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| 2. |
- Athanasopoulos, Panos, et al.
(författare)
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Whorf in the Wild : Naturalistic Evidence from Human Interaction
- 2020
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Ingår i: Applied Linguistics. - : Oxford University Press (OUP). - 0142-6001 .- 1477-450X. ; 41:6, s. 947-970
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Tidskriftsartikel (refereegranskat)abstract
- The past few decades have seen a full resurgence of the question of whether speakers of different languages think differently, also known as the Whorfian question. A characteristic of this neo-Whorfian enterprise is that the knowledge it has generated stems from psycholinguistic laboratory methods. As a consequence, our knowledge about how Whorfian effects play out in naturally occurring behaviour (i.e. 'in the wild') is severely limited. This study argues that the time is ripe to redeem this evidentiary bias, and advocates a multidisciplinary approach towards the Whorfian question, in which insights from laboratory settings are combined with naturalistic data in order to yield a rounded picture of the influence of language on thought. To showcase the potential of such an approach, the study uses laboratory-generated knowledge on the influence of grammatical categories on cognition to interpret two examples of naturalistic human interaction and action in the domains of spatial navigation and scientific practice.
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| 3. |
- Awayed-Bishara, Muzna, et al.
(författare)
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Translanguaging in a context of colonized education: The case of EFL classrooms for Arabic speakers in Israel
- 2022
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Ingår i: Applied Linguistics. - : Oxford University Press (OUP). - 0142-6001 .- 1477-450X. ; 43:6, s. 1051-1072
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Tidskriftsartikel (refereegranskat)abstract
- Previous studies of translanguaging in educational contexts indicate that translanguaging practices have the potential to generate a decolonial, emancipatory process for language-minoritized students. However, these insights are mainly based on studies of minoritized learners of English as a second language. Drawing on a one-year ethnographic study conducted in six Palestinian schools in Northern Israel, the present study investigated the effects of translanguaging in a conflict-ridden context, where both the teachers and the learners are minoritized and English is learned as a foreign language. Drawing upon Butler’s (1997) concept of implicit censorship and Stroud’s (2018) linguistic citizenship, we propose colonized education as a framework for understanding the tensions between translanguaging, as a decolonial pedagogy, and English language learning. Our findings suggest that while translanguaging may indeed have a liberatory force, it could also, at the same time, take an emotional-pedagogic toll that may hinder language learning rather than support it. In contrast, critical discussions of issues that are politically and emotionally laden may be highly effective, even when conducted in the target language.
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| 4. |
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| 5. |
- Bjork-Willen, Polly
(författare)
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Routine Trouble : How Preschool Children Participate in Multilingual Instruction
- 2008
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Ingår i: APPLIED LINGUISTICS. - : Oxford University Press (OUP). - 0142-6001 .- 1477-450X. ; 29:4, s. 555-577
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Tidskriftsartikel (refereegranskat)abstract
- This paper examines the turn-by-turn organization of social actions during educational activities at a multilingual preschool in Sweden. Specifically, it focuses on instructional exchanges within two commonplace activities: sharing time and Spanish group. The study builds on earlier research arguing that interactional routines facilitate childrens participation in social activities, and therefore promote language learning. Several instances of interactional trouble are identified and discussed in terms of the teachers elaboration of some routine features of these activities, resulting in a mismatch between the teachers local aims and the childrens projections of relevant next actions. The analysis further highlights a range of interactional means through which the participants act to come to terms with the trouble. These findings are discussed in terms of the participants local concerns as well as the childrens orientations to the routine features of preschool activities. Some educational implications are finally proposed on the basis of these findings.
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| 6. |
- Bylund, Emanuel, et al.
(författare)
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Language Aptitude in First Language Attrition : A Study on Late Spanish-Swedish Bilinguals
- 2016
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Ingår i: Applied Linguistics. - : Oxford University Press (OUP). - 0142-6001 .- 1477-450X. ; 37:5, s. 621-638
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Tidskriftsartikel (refereegranskat)abstract
- Language aptitude remains one of the most understudied predictor variables in L1 attrition research. The current study seeks to address this gap by investigating the effects of language aptitude on L1 retention in late attriters. Forty L1 Spanish - L2 Swedish bilinguals living in Sweden participated in the study, along with 20 functionally monolingual L1 speakers of Spanish. L1 proficiency was measured by means of a grammaticality judgement test (GJT) and language aptitude data were obtained through the LLAMA Language Aptitude Test (Meara 2005). Additional data on the participants' linguistic background were also collected. Results revealed a robust difference in GJT scores between the bilinguals and the control group. However, degree of language aptitude was not found to exert a significant influence on the bilinguals' GJT performance. Instead, the only significant predictor for GJT performance was linguistic identification, showing that those participants with strong L1 identification were more accurate in judging L1 grammaticality. The lack of aptitude effects on L1 attrition is discussed against the background of age-related attrition susceptibility.
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| 7. |
- Bylund, Emanuel, 1979-, et al.
(författare)
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Linguistic and geographic diversity in research on second language acquisition and multilingualism : An analysis of selected journals
- 2023
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Ingår i: Applied Linguistics. - 0142-6001 .- 1477-450X.
