higher practicality than its in-person counterpart, but still with broad coverage of the test construct. Previous studies into video-call assessment have focussed on the individual (as opposed to paired or group) interactional format. The current study extends this line of research by focussing on paired speaking interactions, with a specific focus on the construct of interactional competence. A concurrent triangulation design was adopted with the use of both quantitative and qualitative data through recordings and scores of test performances, questionnaires, and focus groups. Findings indicate that video-call paired interactions in the assessment context of interest in this study are largely comparable to in-person interactions in terms of scores, with statistically small-effect size differences identified. Some differences in terms of turn-taking management, examiner, and test-taker perceptions were also identified. We argue for a more in-depth awareness of the characteristics of video-call speaking in its own right, which can inform both assessment and learning contexts.
{"title":"Exploring Interaction in Video-call Paired Speaking Tests: A Look at Scores, Language, and Perceptions","authors":"Hye-won Lee, Andrew Mullooly, Amy Devine, E. Galaczi","doi":"10.1093/applin/amad046","DOIUrl":"https://doi.org/10.1093/applin/amad046","url":null,"abstract":"\u0000 In the assessment of second language oral communication, the video-call speaking test has received increasing attention as a test method with higher practicality than its in-person counterpart, but still with broad coverage of the test construct. Previous studies into video-call assessment have focussed on the individual (as opposed to paired or group) interactional format. The current study extends this line of research by focussing on paired speaking interactions, with a specific focus on the construct of interactional competence. A concurrent triangulation design was adopted with the use of both quantitative and qualitative data through recordings and scores of test performances, questionnaires, and focus groups. Findings indicate that video-call paired interactions in the assessment context of interest in this study are largely comparable to in-person interactions in terms of scores, with statistically small-effect size differences identified. Some differences in terms of turn-taking management, examiner, and test-taker perceptions were also identified. We argue for a more in-depth awareness of the characteristics of video-call speaking in its own right, which can inform both assessment and learning contexts.","PeriodicalId":48234,"journal":{"name":"Applied Linguistics","volume":null,"pages":null},"PeriodicalIF":3.6,"publicationDate":"2023-07-24","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"46182911","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 English as an additional language writing, error correction or error feedback is most commonly referred to as ‘written corrective feedback (WCF)’. The emphasis on ‘correctness’ in ‘WCF’ suggests native-speakerist standards or norms, which are controversial in an increasingly globalized world. In this Forum article, I discuss the problems associated with WCF from a Global Englishes perspective and suggest broadening the notion by removing the ‘corrective’ emphasis to encompass a focus on language use. I then examine the benefits of the broadened perspective on ‘feedback on language use’, which will steer research attention away from a narrow focus on error and standards in writing, with useful pedagogical implications that reflect English as a global language in the 21st century.
{"title":"Problematising Written Corrective Feedback: A Global Englishes Perspective","authors":"Icy Lee","doi":"10.1093/applin/amad038","DOIUrl":"https://doi.org/10.1093/applin/amad038","url":null,"abstract":"\u0000 In English as an additional language writing, error correction or error feedback is most commonly referred to as ‘written corrective feedback (WCF)’. The emphasis on ‘correctness’ in ‘WCF’ suggests native-speakerist standards or norms, which are controversial in an increasingly globalized world. In this Forum article, I discuss the problems associated with WCF from a Global Englishes perspective and suggest broadening the notion by removing the ‘corrective’ emphasis to encompass a focus on language use. I then examine the benefits of the broadened perspective on ‘feedback on language use’, which will steer research attention away from a narrow focus on error and standards in writing, with useful pedagogical implications that reflect English as a global language in the 21st century.","PeriodicalId":48234,"journal":{"name":"Applied Linguistics","volume":null,"pages":null},"PeriodicalIF":3.6,"publicationDate":"2023-07-18","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"44610390","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}
Gamification of behavioral experiments has been applied successfully to research in a number of disciplines, including linguistics. We believe that these methods have been underutilized in applied linguistics, in particular second-language acquisition research. The incorporation of games and gaming elements (gamification) in behavioral experiments has been shown to mitigate many of the practical constraints characteristic of lab settings, such as limited recruitment or only achieving small-scale data. However, such constraints are no longer an issue with gamified and game-based experiments, and as a result, data collection can occur remotely with greater ease and on a much wider scale, yielding data that are ecologically valid and robust. These methods enable the collection of data that are comparable in quality to the data collected in more traditional settings while engaging far more diverse participants with different language backgrounds that are more representative of the greater population. We highlight three successful applications of using games and gamification with applied linguistic experiments to illustrate the effectiveness of such approaches in a greater effort to invite other applied linguists to do the same.
