| 1. |
- Blåsjö, Mona, 1960-, et al.
(författare)
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“It’s not the same thing as last time I wrote a report” : Digital text sharing in changing organizations
- 2023
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Ingår i: Applied Linguistics Review. - : Walter de Gruyter GmbH. - 1868-6303 .- 1868-6311. ; 14:4, s. 799-822
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Tidskriftsartikel (refereegranskat)abstract
- In the communications of modern organizations, text sharing and knowledge management are mainly digital. The digital systems that frame many types of communication consist of, e.g., intranets and document sharing software that are occasionally exchanged for new systems. Employees have to adjust to modified routines and learn new systems, and management has to make decisions about digital systems and how these are to be integrated with work processes and knowledge management. In this article, we contribute to research on work-life literacies by highlighting the increasingly frequent issue of digital text sharing in modern workplaces through the study of commercial companies, mainly through ethnographic observations and interviews. The theoretical framework comes from New Literacy Studies where literacy practices, i.e., common patterns of using reading and writing, form a key concept. Moreover, the sociolinguistic concept of metadiscourse is applied in order to uncover the reflexive orientation of participating professionals towards digital text sharing. The results show that these professionals relate the combination of digital text sharing and technological and organizational change to problems, obstacles and potential risks; ambitions of enhancing digital text sharing may exclude certain groups, and changes in digital text sharing systems per se may cause professionals to lose control. These risks are often associated with access to information: a person who cannot access information in their organization has a lower degree of agency or power over their situation. The results are discussed in light of theories concerning modern work life from New Literacy Studies.
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| 2. |
- Bolton, Kingsley, 1947-
(författare)
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Language policy and planning in Hong Kong : colonial and post-colonial perspectives
- 2011
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Ingår i: Applied Linguistics Review. - Berlin ; New York : De Gruyter Mouton. - 1868-6311 .- 1868-6303. ; 2, s. 51-73
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Tidskriftsartikel (refereegranskat)abstract
- Hong Kong ceased to be a colony of Britain on June 30th, 1997, thus entering anew stage of its development and evolution as a uniquely-constituted city state and urban metropolis. The Hong Kong Special Administrative Region of China (HKSAR) inherited a linguistic ecology that owed much to its previous existence as a British colony, where the Chinese language had had no de jure status until 1974. From 1995, the stated policy of government has been to promote a “biliterate” (Chinese and English) and “trilingual” (Cantonese, Putonghua and English) society, and various measures have also been taken to promote the use of Chinese as a medium of instruction in schools. Immediately after the change in sovereignty, Putonghua became a compulsory school subject for the first time. This paper will examine the issue of language planning and policies partly froman historical perspective, but also through a consideration of currentpolicies and practices across a range of domains, including government, law and education. One major conclusion that emerges from this discussion is that, froma language policy perspective, the relationship between Chinese and Englishin the Hong Kong context is potentially far less contentious than that betweenCantonese and Putonghua.
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| 3. |
- Bälter, Olle, et al.
(författare)
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English-medium instruction and impact on academic performance: a randomized control study
- 2023
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Ingår i: Applied Linguistics Review. - : Walter de Gruyter GmbH. - 1868-6311 .- 1868-6303. ; In Press
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Tidskriftsartikel (refereegranskat)abstract
- Stakeholders and researchers in higher education have long debated the consequences of English-medium instruction (EMI); a key assumption of EMI is that students' 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.
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| 4. |
- Davydenko, Sofia, 1977-, et al.
(författare)
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Marked on the voice : the visibility experiences of Russian heritage migrants following the war against Ukraine
- 2024
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Ingår i: Applied Linguistics Review. - : De Gruyter Open. - 1868-6303 .- 1868-6311. ; 0:0, s. 1-23
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Tidskriftsartikel (refereegranskat)abstract
- Identities fundamental to the self, such as race and gender, can operatethrough visual markers on the body. Identities related to a person’s heritage, ornationality, can also become visible. However, when physical appearance means thata person can pass as a member of a dominant group, being identified or ‘marked’ asother takes place through language use. In migration contexts, situations where aperson’s heritage or nationality is revealed can lead to experiences of vulnerability.This study investigated the experiences of five Russian-speaking women living inSweden whose migrant backgrounds were not visibly noticeable, up until the pointthat interaction was initiated. Interviews were carried out in the summer of 2022during the Russian invasion of Ukraine. Data was analysed using a double hermeneutic approach. Findings revealed how, following the outbreak of the war, the fearof becoming visible increased. Fears of exposure triggered vigilant behaviours, andan experience of needing to regulate visibility. Results show how the experience ofhaving situational control over visibility could buffer against emotional pain causedby perceptions of negative positionings, and the risk of prejudicial treatment.
