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Journal articles on the topic '200401 Applied Linguistics and Educational Linguistics'

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Published: 10 December 2022
Last updated: 29 January 2023

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1

Mann, G. "Review: Applied Linguistics." ELT Journal 58, no. 2 (April 1, 2004): 200–202. http://dx.doi.org/10.1093/elt/58.2.200.

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2

Plaza Lara, Cristina. "Audiovisual Translation in Applied Linguistics: Educational Perspectives." TRANS. Revista de Traductología, no. 25 (December 30, 2021): 607–9. http://dx.doi.org/10.24310/trans.2021.v1i25.12940.

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3

Vladymyr Vladymyrovych, Dubichinsky. "Main areas applied linguistics in educational process." Novosibirsk State Pedagogical University Bulletin 5, no. 5 (October 7, 2015): 156–62. http://dx.doi.org/10.15293/2226-3365.1505.14.

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4

د. محمود بن عبدالله المحمود, د. محمود بن عبدالله المحمود. "Associate professor of applied linguistics Applied Linguistics Dept., Arabic Linguistics Inst., King Saud University." journal of King Abdulaziz University Arts And Humanities 28, no. 13 (May 7, 2020): 199–235. http://dx.doi.org/10.4197/art.28-13.7.

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In the Kingdom of Saudi Arabia, the concern of the Arabic language is reflected in the Saudi language policy, which is displayed in all aspects of decisions, programs, projects and public life. The Kingdom’s development process has facilitated significant improvements at all levels, which enhances the need for continuous review of the language policy to ensure that it is achieving its goals. The current study seeks to discuss Saudi language policy in general, with a specific focus on Arabic language decisions, by utilizing an integrated approach, consisting of questionnaire and interview with a sample of administrative leaders in the Kingdom. The study seeks to discuss the ideology underlying Saudi language policy, as well as views on its nature, effectiveness, impact and implementation challenges; it also proposes a framework to build a Saudi language policy aimed at preserving previous achievements and achieving future aspirations. The study demonstrates the existence of social, cultural and linguistic ideologies that support the policies related to the Arabic language, such as considering it as a basic component of the political entity, a major part of the national identity; it also identifies concern for Arabic in the linguistic landscape, along with its centrality in the educational system, and the keenness of linguistic purification. The results also showed the participants’ agreement on the clarity of the decisions on language, as well as its comprehensiveness, need for development, and the extent to which individuals and institutions exhibit a weak awareness of it. Also, it reveals the existence of some problems that prevent its implementation, which are related to the decisions themselves, the procedural processes, or the administrative institutions. The study also provides suggested methodological recommendations to build the desired language policy, which proceeds from a research base and builds on current achievements.
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5

Kaszubski, P. "Corpora in Applied Linguistics." ELT Journal 57, no. 4 (October 1, 2003): 416–20. http://dx.doi.org/10.1093/elt/57.4.416.

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6

Schmitz, John Robert. "Some polemical issues in Applied Linguistics." Revista Brasileira de Linguística Aplicada 10, no. 1 (2010): 21–42. http://dx.doi.org/10.1590/s1984-63982010000100003.

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In this paper, I look at three polemical issues in Applied Linguistics. I argue, first of all, that the desire for a stable definition of applied linguistics has by no means prevented research in the discipline. Secondly, I contend that the notion or "tradition" of "linguistics applied" (corpus linguistics or lexicography) is broader and more serious than "applicationism" (the use of linguistic formalisms, artificial practices, and terminology) in teaching material that are problematic and motivated by commercial interests. Thirdly, I argue that Educational Linguistics and Applied Linguistics have overlapping research objectives. In the course of the paper, I present some reservations about Educational Linguistics.
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7

Serebrianska, Irina. "APPLIED LINGUISTICS, COMPUTATIONAL LINGUISTICS AND OTHER INTERDISCIPLINARY SCIENCES AS EFFECTIVE INTERCULTURAL COMMUNICATION STRATEGIES." Fìlologìčnì traktati 13, no. 1 (2021): 78–84. http://dx.doi.org/10.21272/ftrk.2021.13(1)-8.

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The article deals with the issues of interaction of linguistics and modern computer information technologies. It systematizes the actual problems and ways of their integration based on the analysis of the latest scientific works and the appropriate educational programs in higher education institutions all over the world. It draws attention to interdisciplinary sciences such as applied linguistics, computational linguistics, linguistic informatics, quantitative linguistics, mathematical linguistics, Internet linguistics, and integrated knowledge. The cooperation of two different areas is very productive and prospective. It contributes to the development of artificial intelligence and provides wider professional opportunities, effective intercultural communication and further improvement of society. The representatives of two, very different fields become mutually beneficial and complete each other successfully. The result of this interaction is a universal specialist which is in great demand nowadays. The main issues of the interaction of linguistics and modern information technologies are the following: 1) the role of virtual space and modern information technology in the development of linguistics; 2) the role of linguistics in the development of virtual space and information technologies, and the training of computer specialists; 3) the place of virtual space and modern information technologies in preparing linguists and translators (machine translation, translation systems, etc.); 4) the emergence of interdisciplinary sciences and educational courses at the intersection of two areas to provide society with professionals with integrated knowledge; duplication of their conceptual and terminological apparatus and research methods (due to their novelty); methodological support of the integrated educational process.
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8

Macaro, E. "Applied Linguistics in Language Education." ELT Journal 57, no. 4 (October 1, 2003): 414–15. http://dx.doi.org/10.1093/elt/57.4.414.

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9

Andon, N. "Applied Linguistics and Materials Development." ELT Journal 67, no. 3 (May 17, 2013): 367–69. http://dx.doi.org/10.1093/elt/cct026.

