AILA ReviewPub Date : 2024-06-06DOI: 10.1075/aila.23012.du
Qian Du, Jerry Won Lee
{"title":"Chinglish as border languaging","authors":"Qian Du, Jerry Won Lee","doi":"10.1075/aila.23012.du","DOIUrl":"https://doi.org/10.1075/aila.23012.du","url":null,"abstract":"\u0000 In an era where migration across borders is increasingly the norm, how are our understandings of language and the\u0000 ways we talk about language being reimagined along the way? This article examines this question by attending to the shifting\u0000 metadiscourses of “Chinglish,” a colloquialism referring to Chinese-English hybridizations. Chinglish, originally used to describe\u0000 an incompetent interlanguage, has come to be invoked as a means of establishing “China English” as a legitimate world English\u0000 variety, or more recently even as an innovative form of translingual practice. This article presents Chinglish as a form of\u0000 “border languaging,” which enables us to take stock of the shifting meanings of Chinglish in relation to the linguistic “border”\u0000 between English and Chinese upon which such metadiscursive framings hinge, and how the shifting orientations to such linguistic\u0000 borders invite new ways of conceptualizing Chinglish and historically marginalized language practices more generally.","PeriodicalId":45044,"journal":{"name":"AILA Review","volume":null,"pages":null},"PeriodicalIF":0.4,"publicationDate":"2024-06-06","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141379513","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
AILA ReviewPub Date : 2024-06-04DOI: 10.1075/aila.23014.gui
N. Guinto, Brian D. Villaverde, Amiel Jansen Demetrial, Aurelio Teodoro Maguyon III
{"title":"Rethinking researcher-participant roles","authors":"N. Guinto, Brian D. Villaverde, Amiel Jansen Demetrial, Aurelio Teodoro Maguyon III","doi":"10.1075/aila.23014.gui","DOIUrl":"https://doi.org/10.1075/aila.23014.gui","url":null,"abstract":"\u0000 Recent studies on language and migration have attempted to address the social injustices stemming from global\u0000 disparities in wealth and opportunities. However, there’s a risk of researchers unintentionally reinforcing traditional power\u0000 dynamics, positioning themselves in power while reducing participants to mere data sources. Focusing on migrants in precarious\u0000 living conditions, whose migration is often a consequence of political and economic upheaval in the origin, this paper\u0000 interrogates the role of researchers and the researched with respect to social justice perspectives. We argue that conducting\u0000 research on, for, and with such vulnerable migrant populations requires a reflexive understanding of our own positions and\u0000 decisions throughout our engagement with participants. We propose that this approach is most effectively executed if we treat\u0000 participants as equal partners in knowledge generation and social action, guided by principles of care, empathy, and\u0000 unconventional methodologies. Through this, we hope to advocate for migration linguistics that is truly fair, just, and empowering\u0000 among migrants.","PeriodicalId":45044,"journal":{"name":"AILA Review","volume":null,"pages":null},"PeriodicalIF":0.4,"publicationDate":"2024-06-04","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141266000","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
AILA ReviewPub Date : 2024-06-04DOI: 10.1075/aila.23016.dum
R. Dumlao, Louisa Willoughby
{"title":"Representation of migrant accents in media discourse","authors":"R. Dumlao, Louisa Willoughby","doi":"10.1075/aila.23016.dum","DOIUrl":"https://doi.org/10.1075/aila.23016.dum","url":null,"abstract":"\u0000 This study looks at how migrants’ accents are portrayed, labelled, and constructed in media discourse, investigating media coverage of migrants’ accents in the Australian press from 2007 to 2017, a period highlighted by changes in Australian citizenship policies and public discourse. While language has been extensively discussed in policy discourse, there has\u0000 been a notable dearth of research on the coexistence of dialects and accents within official languages as portrayed in media\u0000 platforms. Using a corpus-assisted critical discourse analysis of 2,657,016 words from Australian newspaper articles, the study\u0000 applies raciolinguistic ideologies to show how the press justifies and legitimizes migrant accent-related issues. The results\u0000 suggest that speakers of Inner Circle English variants are positioned differently from non-white/Outer