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- Volume 34, Issue 2, 2021
AILA Review - Volume 34, Issue 2, 2021
Volume 34, Issue 2, 2021
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Literature and language education
Author(s): Jelena Bobkina, Elena Domínguez Romero and Susana Sastre-Merinopp.: 145–186 (42)More LessAbstractThis study explores the perceptions of English language teachers of the use of literature in the context of bilingual secondary education in the region of Madrid (Spain). An approach was adopted under which eighty-one English teacher participants completed a questionnaire so that a quantitative methodological approach of a descriptive – correlational nature could be adopted for this study. Results unveiled teacher perceptions of the benefits and drawbacks of using literary texts as a teaching and learning tool, their selection of literary texts and their actual implementation of these texts in their English classes, as well as the training needs for the effective use of literary texts as a language teaching and learning tool in the bilingual EFL secondary classroom. The pedagogical implications of the study emphasize the need to redesign and consolidate teacher training programmes containing literature and innovative teaching aspects both in initial teacher training programmes and for continued training.
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Developing ELF research for critical language education
Author(s): Alessia Cogo, Fan Fang, Stefania Kordia, Nicos Sifakis and Sávio Siqueirapp.: 187–211 (25)More LessAbstractResearch in English as a Lingua Franca (ELF), that is the medium of communication between people who come from different linguacultural backgrounds, has created a rich body of work in various areas. This article focuses on a more recent development of this research for teachers and teacher educators in the perspective of critical language education (CLE). We explore how ELF research, both the linguistic/discourse-oriented one and the pedagogic-oriented one, can benefit from its links to CLE, with its understanding of teaching for social change. We then refer to aspects of critical transformative theory that become relevant in designing and implementing ELF-aware teacher education programmes, focusing especially on three recursive (non-linear) components, i.e. the phase of exposure, the phase of critical awareness and the phase of development of actions that teachers can implement in their teaching. We finish by exploring the critical role of assessment in language education and conclude by inviting teachers and educators to become involved in ELF research for CLE.
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Naming rights sponsorship in Europe
Author(s): Cornelia Gerhardt, Ben Clarke and Justin Lecarpentierpp.: 212–239 (28)More LessAbstractFootball stadiums have traditionally been named after local sites (e.g. Goodison Park, Everton FC) or regions (Ruhrstadion, VfL Bochum). As big business takes increasing precedence in decision making in football at large (e.g. associations and leagues, regarding fixtures, media coverage, kick-off times, player transfers, etc.) and within individual football clubs (e.g. regarding kits and sponsorship), such toponyms are more and more being replaced by company or product names (e.g. bet365 Stadium, Stoke City). In this paper, we will consider corporate renamings from the German Bundesliga, the English Premier League and the French Ligue 1 and particularly fan reactions to controversial, badly received corporate renamings. As revealed by earlier studies, in our data here we also find the discourse and practices of the fans celebrating local identification with their city or region, often with the stadiums constituting the homestead of a tradition. Where corporate stadium renamings are badly received, this discourse clashes with the discourse of big business and thus a number of tensions are revealed. More specifically, in fans’ reactions to controversial corporate stadium renamings, we find a number of recurrent themes – for example, concerning consequences to fans’ identity to the club; in managing (anticipated) humorous retorts from rivals consequent from the stadium renaming; in resisting, but also feeling resigned to, financial pressures in selling the stadium name; etc. – some of them across our three national contexts and others specific to one national context.
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(Re)conceptualizing “Language” in CLIL
Author(s): Jiajia Eve Liu and Angel M. Y. Linpp.: 240–261 (22)More LessAbstractCLIL focuses on the integration of content learning and additional language learning. However, it is increasingly recognized that the re/presentation and communication of discipline-specific content involve not only language, but also other semiotic modes (such as visuals and gestures). This is accelerated by the advancement of digital technologies and multiplicity of communication channels in recent years. This article points out the urgent need to revisit and reconceptualize the roles of “language” in CLIL. It argues that, to prepare students for the multimodal communication landscape in today’s societies and to truly value their linguistic and semiotic diversity in learning, the “language” dimension in CLIL needs to be reconceptualized as a multimodal dimension, and CLIL classroom practices need to adopt an updated pedagogy of multiliteracies (New London Group, 1996) rather than focusing on “mere language” practice. The article reviews the recent development of theories and studies of multimodality and trans-semiotics and discusses their implications for what to teach and how to teach in today’s CLIL classrooms. It proposes the notions of translanguaging and trans-semiotizing to emphasize a dynamic and dialogic process of meaning (co)making process drawing on multiple linguistic and semiotic resources to enable students to both gain access to and critically engage in meaning/knowledge co-making/co-design. Ultimately, it aims at reconceiving CLIL to contribute to a more equitable school and classroom culture.
