| 1. |
- 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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| 2. |
- 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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| 3. |
- 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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| 4. |
- Freunberger, Dominik, et al.
(författare)
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Is It Time to Reconsider the ‘Gold Standard’ for Nativelikeness in ERP Studies on Grammatical Processing in a Second Language? A Critical Assessment Based on Qualitative Individual Differences
- 2022
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Ingår i: Applied Linguistics. - : Oxford University Press (OUP). - 0142-6001 .- 1477-450X. ; 43:3, s. 433-452
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Tidskriftsartikel (refereegranskat)abstract
- In most event-related potential (ERP) studies on the second language (L2) processing, the native speaker (L1) control group’s grand average ERP pattern serves as the ‘gold standard’ that the L2 group has to reach to be labeled ‘native-like’. This relies on the assumption that the grand average is representative of all or most individuals in a group. Recent research, however, has shown that there can be considerable systematic qualitative variability between individuals even in coherent L1 samples, especially in studies on morphosyntactic processing. We discuss how these qualitative individual differences can undermine previous findings from the gold standard paradigm, and critically assess the main ERP components used as markers for nativelike grammatical processing, namely the left-anterior negativity and the P600. We argue that qualitative variation reflects the dynamics characteristic of nativelike grammatical processing and propose a model for experimental designs that can capture these processing dynamics and, thereby, has the potential to provide a more fine-grained understanding of nativelike attainment in an L2.
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| 5. |
- Hedman, Christina, 1966-, et al.
(författare)
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Epistemic Reciprocity Through a Decolonial Crip Literacy in Accommodated Language Education for Adults
- 2024
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Ingår i: Applied Linguistics. - 0142-6001 .- 1477-450X.
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Tidskriftsartikel (refereegranskat)abstract
- This linguistic ethnography was conducted in accommodated language education in Sweden, aimed at adult learners with deafness, hearing impairment, post-traumatic stress disorder, migration stress, or intellectual disability, here, focusing on the latter group, who attended Swedish language learning courses. We empirically investigate a decolonial crip literacy, by connecting language education to epistemic reciprocity. The decolonial lens is understood with regard to the marginalized and dis-abled body, under-represented in Applied Linguistics. More specifically, we focus on teacher positionality and ethical stance-taking among three of the teachers, to contribute an in-depth and situated account of a decolonial crip literacy, as counteracts of ableism and linguicism, and an orientation toward epistemic justice. Based on our linguistic ethnographic data, we suggest that the decolonial crip literacy project engages with disability-as-difference, positioning the dis-abled body as knower, via epistemic reciprocity, which is communicated through a multiplicity of communicative resources, materialities, and creativity. The paper contributes both to the theorizing of injustice in language education and to alternatives in pedagogical practice.
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| 6. |
- Hedman, Christina, 1966-, et al.
(författare)
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Epistemic Reciprocity Through a Decolonial Crip Literacy in Accommodated Language Education for Adults
- 2024
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Ingår i: Applied Linguistics. - 0142-6001 .- 1477-450X. ; , s. 1-16
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Tidskriftsartikel (refereegranskat)abstract
- This linguistic ethnography was conducted in accommodated language education in Sweden, aimed at adult learners with deafness, hearing impairment, post-traumatic stress disorder, migration stress, or intellectual disability, here, focusing on the latter group, who attended Swedish language learning courses. We empirically investigate a decolonial crip literacy, by connecting language education to epistemic reciprocity. The decolonial lens is understood with regard to the marginalized and dis-abled body, under-represented in Applied Linguistics. More specifcally, we focus on teacher positionality and ethical stance-taking among three of the teachers, to contribute an in-depth and situated account of a decolonial crip literacy, as counteracts of ableism and linguicism, and an orientation toward epistemic justice. Based on our linguistic ethnographic data, we suggest that the decolonial crip literacy project engages with disability-as-difference, positioning the dis-abled body as knower, via epistemic reciprocity, which is communicated through a multiplicity of communicative resources, materialities, and creativity. The paper contributes both to the theorizing of injustice in language education and to alternatives in pedagogical practice.