and Expanding Circle\u0000 speakers. Speakers of the Inner Circle were far more likely than other speakers to have their accents described as ‘broad’ or\u0000 ‘thick’, and they were more likely to have the national variation they spoke specifically named. Others, in contrast, regularly\u0000 described racialized speakers as simply having a ‘foreign’ accent, and many of them frequently claimed trying to ‘change’ their\u0000 accent or ‘fake’ an Australian accent in an effort to gain access to employment and broader social acceptance. These results\u0000 emphasize the subtle and not-so-subtle ways that non-white migrant speakers are positioned as incompetent speakers and demonstrate\u0000 how raciolinguistic ideologies, linguistic racism, and accent laboring concerns are widespread in Australian society. These\u0000 findings highlight the significance of corpus approaches for studying language related issues and provide insight into accent\u0000 biases produced by the media in Australian society.","PeriodicalId":45044,"journal":{"name":"AILA Review","volume":null,"pages":null},"PeriodicalIF":0.4,"publicationDate":"2024-06-04","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141267471","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
AILA ReviewPub Date : 2024-06-04DOI: 10.1075/aila.24002.kur
Kenichiro Kurusu, Chisato Oda, Mikhail Alic C. Go, Di Wu, Kevin Brandon Saure, Sakshi Narang
{"title":"English in the internationalization of higher education and international student mobility","authors":"Kenichiro Kurusu, Chisato Oda, Mikhail Alic C. Go, Di Wu, Kevin Brandon Saure, Sakshi Narang","doi":"10.1075/aila.24002.kur","DOIUrl":"https://doi.org/10.1075/aila.24002.kur","url":null,"abstract":"\u0000 In this article, we discuss the significance of English in the internationalization of higher education and\u0000 international student mobility, using Kachru’s (1985) Three Circles Model of World\u0000 English. As education is one of the major forms of migration (Liu-Farrer, 2022; Borlongan, 2023) in the so-called ‘age of migration’ (cf. de Haas, Castles, & Miller, 2020), more and more students are motivated to study abroad to complete\u0000 their tertiary education. First, we discuss motivating factors both for the internationalization of higher education and\u0000 international student mobility. Second, we point out how English has been playing a very central role in the internationalization\u0000 of higher education institutions and international student mobility (Philipson, 2010;\u0000 Jenkins, 2017) among these factors. Then, we present the dynamics of international\u0000 student mobility by looking at their global flow, English-medium programs, and English language proficiency requirements. While\u0000 Inner Circle countries are still the most attractive destinations for most international students, Expanding Circle countries,\u0000 where English is not an institutionalized medium of instruction in higher education, also value English by expanding\u0000 English-medium degree programs and requiring English proficiency test scores to admission. Finally, we end the article by\u0000 reiterating the dominance and utility of English in the internationalization of higher education and international student\u0000 mobility and its stable position as the language of educational migration.","PeriodicalId":45044,"journal":{"name":"AILA Review","volume":null,"pages":null},"PeriodicalIF":0.4,"publicationDate":"2024-06-04","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141268432","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
AILA ReviewPub Date : 2023-07-24DOI: 10.1075/aila.22014.bor
A. Borlongan
{"title":"Migration linguistics","authors":"A. Borlongan","doi":"10.1075/aila.22014.bor","DOIUrl":"https://doi.org/10.1075/aila.22014.bor","url":null,"abstract":"\u0000 Migration, among the most important sociocultural phenomena of\u0000 contemporary global societies, is complex, dynamic, and multifaceted. At the\u0000 heart of migration is language, the indispensable agent of migration. Hence, in\u0000 this article, a new sub-discipline of linguistics is presented, and that is\u0000 ‘migration linguistics’. It is the interdisciplinary and multidimensional study\u0000 of the various aspects of language within the dynamic process of human mobility.\u0000 And a linguistic theory of migration postulates that: (1) Language is an\u0000 essential element in the migration process; (2) an individual’s acquisition,\u0000 learning, and use of language significantly changes as a result of migration;\u0000 and (3) migrants must be understood in the languages they can use, taught the\u0000 destination language, and provided basic and essential services understandable\u0000 to them. The interdisciplinary nature of this new sub-discipline of linguistics\u0000 is enriched by a variety of approaches and methodologies in solving issues\u0000 relative to language in the context of migration.","PeriodicalId":45044,"journal":{"name":"AILA Review","volume":null,"pages":null},"PeriodicalIF":0.4,"publicationDate":"2023-07-24","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"44146283","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