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Can metacognition bring in the ingredients requisite for L2 listening success?
Author(s): Çağrı Tuğrul Martpp.: 262–273 (12)More LessAbstractMetacognition has emerged as one of the most preeminent constructs of cognitive research. The core premise of embracing metacognition lies in its underlying potential to regulate, monitor, and plan the process of learning. Metacognitively aware learners empower their zealous in their pursuits of exhibiting more accomplished performance and guide their attempts towards higher proficiency gains in language learning. In addition, encouraging role of metacognition leads to witnessing sufficiently sophisticated advanced-level L2 listening proficiency. This paper attempts to explore whether metacognition has the potential power to bring in the ingredients for notable improvement in listening success. It would appear that metacognition has a number of concrete effects for the occurrence of high levels of L2 listening mastery.
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The evolution of football live text commentaries
Author(s): Simon Meier-Vierackerpp.: 274–299 (26)More LessAbstractSince the emergence of online live text commentaries on football games in the late 1990s, the genre has undergone continuous change. While linguistic research on the genre of live text commentaries emphasizes its novelty, the genre has existed in football for at least 20 years. However, diachronic studies still lack. This paper presents a corpus linguistic analysis of genre and register-specific features of German live text commentaries from 2003 until 2020. Using quantitative methods, it focuses on the distribution of linguistic features on different linguistic (i.e. syntactical, lexical, graphemic etc.) levels over time. It is shown that various markers, which signal a colloquial register and emulate orality in the written mode, decrease, leading to a more impersonal way of reporting. Moreover, markers of individual perspective decrease in favor of a neutralistic stance. Thus, the evolution of live text commentaries can be described as a process of standardization.
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The potential of sound picturebooks as multimodal narratives
Author(s): Agustín Reyes-Torres, Matilde Portalés-Raga and Clara Torres-Mañápp.: 300–324 (25)More LessAbstractIn this article, we study how Sound Picturebooks constitute a multimodal narrative that enables students to develop their literacy, not only in terms of basic reading and writing skills, but also as a multidimensional interaction with other forms of representation such as images, sounds and actions. In line with the aims of the Pedagogy of Multiliteracies (New London Group 1996), we select and analyze fifteen Sound Picturebooks whose features allows us to implement the Learning by Design tenets and the four pedagogical components of the Knowledge Processes Framework: experiencing, conceptualizing, analyzing and applying. The goal is to foster basic multimodal literacies – literary, linguistic, visual and musical – and provide learners with the opportunity to construct meaning as a dynamic process of transformation and creative inquiry. Specifically, we explore the auditory features that these Sound Picturebooks contain and the extent to which the themes conveyed in the stories can be connected with the United Nations Sustainable Development Goals for the further discussion of social concerns. Our analyzes show that such multimodal narratives integrate crucial features to cultivate and broaden students’ multiliteracies in the classroom.
Volumes & issues
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Volume 37 (2024)
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Volume 36 (2023)
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Volume 35 (2022)
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Volume 34 (2021)
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Volume 33 (2020)
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Volume 32 (2019)
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Volume 31 (2018)
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Volume 30 (2017)
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Volume 29 (2016)
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Volume 28 (2015)
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Volume 27 (2014)
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Volume 26 (2013)
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Volume 25 (2012)
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Volume 24 (2011)
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Volume 23 (2010)
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Volume 22 (2009)
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Volume 21 (2008)
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Volume 20 (2007)
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Volume 19 (2006)
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Volume 18 (2005)
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Volume 17 (2004)
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Volume 16 (2003)
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