Applied Linguistics Review最新文献_第6页

“I’m not angry!”: language ideologies, misunderstanding, and marginalization among North Korean refugees in rural South Korea “我没有生气!”:韩国农村朝鲜难民的语言意识形态、误解和边缘化

2区文学

Applied Linguistics Review Pub Date : 2023-09-12 DOI: 10.1515/applirev-2022-0183

Mi Yung Park

{"title":"“I’m not angry!”: language ideologies, misunderstanding, and marginalization among North Korean refugees in rural South Korea","authors":"Mi Yung Park","doi":"10.1515/applirev-2022-0183","DOIUrl":"https://doi.org/10.1515/applirev-2022-0183","url":null,"abstract":"Abstract This qualitative study examines the language attitudes and language use of two North Korean refugees living in the Gyeongsang provincial region of South Korea and actively trying to assimilate into mainstream Korean society. In interviews, the participants expressed a hierarchical view of three varieties of Korean (their North Korean Hamgyong dialect, the South Korean Gyeongsang dialect, and standard South Korean). They discussed how their North Korean accents exacerbated their marginalization, described the Gyeongsang dialect as “ignorant” and “rude,” and explained how and why they were trying to acquire standard South Korean. They also described how their North Korean accent continued to affect their communication with local South Korean speakers, who often perceived them as sounding angry and commanding. The participants had developed diverse communicative strategies in response to these language-related challenges, including smiling so as to not appear aggressive, remaining silent to avoid being outed by their speech, speaking carefully to appear more South Korean and avoid potential misunderstandings, and proactively revealing their North Korean background and seeking their interlocutors’ understanding in advance. Based on the findings, the study offers practical implications for language-support programs designed for North Korean refugees.","PeriodicalId":46472,"journal":{"name":"Applied Linguistics Review","volume":"15 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-09-12","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135825597","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":2,"RegionCategory":"文学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0

Pedagogical implications of translingual practices for content and language integrated learning 跨语言实践对内容和语言综合学习的教育意义

IF 2.6 2区文学

Applied Linguistics Review Pub Date : 2023-09-11 DOI: 10.1515/applirev-2023-0057

Di Xie, Yachao Sun

{"title":"Pedagogical implications of translingual practices for content and language integrated learning","authors":"Di Xie, Yachao Sun","doi":"10.1515/applirev-2023-0057","DOIUrl":"https://doi.org/10.1515/applirev-2023-0057","url":null,"abstract":"Abstract This case study explores the pedagogical implications of translingual practices for Content and Language Integrated Learning (CLIL). The case study examines how a multilingual undergraduate student at a Sino-U.S. joint-venture university in China employs translingual practices to understand, deepen, and broaden her understanding of research content and improve her academic writing with different language resources. Specifically, this study investigated how translingual practices were used and perceived to improve content development and language learning in a CLIL context and discussed how translingual practices could be implemented for CLIL. The results show that translingual practices facilitated content learning by allowing the student to use her full linguistic repertoire and helped her scaffold the understanding of new concepts and vocabulary. In addition, translingual practices enhanced the student’s language learning by exposing her to different linguistic structures, conventions, and vocabulary, and promoting a more inclusive and equitable learning environment. These findings suggest that incorporating translingual practices into educational settings, particularly in CLIL contexts, can lead to more effective and equitable learning outcomes for multilingual students.","PeriodicalId":46472,"journal":{"name":"Applied Linguistics Review","volume":" ","pages":""},"PeriodicalIF":2.6,"publicationDate":"2023-09-11","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"45499570","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":2,"RegionCategory":"文学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0

English-medium instruction and impact on academic performance: a randomized control study 英语教学与学业成绩影响:一项随机对照研究