AILA ReviewPub Date : 2023-07-24DOI: 10.1075/aila.22027.mar
Dony Marzuki
{"title":"The development of EFL students’ speech fluency","authors":"Dony Marzuki","doi":"10.1075/aila.22027.mar","DOIUrl":"https://doi.org/10.1075/aila.22027.mar","url":null,"abstract":"\u0000 This study investigated phase transitions in EFL students’ speech fluency development using a complex dynamic\u0000 systems perspective. Two students with different proficiency levels were selected from an intact speaking class. These students\u0000 learned and practiced specific strategies to improve their speech fluency. Phase transitions were analyzed based on three criteria:\u0000 sudden jumps, anomalous variance, and qualitative change in the attractor. Number of syllables was used as the speech fluency\u0000 measure. The results suggest that only the higher-proficiency student underwent one phase transition. These findings imply that a\u0000 short explicit fluency strategy training intervention could improve the speech fluency development of high-proficiency students in\u0000 EFL classrooms. The results have implications for theory and pedagogical practice relating to EFL students’ speech fluency\u0000 development.","PeriodicalId":45044,"journal":{"name":"AILA Review","volume":null,"pages":null},"PeriodicalIF":0.4,"publicationDate":"2023-07-24","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"48613107","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
AILA ReviewPub Date : 2023-07-24DOI: 10.1075/aila.22001.bur
Clara Burgo
{"title":"Teaching during COVID-19","authors":"Clara Burgo","doi":"10.1075/aila.22001.bur","DOIUrl":"https://doi.org/10.1075/aila.22001.bur","url":null,"abstract":"\u0000Latinx who do not feel confident speaking Spanish are usually questioned. To fight these ideologies, Pascual and Cabo and Prada (2018) suggest new pedagogical approaches to incorporate in the curriculum the experiences of the heritage language learner (HLL). Latinx in higher education expect a culturally relevant curriculum to critically listen and speak to challenge the hierarchies that marginalize them. Why is social justice education key? To meet the needs of our minority students and to fight social inequities that affect their lives (Freire, 2021). This article offers a proposal to teach social justice in the HLL classroom through classroom strategies such as digital stories, autoethnographies, creative writing, or oral history to provide these students with the tools they need to give voice to their communities and incorporate them in the curriculum of an inclusive Spanish classroom whose backbone is US Spanish to fight raciolinguistic ideologies that marginalize them.","PeriodicalId":45044,"journal":{"name":"AILA Review","volume":null,"pages":null},"PeriodicalIF":0.4,"publicationDate":"2023-07-24","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"49359916","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
AILA ReviewPub Date : 2023-07-24DOI: 10.1075/aila.22016.coa
E. Coachman, Izabelle da Silva Fernandes
{"title":"Addressing race in English language teaching","authors":"E. Coachman, Izabelle da Silva Fernandes","doi":"10.1075/aila.22016.coa","DOIUrl":"https://doi.org/10.1075/aila.22016.coa","url":null,"abstract":"\u0000 The aim of this paper is to analyze a set of didactic materials\u0000 developed to teach English as an Additional Language at a Brazilian public\u0000 school in Rio de Janeiro. Such materials were designed to invite 7th grade\u0000 students with diverse social, racial, and economic backgrounds to learn about\u0000 the world and the English language from viewpoints that delineate a decolonial\u0000 stance (Mignolo, 2010; Kumaravadivelu, 2016; Jansen, 2017). Grounded on the notions\u0000 of Critical Race Literacy (Ferreira,\u0000 2014) and Critical Language Awareness (Alim, 2005), this paper looks into didactic activities\u0000 built upon emancipatory (Freire,\u0000 1996) and transgressive (Pennycook,\u0000 2006; hooks, 2013)\u0000 approaches to Applied Linguistics and Language Education, understanding English\u0000 Language classrooms as privileged arenas for the construction of ideas on race.