{"title":"Collecting Big Data Through Citizen Science: Gamification and Game-based Approaches to Data Collection in Applied Linguistics","authors":"Yoolim Kim, Vita V. Kogan, Cong Zhang","doi":"10.1093/applin/amad039","DOIUrl":"https://doi.org/10.1093/applin/amad039","url":null,"abstract":"\u0000 Gamification of behavioral experiments has been applied successfully to research in a number of disciplines, including linguistics. We believe that these methods have been underutilized in applied linguistics, in particular second-language acquisition research. The incorporation of games and gaming elements (gamification) in behavioral experiments has been shown to mitigate many of the practical constraints characteristic of lab settings, such as limited recruitment or only achieving small-scale data. However, such constraints are no longer an issue with gamified and game-based experiments, and as a result, data collection can occur remotely with greater ease and on a much wider scale, yielding data that are ecologically valid and robust. These methods enable the collection of data that are comparable in quality to the data collected in more traditional settings while engaging far more diverse participants with different language backgrounds that are more representative of the greater population. We highlight three successful applications of using games and gamification with applied linguistic experiments to illustrate the effectiveness of such approaches in a greater effort to invite other applied linguists to do the same.","PeriodicalId":48234,"journal":{"name":"Applied Linguistics","volume":null,"pages":null},"PeriodicalIF":3.6,"publicationDate":"2023-07-12","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"43505611","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 applies cultural translation (Kramsch and Hua 2020) and geohistorical frameworks (Braudel 1949; Scott 2018) to analyze the interplay between linguistic, cultural, physical, and ideological proximities and distances in immigrant advocacy and outreach efforts. Data are taken from ‘small stories’ (Georgakopoulou 2010, 2015) shared by directors of immigrant-serving organizations in a small metropolitan area in the USA during the first year of the COVID-19 pandemic. These stories demonstrate directors’ situated perspectives on new and changing demands for communicating information in the face of persistent challenges associated with the digital divide, reaching clients with limited literacy and who speak indigenous languages of Central America and Africa, and cultivating trust among staff and between staff and clients around COVID-19 mitigation and relief. Findings trace how local, state, and national policies were taken up by individual participants and the communities they serve and bring to light the value of applied linguistics research in amplifying the complexities of language access in times of crisis as well as community resilience that are often hiding in plain sight.