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10

Sugarman, Julie, Molly Fee, and Anne Donovan. "Center for Applied Linguistics, Washington DC, USA." Language Teaching 48, no. 2 (March 13, 2015): 292–97. http://dx.doi.org/10.1017/s0261444814000421.

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The Center for Applied Linguistics (CAL) is a private, nonprofit organization with over 50 years’ experience in the application of research on language and culture to educational and societal concerns. CAL carries out its mission to improve communication through better understanding of language and culture by engaging in a variety of projects in the areas of primary, secondary, and adult education, including research on effective strategies for the instruction of linguistically and ethnically diverse students; evaluation of the effectiveness of educational programs for such students; professional development for teachers and other staff working with linguistically diverse students; development of instructional materials and language tests; and services to support cultural orientation of immigrants and refugees.
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11

Schegloff, Emanuel A., Irene Koshik, Sally Jacoby, and David Olsher. "1. CONVERSATION ANALYSIS AND APPLIED LINGUISTICS." Annual Review of Applied Linguistics 22 (March 2002): 3–31. http://dx.doi.org/10.1017/s0267190502000016.

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Conversation Analysis (CA) as a mode of inquiry is addressed to all forms of talk and other conduct in interaction, and, accordingly, touches on the concerns of applied linguists at many points. This review sketches and offers bibliographical guidance on several of the major relevant areas of conversation-analytic work—turn-taking, repair, and word selection—and indicates past or potential points of contact with applied linguistics. After covering these areas, we include a brief discussion of some key themes in CA's treatment of talk in institutional contexts. Finally, we discuss several established areas of applied linguistic work in which conversation analytic work is being explored—native, nonnative, and multilingual talk; talk in educational institutions; grammar and interaction; intercultural communication and comparative CA; and implications for designing language teaching tasks, materials, and assessment tasks. We end with some cautions on applying CA findings to other applied linguistic research contexts.
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12

McDonough, J. "Issues in Applied Linguistics. M. McCarthy." ELT Journal 56, no. 1 (January 1, 2002): 96–99. http://dx.doi.org/10.1093/elt/56.1.96.

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13

Davies, A. "Review: An Introduction to Applied Linguistics." ELT Journal 59, no. 1 (January 1, 2005): 77–79. http://dx.doi.org/10.1093/elt/cci013.

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14

Kramsch, Claire. "A New Field of Research: SLA-Applied Linguistics." PMLA/Publications of the Modern Language Association of America 115, no. 7 (December 2000): 1978–81. http://dx.doi.org/10.2307/463621.

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Second language acquisition research (sla) is the systematic exploration of the conditions that make the acquisition of a foreign language possible, both in natural and in instructional settings. Its objects of study are the biological, linguistic, psychological, and emotional makeup of language learners and the educational, social, and institutional context of learning and teaching. Whereas language as a linguistic system is studied through the metalanguage of linguistics (phonology, syntax, and semantics), language learning, as psycholinguistic process and sociolinguistic discourse, is researched through the metadiscourse of applied linguistics: psycho- and sociolinguistics, anthropological and educational linguistics, discourse analysis, pragmatics, stylistics, and composition and literacy studies. These fields illuminate what it means to learn to speak, read, write, and interact in a foreign language, what it means to appropriate for oneself the national idiom of communities that share a history and a culture that are different from one's own. SLA provides the applied linguistic metadiscourse for the practice of language learning and teaching.
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15

Moore, Sarah Catherine K., and Julie Sugarman. "Center for Applied Linguistics, Washington DC, USA." Language Teaching 43, no. 4 (August 23, 2010): 522–26. http://dx.doi.org/10.1017/s0261444810000212.

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The Center for Applied Linguistics (CAL) is a private, nonprofit organization dedicated to the application of research on language and culture to educational and societal concerns. Through its work in research, information dissemination, development of instructional materials and language tests, and professional development and technical assistance to schools, districts, and states, CAL serves as a liaison between the academic world of research and the practical world of language education and language-related concerns. CAL plays a leading role in articulating language- and culture-related issues that affect policy decisions; conducting research on language use, language learning, and effective teaching methods; and translating research into practical applications that help language learners succeed.
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16

Martin, James R., Yanmei Gao, Hanbing Li, Chengfang Song, and Minglong Wei. "Martin on discourse semantics, genre, educational linguistics." Language, Context and Text 3, no. 2 (October 15, 2021): 367–87. http://dx.doi.org/10.1075/langct.20003.mar.

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Abstract J. R. Martin is a leading scholar who has greatly developed the theoretical framework of systemic functional linguistics (SFL) over the past four decades. Some of these contributions, such as the systems of discourse semantics, the appraisal framework and genre relations have been widely applied in various areas of linguistic studies and language education. The educational linguistic model he and his colleagues have cultivated and developed has attracted the attention of more and more educators from different disciplines around the globe. In this interview, he firstly elaborates on the significance of the concepts of discourse semantics, grammatical metaphor and genre. Then he continues with applications of genre theory in secondary school education, language maintenance, the relation and collaboration between Legitimation Code Theory (LCT) and SFL, and how the two paradigms complement each other. Finally, he introduces some of his recent collaborations with grammarians of different languages.
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17

Redzimska, Joanna. "Corpus analysis in applied linguistics: Selected aspects." Beyond Philology An International Journal of Linguistics, Literary Studies and English Language Teaching, no. 17(3) (September 16, 2020): 33–55. http://dx.doi.org/10.26881/bp.2020.3.02.