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| 7. |
- Jakonen, Teppo, et al.
(författare)
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Achieving Joint Attention and Understanding of Task Responsibilities in Synchronous Hybrid L2 Classroom Group Work
- 2024
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Ingår i: Applied Linguistics. - 0142-6001 .- 1477-450X.
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Tidskriftsartikel (refereegranskat)abstract
- This article addresses the need to better understand interactional asymmetries, challenges, and solutions in implementing synchronous hybrid language teaching. We investigate video-recorded peer interactions in a higher education language teaching context in which a student uses a telepresence robot, a remotely moveable videoconferencing tool, to participate in small-group task work in L2 English together with students who are physically located in the language classroom. Drawing on multimodal conversation analysis, we examine how the geographically dispersed peer group achieves, maintains, and repairs their joint attention on task-relevant learning materials as they are accomplishing a task, and how this kind of referential interactional work enables their co-operation as a group. Based on the analysis, we argue that in synchronous hybrid learning there is a need to reflexively adjust interactional practices to secure an intersubjective understanding of learning tasks and their progressivity. The findings also suggest that sensory and interactional asymmetries should be taken into account when developing and implementing synchronous hybrid learning environments that aim at equality of opportunities regardless of the participation mode.
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| 8. |
- Kerfoot, Caroline, et al.
(författare)
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Towards Epistemic Justice : Constructing Knowers in Multilingual Classrooms
- 2023
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Ingår i: Applied Linguistics. - : Oxford University Press (OUP). - 0142-6001 .- 1477-450X. ; 4:3, s. 462-484
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Tidskriftsartikel (refereegranskat)abstract
- In this study of a postcolonial school, we expand understandings of epistemic justice from the perspective of language, addressing issues of know-ledge, understanding, and participation in communicative practices. We suggest that monoglossic language-in-education policies constitute a form of epistemic injustice by diminishing learners’ ability to make epistemic contributions, a capacity central to human value. We further suggest that translanguaging in formal school settings generally promotes epistemic access rather than epistemic justice, leaving value hierarchies and relations of knowing unchanged. Conversely, this study presents linguistic ethnographic data from a three-year project where learners could choose their language of learning to Grade 6 and use all languages in subject classrooms. We analyse how a Grade 6 learner used laminated, multilingual stances to construct others as knowers, negotiate epistemic authority, and promote solidarity. We argue that she thereby constructed new decolonial relations of knowing and being. Moreover, the shift from monolingual to multilingual episteme, which substantially improved performance overall, enabled new social, epistemic, and moral orders to emerge from below, laying the basis for greater epistemic justice.
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| 9. |
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| 10. |
- Kuteeva, Maria, 1972-, et al.
(författare)
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Diversity and Standards in Writing for Publication in the Age of AI-Between a Rock and a Hard Place
- 2024
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Ingår i: Applied Linguistics. - 0142-6001 .- 1477-450X.
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Forskningsöversikt (refereegranskat)abstract
- Research communities across disciplines recognize the need to diversify and decolonize knowledge. While artificial intelligence-supported large language models (LLMs) can help with access to knowledge generated in the Global North and demystify publication practices, they are still biased toward dominant norms and knowledge paradigms. LLMs lack agency, metacognition, knowledge of the local context, and understanding of how the human language works. These limitations raise doubts regarding their ability to develop the kind of rhetorical flexibility that is necessary for adapting writing to ever-changing contexts and demands. Thus, LLMs are likely to drive both language use and knowledge construction towards homogeneity and uniformity, reproducing already existing biases and structural inequalities. Since their output is based on shallow statistical associations, what these models are unable to achieve to the same extent as humans is linguistic creativity, particularly across languages, registers, and styles. This is the area where key stakeholders in academic publishing-authors, reviewers, and editors-have the upper hand, as our applied linguistics community strives to increase multilingual practices in knowledge production.
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