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Dutch Journal of Applied Linguistics

image of Dutch Journal of Applied Linguistics
ISSN 2211-7245
E-ISSN 2211-7253

The <em>Dutch Journal of Applied Linguistics</em> (DuJAL) focuses on promoting Dutch and Belgian work in applied linguistics among an international audience, but also welcomes contributions from other countries. It caters for both the academic society in the field and for language and communication experts working in other contexts, such as institutions involved in language policy, teacher training, curriculum development, assessment, and educational and communication consultancy. DuJAL is the digital continuation of <a title="TTWiA" href="/content/journals/22134883"><em>Toegepaste Taalwetenschap in Artikelen</em></a>, which had been the journal of Anéla, the Dutch Association of Applied Linguistics, for forty years. Like its predecessor, DuJAL wants to offer a platform to young researchers in applied linguistics, i.e. PhD candidates and MA students. In order to maintain a high standard all submissions are subjected to a ‘double blind’ review by at least one external reviewer and two of the editors. Contributions may be written in Dutch, English, German or French.

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  • Where is Dutch (really) heading?: The classroom consequences of destandardization
    • Authors: Stefan Grondelaers, and Roeland van Hout
    • Source: Dutch Journal of Applied Linguistics, Volume 1, Issue 1, 2012, pages: 41 –58
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    • Like other European standard languages, Dutch is currently undergoing destandardization processes which excite concern on the part of the linguistic and cultural establishment, and inspire uncertainty in school teachers of Dutch. In the face of the progressing variability in a variety which should (in theory) be uniform, the question which norm should be taught in the schools is becoming increasingly legitimate, though theoretical linguists do not typically concern themselves with it. This paper first pools and reviews the available evidence in favour of a more positive account of ongoing developments in Netherlandic Standard Dutch (NSD). It then proposes a concrete division of labour between formal and less formal varieties of Dutch. Our principal conclusion is that the norm relaxation observed in NSD must not engender lawlessness in language teaching.
  • Native listening: The flexibility dimension
    • Author: Anne Cutler
    • Source: Dutch Journal of Applied Linguistics, Volume 1, Issue 2, 2012, pages: 169 –187
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    • The way we listen to spoken language is tailored to the specific benefit of native-language speech input. Listening to speech in non-native languages can be significantly hindered by this native bias. Is it possible to determine the degree to which a listener is listening in a native-like manner? Promising indications of how this question may be tackled are provided by new research findings concerning the great flexibility that characterises listening to the L1, in online adjustment of phonetic category boundaries for adaptation across talkers, and in modulation of lexical dynamics for adjustment across listening conditions. This flexibility pays off in many dimensions, including listening in noise, adaptation across dialects, and identification of voices. These findings further illuminate the robustness and flexibility of native listening, and potentially point to ways in which we might begin to assess degrees of ‘native-likeness’ in this skill.
  • Supervernaculars and their dialects
    • Author: Jan Blommaert
    • Source: Dutch Journal of Applied Linguistics, Volume 1, Issue 1, 2012, pages: 1 –14
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    • This paper introduces the term ‘supervernacular’ as a descriptor for new forms of semiotic codes emerging in the context of technology-driven globalization processes. Supervernaculars are widespread codes used in communities that do not correspond to ‘traditional’ sociolinguistic speech communities, but are deterritorialized and transidiomatic communities that, nonetheless, appear to create a solid and normative sociolinguistic system. Such systems — we illustrate them by referring to mobile texting codes — can be seen as the outcome of complex processes of englobalization-and-deglobalization, of globally circulating affordances that always and inevitably get taken up within the possibilities and constraints of local sociolinguistic economies. Consequently, they only occur as ‘dialects’ of the supervernacular: instances of locally constrained and ‘accented’ realization that display an orientation to the ideological ‘standard’ supervernacular. Investigating supervernaculars, seen from this angle, illustrates and clarifies fundamental sociolinguistic processes of ‘standardization’ and sheds light on the cultural dynamics of superdiversity.
  • Conventionalized ways of saying things (CWOSTs) and L2 development
    • Authors: Hana Smiskova, Marjolijn Verspoor, and Wander Lowie
    • Source: Dutch Journal of Applied Linguistics, Volume 1, Issue 1, 2012, pages: 125 –142
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    • Taking a usage-based approach, this paper aims to define conventionalized ways of saying things (CWOSTs) as multi-word units so that they can be included in researching L2 development. We build on Langacker’s (2008) “normal ways of saying things”, here understood as conventionalized form-meaning-function mappings. We used task-elicited written texts from 40 Dutch L2 learners of English to obtain a range of possible ways of expressing the same notion. Each expression was judged for naturalness by native speakers of English and checked for token frequency in reference corpora. Based on these two measures of conventionalization, CWOSTs can be captured as the preferred formulations among a range of possible ways of expressing the same beyond-word-level notion. We conclude that in L2 development, conventionalized ways of saying things (CWOSTs) are best defined against awkward ways of saying things (AWSTs); compare when I grow up and when I am a grown up adult.
  • Unity in Super-diversity: European capacity and intercultural inquisitiveness of the Erasmus generation 2.0
    • Authors: Annelies Messelink, and Jan D. ten Thije
    • Source: Dutch Journal of Applied Linguistics, Volume 1, Issue 1, 2012, pages: 80 –101
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    • Vertovec (2007) discusses super-diversity with reference to technological developments and increasing migration patterns which increase exposure to cultural diversity. As a consequence, ‘the other’ becomes less predictable and assumptions regarding cultural and linguistic features are less easily made (Blommaert & Backus, 2011, pp. 2–4). This paper examines students and graduates living in Brussels who have obtained significant experience working and studying in foreign countries: the Erasmus generation 2.0. We analyse discourse strategies used by members of the Erasmus generation 2.0 coping with super-diversity. The aim is to give insight into how members manage cultural and linguistic differences in interaction, and how this enables them to achieve unity in diversity. Instead of speaking of a European identity, we introduce the notion of ‘European capacity’, which denotes the ability to manage differences and multiple identities in interaction. European capacity emphasises how communicative competencies allow interlocutors to successfully operate in European multicultural and multilingual groups.
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