Journal of Applied Linguistics and Professional Practice最新文献_第7页

EFL teachers’ beliefs about professionalism and professional development 英语教师对专业精神和专业发展的看法

Journal of Applied Linguistics and Professional Practice Pub Date : 2020-11-27 DOI: 10.1558/jalpp.34885

S. Al-Bakri, S. Troudi

引用次数: 1

Sticking to the rules 遵守规则

Journal of Applied Linguistics and Professional Practice Pub Date : 2020-11-26 DOI: 10.1558/jalpp.33806

Jeanette Landgrebe, Rainar Rye Marstrand

{"title":"Sticking to the rules","authors":"Jeanette Landgrebe, Rainar Rye Marstrand","doi":"10.1558/jalpp.33806","DOIUrl":"https://doi.org/10.1558/jalpp.33806","url":null,"abstract":"In this paper, we take an ethnomethodological perspective to analysing members’ competence in a professional practice. We propose an approach which systematises different levels of analysis to identify the underlying management rules, principles and procedures that are significant for the way members in a Lean department meeting organise their in situ activity. Authentic video footage, on-site observations and ethnographic material form the basis of our research focus. Our analysis suggests that the mere presence of an inscribed post-it within an activity does not automatically render it into an object which facilitates discussions, organises activities or records outcomes, but that it is embedded within the members’ taken-for-granted knowledge and routine ways of doing. As such, it is the larger organisational context and the activity at hand which determine the role of the post-it in the moment-to-moment interaction. In conclusion, we suggest going beyond the conventional understanding of context and participation framework in analysing work practices, as an approach to broadening our understanding of what constitutes context from members’ own perspectives in a professional workplace practice.","PeriodicalId":52122,"journal":{"name":"Journal of Applied Linguistics and Professional Practice","volume":"1 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2020-11-26","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"43053164","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}

引用次数: 1

Inscribed objects and professional practices 内附物品和专业实践

Journal of Applied Linguistics and Professional Practice Pub Date : 2020-11-26 DOI: 10.1558/jalpp.40428

L. Prior

引用次数: 1

Inscribed objects as resources for achieving progressivity in lesson planning talk 嵌入对象作为实现课程规划谈话渐进性的资源

Journal of Applied Linguistics and Professional Practice Pub Date : 2020-11-26 DOI: 10.1558/jalpp.33667

T. Greer, C. Leyland

{"title":"Inscribed objects as resources for achieving progressivity in lesson planning talk","authors":"T. Greer, C. Leyland","doi":"10.1558/jalpp.33667","DOIUrl":"https://doi.org/10.1558/jalpp.33667","url":null,"abstract":"As a means of furthering their talk, co-present participants will on occasions orient to environmentally available text, such as that in a book or on a computer screen. This sort of action commonly relies on a combination of both embodied and spoken interactional practices to enable elements of the written language to become part of the ensuing talk. Such actions as pointing to part of a page or gazing at an illustration and then naming it can help establish a joint focus of attention, particularly in talk in which the textual object plays a role in future activities the participants are discussing. This study uses conversation analysis to suggest that textual objects therefore become an affordance for turn progressivity, since they contain language components that can serve as both potential prompts and turn-incorporable elements. The data are taken from Japanese/English bilingual interaction video-recorded between elementary and junior high educators who are preparing to team-teach English classes in Japan. We examine this phenomenon in two distinct sequential contexts: (1) devising a plan and (2) sharing a plan. The study provides insight into the ways inscribed objects can be used to facilitate interaction within the professional practice of team-teacher planning.","PeriodicalId":52122,"journal":{"name":"Journal of Applied Linguistics and Professional Practice","volume":" ","pages":""},"PeriodicalIF":0.0,"publicationDate":"2020-11-26","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"48119365","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}

引用次数: 3

Doing notes 做笔记

Journal of Applied Linguistics and Professional Practice Pub Date : 2020-11-26 DOI: 10.1558/jalpp.33659