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Recently, teaching and learning processes have been significantly influenced by modern technologies. Thus, the teacher’s position as the only authority in the classroom has been changed into playing the role of a guide or a facilitator who should possess the knowledge and skills to use modern technologies and to freely access data. This change is particularly visible in the field of teaching and learning languages with the application of various educational platforms and software. Since this situation has been widely discussed since the 1990s, for the sake of this article only selected aspects have been taken into account. The major focus of the present article is to present language corpus analysis as a method of activating teachers and students as participants in the Data-Driven Learning (DDL) process.
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18

Martin, James R. "Genre and Literacy-Modeling Context in Educational Linguistics." Annual Review of Applied Linguistics 13 (March 1992): 141–72. http://dx.doi.org/10.1017/s0267190500002440.

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Christie (1992), in the previous year's volume of the Annual Review of Applied Linguistics, reviewed literacy initiatives in Australia which drew on systemic functional linguistics, focusing on three themes: differences between speech and writing, written genres, and the study of spoken language. This paper is designed to complement her review, highlighting ongoing research within the same general theoretical framework, and focusing on the general question of modeling context in educational linguistics.
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19

Adnan Salih, Faeza. "SUBJECT REVIEW: APPLIED LINGUISTICS AND LANGUAGE TEACHING." INTERNATIONAL JOURNAL OF RESEARCH IN SOCIAL SCIENCES & HUMANITIES 12, no. 03 (2022): 199–205. http://dx.doi.org/10.37648/ijrssh.v12i03.012.

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Language mirrors understanding of the same or other culture. Meaning is hardly encoded in the world community. Some linguists cannot solve language problems because of its abstractedness. Language communicators learn the second or foreign language at schools for three reasons. First, English is not their first language. Second, they have little or no educational background in experiencing what they know in another language. Third, they have not improved their communication skills in English. Analyzing the language as a mean of communication would not be learned enough without its practice. This paper gives an exclusive preview of applied linguistics. It defines the conversion of different areas of the study of language with second or foreign language education. The connection and distinction between applied linguistics and language teaching is addressed in the study comprehensively. The findings of this review suggests that the two areas need further investigation in the education system.
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20

GOMES DE MATOS, Francisco. "Peace linguistics for language teachers." DELTA: Documentação de Estudos em Lingüística Teórica e Aplicada 30, no. 2 (December 2014): 415–24. http://dx.doi.org/10.1590/0102-445089915180373104.

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This text aims at presenting the concept of Peace Linguistics - origins and recent developments -- as being implemented in the author's ongoing work in that emerging branch of Applied Linguistics. Examples of applicational possibilities are given, with a focus on language teaching-learning and a Checklist is provided, of topics for suggested linguistic-educational research, centered on communicative peace.
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21

Piquer-Píriz, Ana María, and Rafael Alejo-González. "Applying Cognitive Linguistics." Review of Cognitive Linguistics 14, no. 1 (June 27, 2016): 1–20. http://dx.doi.org/10.1075/rcl.14.1.01piq.

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In recent years, Cognitive Linguistics (CL) has established itself not only as a solid theoretical approach but also as an important source from which different applications to other fields have emerged. In this introductory article, we explore some of the current, most relevant topics in applied CL-oriented studies grouped into three main strands: Analyses of figurative language (both metaphor and metonymy) in use, constructions and typology. An outline of the contents of the eight chapters included in this special issue is provided, explaining their contributions to these research areas and highlighting their methodological rigour.
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22

Takaki, Nara Hiroko. "THOUGHT-PROVOKING ‘CONTAMINATION’: APPLIED LINGUISTICS, LITERACIES AND POSTHUMANISM." Trabalhos em Linguística Aplicada 58, no. 2 (August 2019): 579–611. http://dx.doi.org/10.1590/010318132019588654719.

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ABSTRACT This paper purports to present some characteristics of the posthuman perspective and relate them to contemporary understanding of applied linguistics and literacy studies with preliminary activities in this direction and interrogations for future studies. As interdisciplinary studies, posthumanism draws on Deleuze and Guattari’s notion of assemblage (2005) and has been gaining relevance according to theorists such as Barad (2007), Bennet (2010), Braidotti (2018) and Pennycook (2018), among others. One of their concerns is the future of language research, teaching, learning and enacting in philosophical, transcultural and educational ways. Barad (2007) and Bennet (2010)) use the terms humans and nonhumans while Braidotti (2018) and Pennycook (2018) write humans and non-humans. At times, Bennet (2010) prefers human-nonhuman(s) to emphasize the idea of assemblage. They consider such agents in vibrant interconnected assembles within a broader range of semiotic, spatial and ethical complexities in the emergence of posthuman humanism as Braidotti (2018) argues. This calls for applied linguistics and literacy studies willing to recognize that they themselves are products of such entanglements for which a revision of ontologies influencing epistemologies and methodologies might be productive.
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23

Bloome, David, and Judith L. Green. "Educational Contexts of Literacy." Annual Review of Applied Linguistics 12 (March 1991): 49–70. http://dx.doi.org/10.1017/s0267190500002142.

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Recent research on educational contexts of literacy has focused primarily on a set of central issues and debates: definitions of literacy; basic cognitive, social, and linguistic processes involved in reading and writing; the efficiency and value of various pedagogical approaches and instructional materials; assessment of reading and writing achievement; and access to literacy learning opportunities for students outside the dominant culture and language. These debates and issues have been discussed in previous reviews of research on literacy in the Annual Review of Applied Linguistics (Grabe 1990, Kaplan, et al. 1984, Srivastava 1990), in recent handbooks of research (e.g., Barr, et al. 1991, Flood, et al. 1991, Pearson, et al. 1984), in major educational research journals (e.g., Applebee 1984, Clifford 1984, Dole, et al. 1991, Erickson 1984), in reviews commissioned by professional education and research organizations (e.g., Adams 1990, Anderson, et al. 1985, Goodman, et al. 1988, Hillocks 1986), and in other articles in this volume.
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24

Castañeda-Peña, Harold. "Polyphonies and research horizons for the Colombian Applied Linguistics Journal." Colombian Applied Linguistics Journal 16, no. 1 (October 24, 2014): 4. http://dx.doi.org/10.14483/22487085.7704.