本文采用了文化翻译(Kramsch and Hua 2020)和地理历史框架(Braudel 1949;Scott 2018)分析语言、文化、身体和意识形态的接近性和距离在移民倡导和推广工作中的相互作用。数据来自2019冠状病毒病大流行的第一年，美国一个小都市地区移民服务组织负责人分享的“小故事”(Georgakopoulou 2010, 2015)。面对与数字鸿沟相关的持续挑战，在沟通信息、接触读写能力有限且讲中美洲和非洲土著语言的客户、在工作人员之间以及工作人员与客户之间就COVID-19缓解和救济培养信任方面，这些故事展现了主管们的情境视角。研究结果追踪了地方、州和国家的政策是如何被个人参与者和他们所服务的社区所接受的，并揭示了应用语言学研究的价值，它可以放大危机时期语言获取的复杂性，以及往往隐藏在公众视野中的社区复原力。
{"title":"Immigrant Outreach and Language Access During First Year of the COVID-19 Pandemic","authors":"Liv T. Dávila","doi":"10.1093/applin/amad035","DOIUrl":"https://doi.org/10.1093/applin/amad035","url":null,"abstract":"\u0000 This article applies cultural translation (Kramsch and Hua 2020) and geohistorical frameworks (Braudel 1949; Scott 2018) to analyze the interplay between linguistic, cultural, physical, and ideological proximities and distances in immigrant advocacy and outreach efforts. Data are taken from ‘small stories’ (Georgakopoulou 2010, 2015) shared by directors of immigrant-serving organizations in a small metropolitan area in the USA during the first year of the COVID-19 pandemic. These stories demonstrate directors’ situated perspectives on new and changing demands for communicating information in the face of persistent challenges associated with the digital divide, reaching clients with limited literacy and who speak indigenous languages of Central America and Africa, and cultivating trust among staff and between staff and clients around COVID-19 mitigation and relief. Findings trace how local, state, and national policies were taken up by individual participants and the communities they serve and bring to light the value of applied linguistics research in amplifying the complexities of language access in times of crisis as well as community resilience that are often hiding in plain sight.","PeriodicalId":48234,"journal":{"name":"Applied Linguistics","volume":null,"pages":null},"PeriodicalIF":3.6,"publicationDate":"2023-07-12","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"43601002","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 contributes a linguistically informed perspective to a growing body of work describing the nature and practices of self-styled ‘paedophile-hunting’ groups. Their reliance on publicly exposing suspected child predators in live-streamed confrontations poses significant moral and practical challenges for UK law enforcement, even if their evidence has proved significant in the conviction of sex offenders. In this article, we extend extant insight through the linguistic analysis of 18 months of private online group chat data from one of the UK’s most prolific hunting teams. Specifically, we explore the group’s collective linguistic identity performance through a corpus-assisted analysis of stance. Our analysis foregrounds the significance of social bonding and community identity and nuances current understanding of hunters’ negative view of the police. It also suggests that the entertainment value of the detective work involved in hunting may be more significant than the emphasis on hunters’ self-proclaimed moral superiority in extant work suggests.
{"title":"Identity in a Self-styled ‘Paedophile-hunting’ Group: A Linguistic Analysis of Stance in Facebook Group Chats","authors":"Emily Chiang, M. de Rond, Jaco Lok","doi":"10.1093/applin/amad034","DOIUrl":"https://doi.org/10.1093/applin/amad034","url":null,"abstract":"\u0000 This article contributes a linguistically informed perspective to a growing body of work describing the nature and practices of self-styled ‘paedophile-hunting’ groups. Their reliance on publicly exposing suspected child predators in live-streamed confrontations poses significant moral and practical challenges for UK law enforcement, even if their evidence has proved significant in the conviction of sex offenders. In this article, we extend extant insight through the linguistic analysis of 18 months of private online group chat data from one of the UK’s most prolific hunting teams. Specifically, we explore the group’s collective linguistic identity performance through a corpus-assisted analysis of stance. Our analysis foregrounds the significance of social bonding and community identity and nuances current understanding of hunters’ negative view of the police. It also suggests that the entertainment value of the detective work involved in hunting may be more significant than the emphasis on hunters’ self-proclaimed moral superiority in extant work suggests.","PeriodicalId":48234,"journal":{"name":"Applied Linguistics","volume":null,"pages":null},"PeriodicalIF":3.6,"publicationDate":"2023-07-06","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"44307445","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":"How Children Read Multilingual Texts: A Description of Reading Translanguaging Strategies","authors":"Lisa M. Domke","doi":"10.1093/applin/amad032","DOIUrl":"https://doi.org/10.1093/applin/amad032","url":null,"abstract":"","PeriodicalId":48234,"journal":{"name":"Applied Linguistics","volume":null,"pages":null},"PeriodicalIF":3.6,"publicationDate":"2023-06-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"46153195","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":"English in China: Creativity and commodificationCapital, commodity, and English language teaching","authors":"Chen Zheng, Lin Pan","doi":"10.1093/applin/amad021","DOIUrl":"https://doi.org/10.1093/applin/amad021","url":null,"abstract":"","PeriodicalId":48234,"journal":{"name":"Applied Linguistics","volume":null,"pages":null},"PeriodicalIF":3.6,"publicationDate":"2023-06-28","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"49405068","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 its language policy and planning (LPP), Colombia offers ethnoeducation for ethnic groups, with Spanish as a second language, and for the protection/revitalization of native languages. However, these LPP measures are insufficiently implemented. Meanwhile, with regard to foreign languages, LPP have specifically advocated a Spanish-English bilingualism emphasized since the early 2000s. What then favours English to the detriment of native languages? The objective of this research is to reveal what is hidden behind this LPP through a Critical Discourse Analysis of official documents. The elements brought to light show unilingualism and unibilingualism ideologies that discriminate against native languages, and value the linguistic imperialism of English.