IF 2.6 2区文学

Applied Linguistics Review Pub Date : 2023-09-11 DOI: 10.1515/applirev-2022-0093

Olle Bälter, V. Kann, Chantal Mutimukwe, Hans Malmström

{"title":"English-medium instruction and impact on academic performance: a randomized control study","authors":"Olle Bälter, V. Kann, Chantal Mutimukwe, Hans Malmström","doi":"10.1515/applirev-2022-0093","DOIUrl":"https://doi.org/10.1515/applirev-2022-0093","url":null,"abstract":"Abstract Stakeholders and researchers in higher education have long debated the consequences of English-medium instruction (EMI); a key assumption of EMI is that student’s academic learning through English should be at least as good as learning through their first language (usually the national language). This study addressed the following question: “What is the impact from English-medium instruction on students’ academic performance in an online learning environment?” “Academic performance” was measured in two ways: number of correctly answered test questions and through-put/drop-out rate. The study adopted an experimental design involving a large group (n = 2,263) randomized control study in a programming course. Student participants were randomly allocated to an English-medium version of the course (the intervention group) or a Swedish-medium version of the course (the control group). The findings were that students enrolled on the English-medium version of the course answered statistically significantly fewer test questions correctly; the EMI students also dropped out from the course to a statistically significantly higher degree compared to students enrolled on the Swedish version of the course. The conclusion of this study is thus that EMI may, under certain circumstances, have negative consequences for students’ academic performance.","PeriodicalId":46472,"journal":{"name":"Applied Linguistics Review","volume":" ","pages":""},"PeriodicalIF":2.6,"publicationDate":"2023-09-11","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"44155541","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":2,"RegionCategory":"文学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0

Frontmatter 头版头条

2区文学

Applied Linguistics Review Pub Date : 2023-09-01 DOI: 10.1515/applirev-2023-frontmatter5

引用次数: 0

The Asian American teaching method? An overview of language education, social justice issues, and challenging ‘Oppressed’ versus ‘Model’ minority binary discourse 亚裔美国人的教学方法?概述语言教育，社会正义问题，并挑战“被压迫”与“模范”少数民族二元话语

IF 2.6 2区文学

Applied Linguistics Review Pub Date : 2023-08-10 DOI: 10.1515/applirev-2023-0020

Benjamin “Benji” Chang

{"title":"The Asian American teaching method? An overview of language education, social justice issues, and challenging ‘Oppressed’ versus ‘Model’ minority binary discourse","authors":"Benjamin “Benji” Chang","doi":"10.1515/applirev-2023-0020","DOIUrl":"https://doi.org/10.1515/applirev-2023-0020","url":null,"abstract":"Abstract Amidst the backdrop of anti-Asian violence and the COVID-19 pandemic, this article addresses key social justice issues and praxes in language education with Asian American populations, especially with regards to pedagogy and K–12 schooling contexts. The article’s structure utilises four main sections, with the first section presenting key demographics and typology on who is considered ‘Asian American’ in the US schooling system. The second section provides an overview of major historical developments in language education with Asian American students, teachers, and researchers, over a time period spanning the past 50 years. The third section addresses the falsely essentialised binary of being an ‘Oppressed Minority’ versus a ‘Model Minority’ which Asian Americans often have to contend with, and effects of that binary in schooling. The fourth section presents some promising approaches to improving research methodology and classroom pedagogy with Asian American students, teachers, and families. Ultimately this papers seeks to make a contribution, along with the other papers in this special issue, towards more equitable research, policy and practice concerning communities of Asian heritage in North America.","PeriodicalId":46472,"journal":{"name":"Applied Linguistics Review","volume":" ","pages":""},"PeriodicalIF":2.6,"publicationDate":"2023-08-10","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"47278761","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":2,"RegionCategory":"文学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0

Artificial intelligence and posthumanist translation: ChatGPT versus the translator 人工智能与后人文主义翻译:ChatGPT与翻译器