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Welcome to our Colombian Applied Linguistics Journal new issue. The present journal edition proposes a hermeneutical exercise on domains of applied linguistics inviting readers to be “implied” revisiting and renewing research horizons at national and international levels around three research interests: Education and professional development of language teachers, Literacy processes and new literacies in two languages and Discourse studies in educational contexts. These academic paths are also the foci of our graduate programme in Applied Linguistics to TEFL at Universidad Distrital Francisco José de Caldas, and they constitute our own research agenda.
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25

Mohammadi, Sedigh. "Doing a Master’s Dissertation in TESOL and Applied Linguistics." ELT Journal 76, no. 1 (December 3, 2021): 157–59. http://dx.doi.org/10.1093/elt/ccab075.

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26

Papademetre, Leo. "Applied Linguistics in “dialogue” with hermeneutics in discoursing “the intercultural” in educational praxis." Australian Review of Applied Linguistics 31, no. 1 (January 1, 2008): 6.1–6.22. http://dx.doi.org/10.2104/aral0806.

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Ever since the Socratic-Platonic inquiry on the nature of language, linguistic and socio-cultural thinking in Eurocentric academic cultures about human communication has been discoursed from various philosophical perspectives based on diverse conceptualisations, perceptions, understandings, notions, theories, descriptions and explanations of the variable phenomena observed in intra- and intercultural interaction and communication. In the variable research areas of applied linguistics ‘scholars from a variety of disciplines have applied themselves to defining what the nature of intercultural communication might be and how it might be taught’ (Kramsch, 2002, p. 277). However, in the concerted effort to apply our understanding of “the intercultural” in our research and educational praxis, we ‘have no other recourse but discourse itself – the discourse of [our] discipline, laid out on the page as disciplinary truth. And that, as James Clifford (Clifford, 1988) would say, is the “predicament of culture”’ (Kramsch, 2002, p. 282). In the following essay, this “predicament” is examined in the contexts of the discourse tradition which centres on “dialogue” as a valued means of understanding self-and-other intra-and-inter-culturally. Discussion will focus on how “dialogue” can impose “situated/positioned” ways of interpreting and understanding “the intercultural” in languages education, especially when it defers engaging with variable-linguisticality and variable-traditionality in its discourse tradition.
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Papademetre, Leo. "Applied Linguistics in “dialogue” with hermeneutics in discoursing “the intercultural” in educational praxis." Australian Review of Applied Linguistics 31, no. 1 (2008): 6.1–6.22. http://dx.doi.org/10.1075/aral.31.1.04pap.

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Ever since the Socratic-Platonic inquiry on the nature of language, linguistic and socio-cultural thinking in Eurocentric academic cultures about human communication has been discoursed from various philosophical perspectives based on diverse conceptualisations, perceptions, understandings, notions, theories, descriptions and explanations of the variable phenomena observed in intra- and intercultural interaction and communication. In the variable research areas of applied linguistics ‘scholars from a variety of disciplines have applied themselves to defining what the nature of intercultural communication might be and how it might be taught’ (Kramsch, 2002, p. 277). However, in the concerted effort to apply our understanding of “the intercultural” in our research and educationalpraxis, we ‘have no other recourse but discourse itself – the discourse of [our] discipline, laid out on the page as disciplinary truth. And that, as James Clifford (Clifford, 1988) would say, is the “predicament of culture”’ (Kramsch, 2002, p. 282). In the following essay, this “predicament” is examined in the contexts of the discourse tradition which centres on “dialogue” as a valued means of understanding self-and-otherintra-and-inter-culturally. Discussion will focus on how “dialogue” can impose “situated/positioned” ways of interpreting and understanding “the intercultural” in languages education, especially when it defers engaging with variable-linguisticalityand variable-traditionalityin its discourse tradition.
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28

Smit, Ute. "The AILA Research Network – CLIL and Immersion Classrooms: Applied Linguistic Perspectives." Language Teaching 41, no. 2 (April 2008): 295–98. http://dx.doi.org/10.1017/s0261444807004922.

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CLIL and Immersion Classrooms: Applied Linguistic Perspectives (www.ichm.org/clil/) is one of a number of research networks (ReNs) established under the auspices of AILA. It was founded after the first CLIL Symposium, held in Vienna in July 2005. The network connects applied linguists who focus their research interests on educational settings which make use of an additional language for teaching and learning diverse content areas and thus engage in content and language integrated learning, or CLIL. Thus, this ReN provides researchers with a platform for presenting investigations on any type of classroom-based learning undertaken in a language other than the learners' first or previous language of education. This includes not only typical immersion settings of immigrant learners being integrated into mainstream education and use of the dominant language but also, and more centrally, the more recent phenomenon of using a foreign language as the medium of instruction, which has become an increasingly popular teaching approach at all educational levels in Europe and beyond, as recent publications show (Eurydice Report 2006; Marsh & Wolff 2007; Wilkinson & Zegers 2007).
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Korniienko, Vita. "A Comparative Analysis of Models of Bachelors of Arts’ Professional Training in Applied Linguistics at the Universities of Ukraine and the Usa." Comparative Professional Pedagogy 4, no. 3 (September 1, 2014): 70–76. http://dx.doi.org/10.2478/rpp-2014-0038.