S. Hazel

{"title":"Doing notes","authors":"S. Hazel","doi":"10.1558/jalpp.33659","DOIUrl":"https://doi.org/10.1558/jalpp.33659","url":null,"abstract":"This study explores the use of inscribed objects developed during theatre rehearsals and used as a resource in the structuring of one particular diagnostic activity in the theatre, known to practitioners as ‘doing notes’. This activity denotes diagnostic discussions in theatre rehearsals where members gather to reflect on their staging, and come to an agreement on future courses of action. Observing how directors use annotated play-scripts and notepads as tools for coordinating the performers’ engagement in the analysis and discussions of the staged action, the study asks what role these inscribed objects have as resources for coordinating the interaction during these activities. The study uses a longitudinal data set of video-recorded theatre rehearsals, here concerning two theatre companies as they prepare to stage naturalistic dramas, both working from play-scripts. The analysis explores how members of the ensemble use the artefacts to identify the particular staged sequence and action that is being topicalized and adopt the relevant participation framework for attending to the feedback item; how the artefacts are used in occasioning transitions between different items of feedback; and how the director also uses the objects as a means to mitigate for the socially sensitive act of critiquing colleagues’ performance in a public arena. The findings demonstrate how members orient to such locally produced inscribed objects as relevant resources for the carrying out of diagnostic activities at the heart of the collaborative theatre project.","PeriodicalId":52122,"journal":{"name":"Journal of Applied Linguistics and Professional Practice","volume":" ","pages":""},"PeriodicalIF":0.0,"publicationDate":"2020-11-26","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"46709556","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}

引用次数: 3

Bridging the gap between learning and evaluation: Lessons learnt from multilingual pupils 弥合学习和评估之间的差距：从多语言学生身上学到的教训

Journal of Applied Linguistics and Professional Practice Pub Date : 2019-09-10 DOI: 10.1558/JALPP.39770

Fauve De Backer

{"title":"Bridging the gap between learning and evaluation: Lessons learnt from multilingual pupils","authors":"Fauve De Backer","doi":"10.1558/JALPP.39770","DOIUrl":"https://doi.org/10.1558/JALPP.39770","url":null,"abstract":"The use of non-dominant linguistic repertoires is often not valued in educational practices, let alone in educational assessment. The competences of multilingual learners are traditionally assessed by tests designed for monolinguals that do not represent the true capabilities of multilingual pupils, because their level of language proficiency in the text language does not reflect their wider abilities. Assessment needs to shift from evaluating a pupil in only the language of schooling towards assessment where the full multilingual repertoire can be used to demonstrate knowledge and competences. In this study, assessment preferences of multilingual pupils are explored, both in assessment accommodations for large-scale testing and in classroom-based assessment that is aligned with assessment for learning. Interviews with 35 pupils in fifth-grade of primary education (age 10–11) in Belgium were conducted. Results indicate that accommodations that use pupils’ first languages are not necessarily the most popular ones, that pupils are in favour of portfolios and oral assessments and that they need more feedback. The findings of this study suggest the need for instruction and evaluation to become more integrated, which would be beneficial for all pupils and could be more inclusive of emergent bilinguals rather than treating them as a separate group.","PeriodicalId":52122,"journal":{"name":"Journal of Applied Linguistics and Professional Practice","volume":" ","pages":""},"PeriodicalIF":0.0,"publicationDate":"2019-09-10","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"48022289","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}

引用次数: 1

Corpus-based empirical approach to professionalism: Identifying interactional roles and dispositions in professional codes of ethics 基于语料库的专业经验方法：识别职业道德规范中的互动角色和倾向

Journal of Applied Linguistics and Professional Practice Pub Date : 2019-09-10 DOI: 10.1558/jalpp.39771

K. Kong, Phoenix W. Y. Lam, W. Cheng

{"title":"Corpus-based empirical approach to professionalism: Identifying interactional roles and dispositions in professional codes of ethics","authors":"K. Kong, Phoenix W. Y. Lam, W. Cheng","doi":"10.1558/jalpp.39771","DOIUrl":"https://doi.org/10.1558/jalpp.39771","url":null,"abstract":"Although research on professional competence has has adopted a number of approaches that have highlighted the importance of practice and values in enacting a professional identity, there is currently no established framework for empirical investigations. Based on a discourse analytic framework, this paper demonstrates how ethical codes in a number of consulting professions (law, accountancy and engineering/surveying) can be analyzed empirically by focusing on the collocation patterns found in the genre. The analysis will focus on how professionals are expected to behave in relation to two identity components in their ideal conducts of behavior: identity roles (or identity shifts) and identity virtues (positive attributes associated with a particular role). The engineering profession is found to have a fairly even representation of most of the identity roles identified: provider to client, unspecified/general, professional peer, employer and professional association. The legal profession places greater emphasis on the roles of provider to client and professional peer, whereas accountancy professionals tend to represent their identity roles more generally, although the role of provider to client remains an important category. With regard to identity virtues, i.e., the ideal dispositions or values displayed, all three professions highlight the primacy of professional standards or competence, with integrity and responsibility also emphasized by some.","PeriodicalId":52122,"journal":{"name":"Journal of Applied Linguistics and Professional Practice","volume":" ","pages":""},"PeriodicalIF":0.0,"publicationDate":"2019-09-10","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"44602420","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}