IF 2.6 2区文学

Applied Linguistics Review Pub Date : 2023-08-01 DOI: 10.1515/applirev-2023-0122

T. Lee

{"title":"Artificial intelligence and posthumanist translation: ChatGPT versus the translator","authors":"T. Lee","doi":"10.1515/applirev-2023-0122","DOIUrl":"https://doi.org/10.1515/applirev-2023-0122","url":null,"abstract":"Abstract Although automated translation has been available for decades in myriad forms, the implication of the current exponential advancement in artificial intelligence (AI) for communication in general and translation in particular is more starkly affrontational than ever. Although Large Language Models, of which ChatGPT is exemplary, were not specifically designed for translation purposes, they are attested to have attained a sufficient degree of technical sophistication as to generate translations that match or surpass dedicated translation systems in the market like Google Translate and DeepL. This impacts the modus operandi of communication and the self-concept of language professionals including, of course, translators. This article asks how translation as a field of practice can best respond to this development. It critically reflects on the implications of AI for the conception of translation, arguing that an alternative framing around the idea of distribution allows us to rescale translation toward broader competencies and conceive of AI as a prosthesis of translators’ minds. The article advocates a posthumanist perspective on translation with a view to expanding its spectrum of skills, modes, and media as well as transcending the traditional personae of translators.","PeriodicalId":46472,"journal":{"name":"Applied Linguistics Review","volume":" ","pages":""},"PeriodicalIF":2.6,"publicationDate":"2023-08-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"43565641","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":2,"RegionCategory":"文学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 1

Assessment and creativity through a translingual lens: introduction 跨语言视角下的评估与创造力：导论

IF 2.6 2区文学

Applied Linguistics Review Pub Date : 2023-07-13 DOI: 10.1515/applirev-2023-0115

Lavinia Hirsu, Marta Nitecka Barche, Dobrochna Futro

引用次数: 0

Assessment and creativity through a translingual lens: transdisciplinary insights 跨语言视角下的评估和创造力:跨学科的见解

IF 2.6 2区文学

Applied Linguistics Review Pub Date : 2023-07-13 DOI: 10.1515/applirev-2023-0090

Madeleine Campbell, Claudia Rosenhan

{"title":"Assessment and creativity through a translingual lens: transdisciplinary insights","authors":"Madeleine Campbell, Claudia Rosenhan","doi":"10.1515/applirev-2023-0090","DOIUrl":"https://doi.org/10.1515/applirev-2023-0090","url":null,"abstract":"Abstract Outcomes-oriented assessment in translingual language education carries with it the necessary definition of the object of learning and the concomitant verifiability or construct validity of the means of assessment. At the same time, pedagogies for multilingual creativity should ideally seek to identify dimensions that effectively reflect their intended outcome. While reflection and critical thinking increasingly form part of criteria for assessment in language education at all levels, the assessment of these dimensions in relation to creativity has proved more intractable, due in part perhaps to the potentially stifling effect of assessing an elusive quality that is valued for fostering affective engagement with individuals’ unique identity and lived experience and enabling creativity to achieve transformative learning. Recognizing that translingual language play can be sanctioned in the arts as a way of legitimating and giving voice to minoritized and oppressed populations, can lessons be drawn from different disciplines to rejuvenate assessment in language education, for example by placing some of the onus on learners monitoring their own learning? This paper presents a holistic and inclusive, arts-informed pluridimensional lens on creativity in language education whereby new forms of assessment aim to foster tolerance, diversity and translingual practices in the classroom, while resisting the drive to institutionalize the neo-liberal mandates of the creative economy.","PeriodicalId":46472,"journal":{"name":"Applied Linguistics Review","volume":"0 1","pages":""},"PeriodicalIF":2.6,"publicationDate":"2023-07-13","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"41398144","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":2,"RegionCategory":"文学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0

Frontmatter 头版头条

2区文学

Applied Linguistics Review Pub Date : 2023-07-01 DOI: 10.1515/applirev-2023-frontmatter4

引用次数: 0

Exploring Tibetan residents’ everyday language practices in Danba county, Southwest China: a case study 中国西南丹巴县藏族居民日常语言实践研究:个案研究

IF 2.6 2区文学

Applied Linguistics Review Pub Date : 2023-06-05 DOI: 10.1515/applirev-2022-0075

Bingbing Ai, Siwei Ma, Xia Liu

引用次数: 0