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Abstract The analysis of scientists’ researches from different countries dealing with different aspects of training in the educational systems of developed countries was carried out. The models of Bachelors of Arts in Applied Linguistics professional training in Ukraine were considered. It was analyzed a professional training of Bachelor of Arts in Applied Linguistics in the USA and the comparative analysis of models of professional training of Bachelors of Arts in Applied Linguistics at the universities of Ukraine and the USA was carried out. Different and similar approaches of using new learning technologies, the structure and content of educational programs, assessment systems and scientific methods of teaching, practical training Bachelors of Arts in Applied Linguistics, accreditation and certification of Bachelor of Arts in Applied Linguistics qualifications were defined. The general positive characteristics of professional training of Bachelor of Arts in Applied Linguistics in the United States and Ukraine were determined.
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Dagenais, Diane. "Multilingualism in Canada: Policy and Education in Applied Linguistics Research." Annual Review of Applied Linguistics 33 (March 2013): 286–301. http://dx.doi.org/10.1017/s0267190513000056.

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Increasing multilingualism in Canada has captured the interest of applied linguists who investigate what it implies for policy and educational practice. This article provides a review of recent discussions of Canadian policy in the literature, current research on multilingual learners, and emerging innovations in multilingual pedagogies. The literature on policy indicates that some researchers treat policy as text and identify disjunctions between policy documents and the reality of a linguistically and culturally diverse population, while others view it as discursive practice and document how policy is constructed locally through language in response to a changing environment. The research on multilingual learners is based primarily on field-based reports that reveal how multilingual language practices are complex, dynamic, and ideological, and are tied to identity construction. The growing number of innovations in multilingual pedagogies suggests that more educators are beginning to see identity work and multimodal literacies as central to teaching students of diverse origins. This article concludes that there is a gap between official language policy and research on multilingualism in Canada.
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31

Livytska, Inna. "The Use of Hedging in Research Articles on Applied Linguistics." Journal of Language and Cultural Education 7, no. 1 (May 1, 2019): 35–53. http://dx.doi.org/10.2478/jolace-2019-0003.

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Abstract This paper is devoted to the analysis of the use of hedging in a corpus of articles from applied linguistics, and in this sense, it is complementary to the previous research of academic persuasion in research articles (Hinkel, 1997; Hyland, 1996, 2004). This study examined the types and frequency of hedges employed by the authors of academic research articles (RAs) in the field of applied linguistics. A corpus consists of 20 research articles, randomly selected from the Open Access Journals on Educational linguistics (5 RAs), Psycholinguistics (5 RAs), Sociolinguistics (5 RAs) and Pragmatics (5 RAs) The data were manually coded according to Hyland’s taxonomy of hedges and hedging devices (Hyland, 1996) and then formatted to calculate the frequency and type of hedges in RAs on Applied Linguistics. Results of the study indicate that reader-oriented hedges constitute the main pragmatic type of hedges in RAs in the field of applied linguistics, recognizing the need for reader’s ratification of the author’s claims and politeness conventions of academic discourse per se. Combination of qualitative and quantitative methods applied to computer readable data proved that hedges in RAs on Applied Linguistics are topic dependent, showing differences in typology, frequency and distribution even within one discipline.
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Mushyrovska, Nataliia, Inna Kholod, Oksana Neher, Iryna Zozulia, and Iryna Pavliuk. "Fundamental cognitive-semantic theories in linguistics." Eduweb 16, no. 3 (September 28, 2022): 261–73. http://dx.doi.org/10.46502/issn.1856-7576/2022.16.03.19.

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The article studies fundamental cognitive-semantic theories (Langacker, Lakoff, Fillmore, Croft) used in linguistics. The paper shows the use of ideas that can change the educational system with the aim of improving the teaching of linguistic disciplines in higher education. The relevance of the study is to improve the education quality for linguistics specialists and the possibility of implementing the study results to improve the teaching methodology. Particular focus is on the theories, tools, and methods of teaching foreign languages, which are essential components of quality learning and the formation of knowledge and skills among students of linguistic specialties. The study aims to systematize the theoretical foundations and directions of the cognitive-semantic theory in linguistics to determine the relevance of teaching this theory to the educational process. In the course of the study, general scientific methods of knowledge are applied, in particular analysis and synthesis of theoretical and practical information, as well as methods of questioning and statistical methods of analysis. The hypothesis of the study: the system of basic theoretical innovations used in the complex of cognitive-semantic theories is effective in the field of humanities research. It is an effective tool in the learning process in process of learning foreign languages. The result of the study is to determine the need to study theories of linguistics, which represent effective directions in the postmodern mainstream. The article shows the place of cognitive-semantic theories in the modern practice of teaching foreign languages. The study’s practical significance lies in the possibility of applying the results in constructing foreign language learning methodologies in higher education institutions.
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Wang, Genshan. "Multimodal Metaphor Construction and Cognitive Analysis in Educational Cartoons." Theory and Practice in Language Studies 12, no. 3 (March 1, 2022): 543–50. http://dx.doi.org/10.17507/tpls.1203.14.