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| 5. |
- Hall, Christopher J., et al.
(författare)
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Investigating the lexico-grammatical resources of a non-native user of English : the case of can and could in email requests
- 2017
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Ingår i: Applied Linguistics Review. - : Walter de Gruyter. - 1868-6303 .- 1868-6311. ; 8:1, s. 35-59
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Tidskriftsartikel (refereegranskat)abstract
- Individual users of English as a first or second language are assumed to possess or aspire to a monolithic grammar, an internally consistent set of rules which represents the idealized norms or conventions of native speakers. This position reflects a deficit view of L2 learning and usage, and is at odds with usage-based approaches to language development and research findings on idiolectal variation. This study problematizes the assumption of monolithic ontologies of grammar for TESOL by exploring a fragment of genre-specific lexico-grammatical knowledge (the can you/could you V construction alternation in requests) in a single non-native user of English, post-instruction. A corpus sample of the individual's output was compared with the input he was exposed to and broader norms for the genre. The analysis confirms findings in usage-based linguistics which demonstrate that an individual's lexico-grammatical knowledge constitutes an inventory of constructions shaped in large part by distributional patterns in the input. But it also provides evidence for idiosyncratic preferences resulting from exemplar-based inertia in production, suggesting that input is not the sole factor. Results are discussed in the context of a "plurilithic" ontology of grammar and the challenges this represents for pedagogy and teacher development.
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| 6. |
- Holmström, Ingela, 1971-, et al.
(författare)
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Deaf lecturers’ translanguaging in a higher education setting. A multimodal multilingual perspective
- 2018
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Ingår i: Applied Linguistics Review. - : Walter de Gruyter GmbH. - 1868-6303 .- 1868-6311. ; 9:1, s. 90-111
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Tidskriftsartikel (refereegranskat)abstract
- In a few universities around the world courses are offered where the primary language of instruction is a national sign language. Many of these courses are given by bilingual/multilingual deaf lecturers, skilled in both national sign language(s) and spoken/written language(s). Research on such deaf-led practices in higher education are lacking, and this study will contribute to a greater understanding of these practices. Drawing on ethnographically created data from a higher education setting in Sweden, this case study examines the use of different languages and modalities by three deaf lecturers when teaching deaf and hearing (signing) students in theoretic subjects. The analysis is based on video-recordings of the deaf lecturers during classroom activities at a basic university level in which Swedish Sign Language (SSL) is used as the primary language. The results illustrate how these deaf lecturers creatively use diverse semiotic resources in several modes when teaching deaf and hearing (signing) students, which creates practices of translanguaging. This is illustrated by classroom activities in which the deaf lecturers use different language and modal varieties, including sign languages SSL and ASL as well as Swedish, and English, along with PowerPoint and whiteboard notes. The characteristics of these multimodal-multilingual resources and the usage of them will be closely presented in this article.
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| 7. |
- Jansson, Gunilla, 1950-
(författare)
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Negotiating belonging in multilingual work environments : Church professionals’ engagement with migrants
- 2023
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Ingår i: Applied Linguistics Review. - : Walter de Gruyter GmbH. - 1868-6303 .- 1868-6311. ; 14:4, s. 723-749
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Tidskriftsartikel (refereegranskat)abstract
- The study presented in this paper focuses on three evangelical churches in Sweden and their engagement with migrants. The goal of the study is to explore how professionals engage with migrants in their everyday work in a multilingual environment. To this end, data from interviews with church professionals are triangulated with video-recordings of their interaction with migrants in a variety of church settings. The analyses demonstrate how different dimensions of belonging are enacted in multilingual encounters through practices that allow the professionals to perform social work in an activity context where empathy is of great importance. These findings highlight the role of the church within the public sphere under the changing conditions of globalization.