引用次数: 0

Evidentiality and identity positioning in online disputes about language use in Hong Kong 香港网络语言使用纠纷的证据性与身份定位

Journal of Applied Linguistics and Professional Practice Pub Date : 2019-09-10 DOI: 10.1558/jalpp.35604

Jamie McKeown, H. Ladegaard

引用次数: 6

‘If it’s not written down it didn’t happen’: Contemporary social work as a writing-intensive profession “如果没有写下来，那就没有发生过”:当代社会工作是一个写作密集型职业

Journal of Applied Linguistics and Professional Practice Pub Date : 2019-09-10 DOI: 10.1558/JALPP.36377

T. Lillis, Maria Leedham, A. Twiner

{"title":"‘If it’s not written down it didn’t happen’: Contemporary social work as a writing-intensive profession","authors":"T. Lillis, Maria Leedham, A. Twiner","doi":"10.1558/JALPP.36377","DOIUrl":"https://doi.org/10.1558/JALPP.36377","url":null,"abstract":"Social work writing, often referred to as ‘recording’ or ‘paperwork’, is frequently the target of criticism in reviews and public media reporting. However, despite the many criticisms made and its significance in social work practice, little empirical research has been carried out on professional social work writing. This paper draws on findings from an ESRC-funded study in the UK to offer a baseline characterization of the nature and function of writing in contemporary social work. Drawing on text and ethnographic data, the paper foregrounds three key dimensions: the number of written texts, key textual functionalities and genres; the specific ways in which ‘text work’ constitutes everyday social work professional practice, using case studies from the domains of adults, children and mental health; and the concerns by social workers about the amount of time they are required to spend on writing. The baseline characterization provides empirical evidence for claims made about the increased bureaucratisation of social work practice, signalling contemporary social work as a ‘writing intensive’ profession which is at odds with social workers’ professional ‘imaginary’. The paper concludes by outlining the educational and policy implications of the baseline characterization and calls for debate about the nature of contemporary social work practice.","PeriodicalId":52122,"journal":{"name":"Journal of Applied Linguistics and Professional Practice","volume":" ","pages":""},"PeriodicalIF":0.0,"publicationDate":"2019-09-10","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"44094951","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}

引用次数: 12

Mediating identities: Sign language interpreter perceptions on trust and representation 中介身份:手语译员对信任和表征的感知

Journal of Applied Linguistics and Professional Practice Pub Date : 2019-07-26 DOI: 10.1558/jalpp.36014

Jemina Napier, Robert Skinner, A. Young, R. Oram

{"title":"Mediating identities: Sign language interpreter perceptions on trust and representation","authors":"Jemina Napier, Robert Skinner, A. Young, R. Oram","doi":"10.1558/jalpp.36014","DOIUrl":"https://doi.org/10.1558/jalpp.36014","url":null,"abstract":"Deaf people’s lives are frequently predicated on working with interpreters. Identity becomes known and performed through the translated self in many interactions with hearing, non-signing people. Taking an interdisciplinary approach in combining interpreting studies, deaf studies, applied linguistics and social research, the ‘Translating the Deaf Self ’ project, funded by the Arts and Humanities Research Council (UK), sought to explore the experience of deaf people and other stakeholders of the lived experience of being translated. Drawing on discourses of identity, representation and trust, this paper gives an overview of the findings from two focus groups with sign language interpreters (n = 7) on their perspectives of the experiences of deaf signers being ‘known’ through interpreting. Social constructionism underpinned our approach to data analysis and the dominant theme of ‘trust’ was examined with reference to a framework for trustworthiness developed by Alan Jones and Samantha Sin. In particular, we focus on the issue of trust in relation to representation, relationships, ability and boundaries. The main findings demonstrate that sign language interpreters are acutely aware of the responsibility they have to represent deaf signers, especially at work, and thus represent their professional-and-deaf identities, and the important role of trust for deaf professionals to feel represented through interpreters. \u0000 \u0000 \u0000Open Access Attribution: CC BY","PeriodicalId":52122,"journal":{"name":"Journal of Applied Linguistics and Professional Practice","volume":" ","pages":""},"PeriodicalIF":0.0,"publicationDate":"2019-07-26","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"47706612","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}

引用次数: 6