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Since Lakoff and Johnson proposed their far-reaching theory of conceptual metaphor, people's interpretation of metaphor has changed from a rhetorical approach to a way of thinking. In recent years, multimodal metaphors have gradually received attention from scholars at home and abroad, and have been applied to different forms of media research such as advertisements, comics, gestures, and films, thus greatly contributing to the advancement of multimodal metaphor theory. Multimodal metaphors provide a new perspective for the construction and understanding of metaphorical meaning. This study draws on 100 educational cartoons published by China News Cartoon Network from 2020-2021. Firstly, multimodal metaphors in the 100 educational cartoons published on China News Cartoon Network are classified into four categories according to Forceville's cognitive-linguistic theoretical framework, and the integration network in the cartoons is classified into four categories from the perspective of conceptual integration. This study analyses multimodal metaphors from both social and cognitive perspectives and explores the cognitive basis of comic metaphors from both formal and meaningful perspectives.
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Al-Kahtany, Abdallah, and Munassir Alhamami. "Linguistic Hegemony and English in Higher Education." Sustainable Multilingualism 20, no. 1 (June 1, 2022): 18–45. http://dx.doi.org/10.2478/sm-2022-0002.

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Summary Linguistics hegemony, linguistics imperialism, and linguistic colonialism are serious issues that have not gained enough attention in applied linguistics research. English as a medium of instruction (EMI) in non-anglophone countries is a type of linguistics imperialism (Phillipson, 2018). EMI policy has led to adverse outcomes in several aspects such as low achievement of learning outcomes, challenges to students’ identity, limited access to educational resources, unjust treatments, and unfair assessment in undergraduate programs. This research study investigates the views of students and academic experts using questionnaires and interviews. The data were analyzed both qualitatively and quantitatively. The findings of this study demonstrate the lack of educational justice and the strong connection between linguistic hegemony and the colonization of consciousness. The findings show that participants in EMI programs do not engage in authentic, rigorous, and fun learning. Decisions to use EMI are either based on fallacies regarding the nature of language, on fuzzy assessment of educational priorities, or both. We strongly encourage applied linguists, language policymakers, and university administrators to play significant roles in challenging English hegemony and English supremacy to promote educational justice, equal opportunities to learn, and fair treatment in EMI undergraduate programs around the globe, especially in non-anglophone countries.
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35

Casanave, C. P. "Multiple uses of Applied Linguistics literature in a multidisciplinary graduate EAP class." ELT Journal 57, no. 1 (January 1, 2003): 43–50. http://dx.doi.org/10.1093/elt/57.1.43.

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36

Charity Hudley, Anne H., and Nelson Flores. "Social justice in applied linguistics: Not a conclusion, but a way forward." Annual Review of Applied Linguistics 42 (March 2022): 144–54. http://dx.doi.org/10.1017/s0267190522000083.

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Abstract in African American English as Anne Would Use It Teaching a Class or Giving a TalkCharity Hudley and Flores give you the real about the papers in this volume and share their direct vision for how to take this work forward in theory and practice. They shout out the leadership of emerging scholars as key to dreaming a world and a role for applied linguistics in the ongoing struggle for justice and liberation throughout the whole world. They lift up the volumes as the start of a new model of justice in scholarly publishing in applied linguistics and linguistics, where the conversations between emerging and more established scholars are more regularly integrated into our scholarly output. In doing so, the flavor that emerging scholars are adding to our understanding of language in various applied contexts will more quickly become part of the educational policy and practice that we legit need everywhere all the time.
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Uddin Ahmed, Anwar, Brian Morgan, and Ruberval Franco Maciel. "Feeling our Way: A Trioethnography on Critical Affective Literacy for Applied Linguistics." Calidoscópio 19, no. 4 (March 24, 2022): 538–52. http://dx.doi.org/10.4013/cld.2021.194.08.

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This paper argues that attention to affect/emotion be given greater prominence in applied linguistics following a theoretical and pedagogical framework delineated as critical affective literacy (CAL) by Anwaruddin (2016). Following a brief description of key CAL principles, the authors explore the potency of affect and emotionality of texts by way of duo/trioethnography (Norris & Sawyer, 2012, 2017), a research methodology particularly relevant for exploring affective/emotional dimensions of language in educational domains (e.g., English for Academic Purposes, Language Teacher Education, English for Medical Purposes) and as part of broader socio-political deliberation. The authors detail specific features of duoethnographic research methodology (e.g., participant transparency and juxtaposition, epistemological and ideological risk-taking) that contribute to CAL principles and aspirations. In the final sections of the paper, the authors identify several implications of their trioethnography for the development of CAL in applied linguistics followed by brief descriptions of curricular and pedagogical innovation where affect/emotion has been integral to the pedagogical and literacy strategies described. Key Words: affect; emotion; critical affective literacy; duoethnography; democratic pedagogies.
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Kubota, Ryuko. "Confronting Epistemological Racism, Decolonizing Scholarly Knowledge: Race and Gender in Applied Linguistics." Applied Linguistics 41, no. 5 (June 15, 2019): 712–32. http://dx.doi.org/10.1093/applin/amz033.

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Abstract Recent scholarship in sociolinguistics and language education has examined how race and language intersect each other and how racism influences linguistic and educational practices. While racism is often conceptualized in terms of individual and institutional injustices, a critical examination of another form of racism—epistemological racism—problematizes how racial inequalities influence our knowledge production and consumption in academe. Highlighting the importance of the intersectional nature of identity categories, this conceptual article aims to draw scholars’ attention on how epistemological racism marginalizes and erases the knowledge produced by scholars in the Global South, women scholars of color, and other minoritized groups. In today’s neoliberal culture of competition, scholars of color are compelled to become complicit with white Euro-American hegemonic knowledge, further perpetuating the hegemony of white knowledge while marginalizing women scholars of color. Valorizing non-European knowledge and collectivity as an alternative framework also risks essentialism and male hegemony. Conversely, the ethics promoted by black feminism emphasizes a personal ethical commitment to antiracism. Epistemological antiracism invites scholars to validate alternative theories, rethink our citation practices, and develop critical reflexivity and accountability.
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Tagata, William Mineo, and Fernanda Costa Ribas. "Rethinking Digital Literacy Practices and Educational Agendas in Times of Covid-19 Uncertainty." Revista Brasileira de Linguística Aplicada 21, no. 2 (April 2021): 399–431. http://dx.doi.org/10.1590/1984-6398202117285.