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| 8. |
- Kaufhold, Kathrin
(författare)
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Transnational postgraduate students’ experience of voice and participation
- 2023
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Ingår i: Applied Linguistics Review. - : Walter de Gruyter GmbH. - 1868-6303 .- 1868-6311. ; 14:1, s. 1-23
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Tidskriftsartikel (refereegranskat)abstract
- The article examines transnational students’ experiences of participation in European higher education by applying the notion of voice that encompasses the capacity to communicate and to be heard (Hymes 1996. Ethnography, linguistics, narrative inequality: Toward an understanding of voice. London: Taylor & Francis). Relating voice to access and participation, the article moves forward debates around incorporating students’ multilingual knowledge resources in diverse writing practices in academia. It takes into account structural and ideological conditions as well as the creative potential of translanguaging in students’ knowledge production. The instrumental case study explores the lived experiences of three multilingual students with highly diverse linguistic and educational backgrounds, who are enrolled in humanities master’s programmes at a Swedish university. It investigates the students’ perceptions of how they can make use of their linguistic and educational repertoires. The data derive from interviews around texts and audio-recorded writing diaries. The results demonstrate how translanguaging is mainly connected to writing for personal use and limited or regulated in assignment writing. They reveal multiple and contrasting ideological views on language use and knowledge, and highlight possibilities and obstacles for appropriating and recontextualising knowledge across languages, educational contexts and disciplines. The article thus connects translanguaging to questions of participation and access more broadly.
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| 9. |
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| 10. |
- Safar, Josefina, 1986-
(författare)
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Translanguaging in Yucatec Maya signing communities
- 2019
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Ingår i: Applied Linguistics Review. - : Walter de Gruyter GmbH. - 1868-6303 .- 1868-6311. ; 10:1, s. 31-53
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Tidskriftsartikel (refereegranskat)abstract
- This article looks at translanguaging practices in four Yucatec Maya communities with a high incidence of deafness in the peninsula of Yucatán, Mexico. Deaf and hearing community members draw from a broad spectrum of semiotic resources to interact with each other and with people from other villages in the region: they sign with different degrees of fluency, speak Yucatec Maya and/or Spanish, gesture, draw, point and incorporate objects in their physical surroundings. Human beings have a general tendency to communicate between and beyond different languages and modalities and to creatively adapt their semiotic repertoires to each other to negotiate meaning. On top of that, I show that sociolinguistic and cultural features of Yucatec Maya communities scaffold translanguaging practices. The rich inventory of conventional co-speech gestures of Yucatec Maya speakers, positive attitudes towards deafness and signed language and a critical amount of shared cultural knowledge facilitate communication between deaf and hearing and contribute to the emergence of similar sign languages in historically unrelated communities. The investigation of Yucatec Maya signing communities through a translanguaging lens allows us to critically deconstruct existing classifications of sign languages and varieties. Yucatec Maya Sign Languages are portrayed as a multi-layered network of different villages, families, generations and overlapping deaf and hearing spaces, where translanguaging takes place.
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| 11. |
- Sert, Olcay, PhD, 1981-, et al.
(författare)
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A corpus linguistic investigation into online peer feedback practices in CALL teacher education
- 2020
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Ingår i: Applied Linguistics Review. - : WALTER DE GRUYTER GMBH. - 1868-6303 .- 1868-6311. ; 11:1, s. 55-78
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Tidskriftsartikel (refereegranskat)abstract
- This study investigates the online peer feedback practices of teacher trainees who are engaged in designing CALL materials. The participants are 111 pre-service English language teachers enrolled in a teacher education programme in Turkey, who post the materials they produce to an online course blog and then evaluate each other's materials. The data come from the compilation of blog posts produced to provide online peer feedback, forming the Corpus of Online Peer Feedback in Teaching. The data are analysed using corpus linguistics, drawing on frequency, collocation, concordance, and keyword analyses. Our findings show that the participants highlight particular features of CALL materials such as student-centeredness, learner interest, and visual aspects by using constructive peer feedback with hedged evaluations, which brings data-based evidence for their knowledge on and beliefs about CALL materials. This research makes a methodological contribution to the study of online data in the field of language teacher education by employing the analytical lense of corpus linguistics. More importantly, the findings reveal that such an analytic approach can bring new insights into understanding the technological and pedagogical knowledge and beliefs of teachers in relation to language teaching materials design and development. The implications of the findings for research on CALL teacher education as well as on feedback and reflection practices are discussed.
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