{"title":"Unilingualism and Unibilingualism in Colombia","authors":"G. Roux, Germana Carolina Soler Millán","doi":"10.1093/applin/amad030","DOIUrl":"https://doi.org/10.1093/applin/amad030","url":null,"abstract":"\u0000 In its language policy and planning (LPP), Colombia offers ethnoeducation for ethnic groups, with Spanish as a second language, and for the protection/revitalization of native languages. However, these LPP measures are insufficiently implemented. Meanwhile, with regard to foreign languages, LPP have specifically advocated a Spanish-English bilingualism emphasized since the early 2000s. What then favours English to the detriment of native languages? The objective of this research is to reveal what is hidden behind this LPP through a Critical Discourse Analysis of official documents. The elements brought to light show unilingualism and unibilingualism ideologies that discriminate against native languages, and value the linguistic imperialism of English.","PeriodicalId":48234,"journal":{"name":"Applied Linguistics","volume":null,"pages":null},"PeriodicalIF":3.6,"publicationDate":"2023-06-13","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"41587594","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}
Adriana Soto-Corominas, Helena Roquet, Marta Segura
Research on the implementation of CLIL at the onset of primary school is limited and has largely overlooked the role of other sources of individual differences. This study investigated the effects of the CLIL approach to English learning, together with the effects of out-of-school exposure to the language through media and other sources of individual differences, in a sample of Grade 1 students in Catalonia (Spain) using a longitudinal design. Participants (N = 176) from 14 different schools completed a test battery at the beginning and end of Grade 1 that assessed receptive and productive English skills. Results revealed that abilities at the onset of Grade 1 were the best predictor of abilities at the end of the year, and that CLIL was not associated with additional advantages in the students that followed the approach. In addition, certain characteristics of the linguistic and family background of participants predicted additional gains during the academic year: participants who engaged in more English extracurricular activities and participants with more educated mothers performed better at the end of Grade 1.
{"title":"The effects of CLIL and sources of individual differences on receptive and productive EFL skills at the onset of primary school","authors":"Adriana Soto-Corominas, Helena Roquet, Marta Segura","doi":"10.1093/applin/amad031","DOIUrl":"https://doi.org/10.1093/applin/amad031","url":null,"abstract":"\u0000 Research on the implementation of CLIL at the onset of primary school is limited and has largely overlooked the role of other sources of individual differences. This study investigated the effects of the CLIL approach to English learning, together with the effects of out-of-school exposure to the language through media and other sources of individual differences, in a sample of Grade 1 students in Catalonia (Spain) using a longitudinal design. Participants (N = 176) from 14 different schools completed a test battery at the beginning and end of Grade 1 that assessed receptive and productive English skills. Results revealed that abilities at the onset of Grade 1 were the best predictor of abilities at the end of the year, and that CLIL was not associated with additional advantages in the students that followed the approach. In addition, certain characteristics of the linguistic and family background of participants predicted additional gains during the academic year: participants who engaged in more English extracurricular activities and participants with more educated mothers performed better at the end of Grade 1.","PeriodicalId":48234,"journal":{"name":"Applied Linguistics","volume":null,"pages":null},"PeriodicalIF":3.6,"publicationDate":"2023-06-13","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"42394350","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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