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ABSTRACT In this article, we problematize literacy issues in the current context of instability and uncertainties generated by the Covid-19 pandemic, from its social, political and educational impacts. Our discussion will focus on fictional vignettes that we composed based on real stories circulating in the media and social networks, and marked (but not restricted to) by the intense use of digital technologies. Our aim is to formulate questions about the relationship among society, literacy, technology and education, which have been of primary concern to us as teachers and researchers of languages and literacy. We do not intend to offer definitive answers or solutions, but only to suggest research paths for studies in literacy and Applied Linguistics, in light of concepts such as multiplicity, emotions, rhizome and nomadic thought.
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Bonacina-Pugh, Florence, Ildegrada da Costa Cabral, and Jing Huang. "Translanguaging in education." Language Teaching 54, no. 4 (October 2021): 439–71. http://dx.doi.org/10.1017/s0261444821000173.

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AbstractThis state-of-the-art review focuses on translanguaging in education. In recent years, scholars have engaged in the conceptualisation of ‘translanguaging’ (e.g. García, 2009; García & Wei, 2014a; Wei, 2018) as well as in conducting a vast and ever-increasing number of empirical studies, in educational contexts in particular. This article aims to take stock of the different ways in which ‘translanguaging’ has been conceptualised and of the ways in which it has been interpreted and applied in the study of multilingualism in diverse educational contexts across the globe. Our review exercise shows that ‘translanguaging’ has been conceptualised within two different approaches, which we propose to call the ‘fixed language approach’ and the ‘fluid languaging approach’. It further shows how ‘translanguaging’ has been studied within these two approaches in different educational contexts. We finish our review by calling for new methodologies adapted to a linguistics of fluidity and by considering critically translanguaging as a scholarly phenomenon.
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Cummins, Jim. "Identities in motion." Australian Review of Applied Linguistics 38, no. 3 (January 1, 2015): 99–105. http://dx.doi.org/10.1075/aral.38.3.01cum.

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Recent scholarship within the field of applied linguistics highlights the fact that identities are not static but are fluid, multiple, changeable across time and space, and always constructed in relationship to interactions with others. In other words, identities are constantly in motion. This paper presents a framework for examining the notion of ‘identities in motion’ as a core analytic construct in understanding patterns of educational success and failure. This framework is contrasted with the implicit frameworks that have operated in many countries that consign notions of identity negotiation to the margins and focus on ‘educational effectiveness’ as a process of instructional and organisational efficiency in isolation from the historical and current social context.
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Matveeva, Galina, Georgy Myasischev, Olga Gaibaryan, and Elena Shirina. "Criteria for objectivity and non-objectivity in linguistics." E3S Web of Conferences 210 (2020): 16011. http://dx.doi.org/10.1051/e3sconf/202021016011.

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This article is dedicated to studying a few problems of objective and non-objective approaches towards linguistic research and their impact on the educational potential of higher school. The article also presents the following: a review of the attitudes of the learner towards the information about liberal arts; a review of relevant internet resources and an analysis of the level of their objectiveness; the key indices of the non-objective approach towards linguistics; an example of learners' responses to a spectrum of sources of knowledge about linguistics and an example of objective linguistic approach towards studying language and speech, We are offering a detailed theoretical description of the model of the linguistic persona, pragmalinguistic experiments, links to a few more successful works in the field, details of an experiment based on some pragmalinguistic methods and its results. The method applied is based on comparing among a number of specific syntactic unities and applying some grammar forms all along the documentary body under study.
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43

Trueba, Henry T. "Bilingualism and Bilingual Education (1984-1985)." Annual Review of Applied Linguistics 6 (March 1985): 47–64. http://dx.doi.org/10.1017/s0267190500003056.

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I want to go beyond the narrower definition of applied linguistics as the application of theoretical linguistics to the acquisition of second, third, and fourth languages, to the broader notion proposed by Trudgill as "the application of linguistic research to the solution of practical, educational and social problems of all types" (Trudgill 1984:1, see also Kaplan 1980).
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Leahy, Michael J., and Timothy N. Tansey. "The Impact of CORE Standards Across the Rehabilitation Educational Continuum." Rehabilitation Research, Policy, and Education 22, no. 4 (August 1, 2008): 217–26. http://dx.doi.org/10.1891/2168-6653.22.4.217.

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This article describes direct and applied applications of Council on Rehabilitation Education standards across the educational continuum, including undergraduate studies in rehabilitation services, master's degree programs in rehabilitation counseling, doctoral programs in rehabilitation counselor education and rehabilitation psychology, and professional development and continuing educational programs.
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45

Trotzke, Andreas, and Tom Rankin. "Editorial." Pedagogical Linguistics 1, no. 1 (February 17, 2020): 1–7. http://dx.doi.org/10.1075/pl.19015.tro.

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Abstract Linguistics comes in many flavors. Applied, cognitive, descriptive, educational, formal, functional, generative, and many more can be compounded onto linguistics to characterize specific frameworks and approaches. In this brief editorial, we outline the rationale for the notion and the corresponding journal of Pedagogical Linguistics, defining how we see the term in comparison to closely related, and more familiar notions.
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Toohey, Kelleen. "The Onto-Epistemologies of New Materialism: Implications for Applied Linguistics Pedagogies and Research." Applied Linguistics 40, no. 6 (October 20, 2018): 937–56. http://dx.doi.org/10.1093/applin/amy046.