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Tidskriftsartikel (refereegranskat)abstract
- The present study assesses linguistic and geographic diversity in selected outlets of SLA and multilingualism research. Specifically, we examine over 2,000 articles published in specialized top-tier journals, recording the languages under study and their acquisition order, author affiliations, the country in which the research was conducted, and citations. In the sample, there were 183 unique languages and 174 unique pairings, corresponding to 3 per cent of the world’s 7,000 languages and less than 0.001 per cent of 24.5 million possible language combinations. English was overwhelmingly the most common language, followed by Spanish and Mandarin Chinese. North America and Western Europe were both the main producers of knowledge and the main sites for research on multilingualism in the sample. Crucially, the regions with the highest levels of linguistic diversity and societal multilingualism (typically the Global South) were only marginally represented. The findings also show that studies on English and northern Anglophone settings were likely to elicit more citations than studies on other languages and settings, and that less studied languages were included more frequently in article titles.
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| 8. |
- Bylund, Emanuel, et al.
(författare)
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The role of language aptitude in first language attrition : The case of prepubescent attriters
- 2010
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Ingår i: Applied Linguistics. - : Oxford University Press (OUP). - 0142-6001 .- 1477-450X. ; 31:3, s. 443-464
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Tidskriftsartikel (refereegranskat)abstract
- While language aptitude has been investigated actively within second language research, there is a current dearth of research on the effects of aptitude in cases of attrition. The aim of the present investigation was to explore the role of language aptitude for L1 proficiency in speakers who experienced a break with their L1 setting prior to puberty. Twenty-five L1 SpanishL2 Swedish bilinguals residing in Sweden participated in the study, and 15 native speakers of Spanish living in Chile were recruited as controls. The L1 proficiency was measured by means of a grammaticality judgement test (GJT) and language aptitude data were obtained through the Swansea Language Aptitude Test (Meara et al. 2003). Results showed a positive correlation between GJT performance and language aptitude. More specifically, the bilinguals with above-average aptitude were more likely to score within the native range on the GJT than those with below-average aptitude. It was also seen that among the participants with below-average aptitude, GJT scores were related to daily L1 use. In view of these findings, we suggest that language aptitude has a compensatory function in language attrition, helping the attriter to retain a high level of L1 proficiency despite reduced L1 contact.
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| 9. |
- Čekaitė, Asta, et al.
(författare)
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Language play, a collaborative resource in children’s L2 learning
- 2005
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Ingår i: Applied Linguistics. - : Oxford University Press. - 0142-6001 .- 1477-450X. ; 26:2, s. 169-191
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Tidskriftsartikel (refereegranskat)abstract
- Within communicative language teaching, ‘natural’language has had a privileged position, and a focus on formhas been seen as something inauthentic or as something thatis inconsequential for learning (for a critique, see Kramschand Sullivan 1996; Cook 1997). Yet in the present study of animmersion classroom, it was found that children with limitedL2 proficiency recurrently employed form-focused language playin spontaneous peer conversations. Our work involves a distinctfocus on multiparty talk, and it is shown how language playis, in many ways, a collaborative affair, initiated by the childrenthemselves. Playful mislabelings and puns often generated extendedrepair sequences that could be seen as informal ‘languagelessons’ focused on formal aspects of language. Simultaneously,shared laughter and shifting alignments between peers were centralaspects of the local politics of classroom life. The jokingwas quite rudimentary. Yet it included artful performance andcollaborative aestheticism, involving alliteration and otherforms of parallelisms, as well as code switching, laughing,and artful variations in pitch, volume and voice quality. Thepaper illustrates the need to integrate language play in modelsof L2 learning.
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| 10. |
- Cekaite, Asta, 1972-
(författare)
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Soliciting teacher attention in an L2 classroom: Affective displays, classroom artefacts, and embodied action
- 2009
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Ingår i: Applied Linguistics. - : Oxford University Press. - 0142-6001 .- 1477-450X. ; 30:1, s. 26-48
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Tidskriftsartikel (refereegranskat)abstract
- This paper explores L2 novices’ ways of soliciting teacherattention, more specifically, their summonses. The data arebased on detailed analyses of video recordings in a Swedishlanguage immersion classroom. The analyses illuminate the lexicalshape of summonses in conjunction with prosody, body posture,gestures, and classroom artefacts. As demonstrated, a simplestructure of summoning provided a handy method for solicitingand establishing the teacher's attention, and facilitated thenovices’ participation in classroom activities from earlyon. Importantly, however, the local design of the summonseswas influenced by the competitive multiparty classroom setting.The analyses illustrate how the novices upgraded their summonsesby displaying a range of affective stances. Different aspectsof the students’ embodied actions were employed as waysof indexing affective stances, for example ‘tired’,‘resigned’, or ‘playful’, that in thelocal educational order created methods that invited the teacher'sattention and conversational uptake. These locally availableresources allowed children to upgrade their summonses and toindicate their communicative projects, in spite of their limitedSwedish (L2) resources. The findings are discussed in termsof their implications for understanding participation in L2classroom interactions as being a matter of delicately calibratedcollaborative accomplishments.
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