\u0000 The methodological approach is based on the premises of a Dialogical Discourse\u0000 Analysis (Brait, 2006/2018) to\u0000 identify centripetal and centrifugal forces (Bakhtin, 1981) in the didactic\u0000 materials produced. Results have indicated that the discourse genres selected\u0000 (Bakhtin, 2003/1979 apud Tilio, 2017)\u0000 and the set of activities developed are permeated by social voices (Bakhtin,\u0000 1981) that promote decolonial dialogues in the English language classroom.","PeriodicalId":45044,"journal":{"name":"AILA Review","volume":null,"pages":null},"PeriodicalIF":0.4,"publicationDate":"2023-07-24","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"49056481","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
AILA ReviewPub Date : 2023-07-24DOI: 10.1075/aila.22004.mus
Musa Nushi, Mitra Eshraghi
{"title":"EFL teachers’ awareness of dyslexia","authors":"Musa Nushi, Mitra Eshraghi","doi":"10.1075/aila.22004.mus","DOIUrl":"https://doi.org/10.1075/aila.22004.mus","url":null,"abstract":"\u0000 Dyslexia is one of the most common learning disabilities among\u0000 students, and teachers are often the very first to notice dyslexic students. It\u0000 is therefore imperative that teachers be well-prepared to intervene\u0000 appropriately and effectively once they encounter dyslexic students. The current\u0000 study investigates teachers’ knowledge about the disorder in an English as a\u0000 foreign language (EFL) context. Employing a questionnaire designed by Soriano et al. (2016), the study\u0000 evaluates the awareness of dyslexia among 84 Iranian English teachers working in\u0000 language institutes. The findings revealed that the majority of the teachers\u0000 lacked adequate knowledge of the disorder but that they wished to learn more\u0000 about this learning disability. Furthermore, the teachers’ awareness of the\u0000 disorder was found to be independent of their demographic characteristics such\u0000 as gender, previously completed programs, years of teaching experience, and\u0000 experience with dyslexic students. The findings of this research can be\u0000 informative for teacher educators, curriculum designers, and materials\u0000 developers as there seems to be a need for revisions in teacher training\u0000 curricula, instructional policies, and materials.","PeriodicalId":45044,"journal":{"name":"AILA Review","volume":null,"pages":null},"PeriodicalIF":0.4,"publicationDate":"2023-07-24","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"47318524","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
AILA ReviewPub Date : 2023-07-24DOI: 10.1075/aila.22015.kar
Omar Karlin, Sayaka Karlin
{"title":"Developing L2 listening comprehension through extensive and intensive\u0000 listening","authors":"Omar Karlin, Sayaka Karlin","doi":"10.1075/aila.22015.kar","DOIUrl":"https://doi.org/10.1075/aila.22015.kar","url":null,"abstract":"\u0000 In the fall semester of 2020, 269 Japanese university students\u0000 were compared in a quasi-experimental study to determine whether extensive and\u0000 intensive listening interventions yielded significant gains in L2 listening\u0000 comprehension. At the beginning of the study, 269 students took a 100-item L2\u0000 listening exam, and were randomly placed into an extensive\u0000 (n = 135) or intensive listening group\u0000 (n = 134). After each group completed five assignments based on\u0000 extensive or intensive listening principles, students took another 100-item L2\u0000 listening exam. Paired-sample t-tests of raw scores and Rasch person ability\u0000 estimates indicated that the extensive listening group significantly improved in\u0000 raw scores, t(134) = −7.44, p = .00, but not\u0000 in Rasch person ability estimates t(134) = −1.86,\u0000 p = .07, while the intensive listening group significantly\u0000 improved in both raw scores, t(133) = −9.48,\u0000 p = .00, and Rasch person ability estimates,\u0000 t(133) = −3.58, p = .00.","PeriodicalId":45044,"journal":{"name":"AILA Review","volume":null,"pages":null},"PeriodicalIF":0.4,"publicationDate":"2023-07-24","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"43351135","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
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