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Abstract The Douglas Fir Group (2016) argued that applied linguistics needed new interdisciplinary perspectives, and I suggest here that the concepts provided by new materialism might aid in gaining such perspectives. New materialism foregrounds the material nature of humans, discourses, machines, other objects, other species, and the natural environment, as well as constant change, non-binary thinking, and the porosity of boundaries; it also asks for the posing of new problems and new concepts to ‘bring forth a world distinct from what we already are’ (Colebrook and Weinstein 2017: 4). Refusing the central binaries and hierarchies of Cartesian thinking, new materialism’s relational ontology stresses becoming; people, discourses, practices, and things are continually in relation and becoming different from what they were before. New materialist conceptions of knowledge/knowing and language/languaging are also relational, processual, and entangled. I review recent new materialist educational research and present two descriptions of events in my own research to show what pedagogical and research-oriented questions might be stimulated from this perspective.
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Graham, Ross, Caroline McGlynn, and Annette Islei. "Language in education in sub-Saharan Africa: Language in Africa Special Interest Group (BAAL)." Language Teaching 48, no. 3 (June 18, 2015): 426–30. http://dx.doi.org/10.1017/s0261444815000178.

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The Language in Africa Special Interest Group (LiASIG) of the British Association for Applied Linguistics (BAAL) is a forum for applied linguistic research in Africa, and invites studies with both a micro and a macro focus. Researchers are concerned with how political, social and educational contexts affect the valuation and use of languages in Africa where multilingualism is the norm. Papers are presented at the SIG annual meeting and in the LiA track at BAAL conferences. The present review covers papers presented between 2012 and 2014 that focus on the interplay of policy and practice, particularly in education.
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Ngatmini, Ngatmini. "Teaching and Learning Interactional Patterns in Speaking Subject at Several Higher Educational Institutions." Theory and Practice in Language Studies 9, no. 12 (December 1, 2019): 1480. http://dx.doi.org/10.17507/tpls.0912.03.

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This study seeks to find the models applied in interactional pattern of teaching and learning activities on speaking subject in both religious and non-religious universities. In this qualitative study, a realistic ethnographic approach was used. The researchers played a key role as the research instrument. The data are lecturers and students' speech fragments in learning and teaching speaking skills. The instruments were technically obtained through observation using video recording. The data sources are the lecturers and students’ spoken transcripts. The result of this study proved that teaching and learning interactional patterns on speaking subject at the religious based universities revealed that they are under the lecturers’ control. In religious universities, the lecturers speak more than students (TTT), whereas in non-religious universities students are given more speaking opportunities (STT). Interaction occurs when students construct their experience and knowledge with the received information. Lecturers at both universities were not able to facilitate students developing and expressing their ideas. Both religious and non-religious universities’ learning and teaching interactional patterns at the speaking subjects implemented towards constructivism. Through generative learning strategy, some elements reflect each step of the strategies, although at an early stage. It is necessary to develop varied learning models which engage students’ active participation. In addition, there should be an understanding towards the concept of classroom interactional competence.
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Skyrme, Gillian, and Alastair Ker. "A review of research in applied linguistics published in New Zealand (2013–2017)." Language Teaching 53, no. 2 (January 31, 2020): 144–68. http://dx.doi.org/10.1017/s0261444819000478.

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AbstractThis article presents selected research on applied linguistics published in New Zealand, following Language Teaching's commitment to showcase more broadly local research that would not otherwise be easily accessible to an international audience. It covers research conducted and published in New Zealand from 2013 to 2017, following on from Ker, Adams, and Skyrme (2013). It begins with an overview of the language situation in New Zealand, then summarises research into language learning, teaching and use which has appeared in the domestic applied linguistics literature in the period. The review indicates the continuing depth and breadth of research activity in New Zealand. Major themes include the maintenance of languages other than English, notably the official languages, te reo Māori (the Māori language) and New Zealand Sign Language (NZSL), and strategies to reverse dwindling enrolments in courses in additional languages against the background of growing linguistic diversity. There is interest in innovative methodology, and in processes of assessment and curriculum development to underpin teaching in formal educational settings. The prevalence of studies with a focus on small numbers of cases reflects the preponderance of practitioner-led research. There is, however, a parallel trend towards larger-scale studies indicating capacity to undertake larger, collaborative projects.
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Jin 金蓓, Bei, and Liulin Zhang 张榴琳. "Research on the Trends and Hot Topics of American Applied Linguistics: Analysis of the Changes of Strands and High-Frequency Words in AAAL Annual Conferences from 1999 to 2019." Círculo de Lingüística Aplicada a la Comunicación 87 (June 23, 2021): 143–51. http://dx.doi.org/10.5209/clac.76716.

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This paper aims to explore the trends and hot topics of American applied linguistics by the content analysis of AAAL annual conferences’ handbooks. Making a diachronic research on topical strands of AAAL Conference from 1999 to 2019, the paper studies the dynamics and the trends of American applied linguistics by analyzing the changes of the strands in the conferences under study in 20 years. Based on self-built corpora of titles and abstracts of the presented papers in 2019 AAAL Annual Conference, high-frequency vocabulary and their collocations are detected by TagCrowd and AntConc in order to find the current hot topics of applied linguistics research. The conclusion is that the development of applied linguistics has speeded up in the past four years. Educational linguistics, corpus linguistics, research methodology, teacher education, lexical research, phonetics/phonology and oral communication are the new trends in this field. The hot words of applied linguistics in 2019 include academic writing, teacher education, Chinese and translanguaging. Finally, the study found that retrospective review study of international conferences could be a new research method in the field of review study, providing scholars with a comprehensive understanding of the discipline dynamics over a period of time
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