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- Volume 46, Issue 2, 2023
Australian Review of Applied Linguistics - Volume 46, Issue 2, 2023
Volume 46, Issue 2, 2023
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A transnational multilingual language learning journey
Author(s): Marisol Massó and Peter De Costapp.: 140–163 (24)More LessAbstractThis study presents the case of a multilingual refugee (Maji) of Kirundi, Swahili, French, and English, from Burundi living in the U.S., and examines the language ideologies and identities embedded in his transnational narratives. We analyze our focal participant’s multi-layered transnational experiences using Darvin and Norton’s (2015) model of investment that foregrounds the intersection of ideology, capital, and identity. Specifically, we center on dominant ideologies in Maji’s discourse and how he negotiated his ethnic, social class, and gendered identities. Our findings revealed that Maji, who adhered to discourses that promoted the English superiority, the prestige of dialectal forms of Swahili, Spanish, and English, and English as a global commodity displayed his awareness of language hierarchies and dominance. Yet, Maji, who drew on French for meaning-making, displayed contradictory ideas by framing French as a useless language in the U.S. as compared to English. Our study sheds light on the complexity of multilinguals’ identity construction and discusses pedagogical implications on how to support language minority students’ multilingualism.
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“I want my children to become global citizens”
Author(s): Sun Jung Joo, Alice Chik and Emilia Djonovpp.: 164–185 (22)More LessAbstractIncreasing globalisation has spurred a flow of migrants worldwide. These movements include exchanges of migrants’ linguistic repertoires across regions, transforming the ways in which they define themselves in a multilingual society. Unlike identity categories such as ethnic identity, the contested concept of citizenship identity has remained underexplored in heritage language (HL) research. Focusing on Korean migrant families in Australia, this study extends the limited knowledge about the roles of citizenship in HL maintenance across different generations. Specifically, drawing on interviews with six Korean-speaking parents and their children, this study compares the ways in which migrant parents and their primary and secondary school-aged children relate a HL to their citizenship status. Thematic analysis reveals that while HL-speaking children tend to associate their language with national or ethnic identities, migrant parents are more likely to identify their children as global citizens whose HL competencies are essential for their future career and economic advantage. The study contributes to scholarship at the intersection of HL, citizenship, and globalisation.
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Integrating Indigenous epistemologies into mainstream foreign language teaching
Author(s): Danping Wangpp.: 186–206 (21)More LessAbstractThis study explores teacher perspectives on a government policy that seeks to integrate Indigenous knowledge into mainstream foreign language education in New Zealand schools. Based on in-depth interviews, the study found that language teachers generally support this educational change because trans/languaging involving English and te reo Māori (the Māori language) has become an ordinary practice in their teaching and school lives. However, foreign language teachers expressed a need for discipline-specific materials and professional development to help them integrate mātauranga Māori (Indigenous knowledge of Māori) into their teaching. Their concerns can be understood as a lack of support in interpreting “what,” “how,” and “to what extent” the policy will be implemented. The study suggests using a decolonising approach to help teachers affirm the relevance of Indigenous knowledge in their discipline. It recommends that policymakers adopt a pluriversal stance to ensure that diverse knowledge systems can coexist and interact harmoniously rather than compete with one another in the new National Certificate of Educational Achievement (NCEA) curriculum.
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Social networking and cultural identity among language minority learners of Portuguese during study abroad
Author(s): Lili Han, Manlin Lin and Zhisheng (Edward) Wenpp.: 207–232 (26)More LessAbstractResearch in intercultural communication studies has demonstrated that social networking (SN) can affect language minority learners’ cultural adaptation/identity process. Furthermore, internet usage preferences play an important role in the cultural adaptation of mobility groups. Drawing on these two lines of development, the current paper aims to further examine the role of SN in the home and host cultural adaptation/identity process of Chinese language-minority learners in Portugal. Through collecting and analyzing questionnaires focusing on three cultural identity dimensions, participants’ use of SN for academic purposes, and their cultural adaptation and language minority learning, we found that the affordances provided by SN contribute positively to enhancing both the host and the home cultural identity. Furthermore, the academic purpose of language use on SN indicated a positive relationship between the use of SN and cultural identity. The findings shed new light on factors that influence participants’ Portuguese language learning during study abroad.
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Exploring the complexity of linguistic minority students’ use of and attitudes toward everyday translanguaging practices
Author(s): Fan Fang and Yating Huangpp.: 233–252 (20)More LessAbstractThis article examines Teochew-speaking learners of English as an example of linguistic minority students’ use of and attitudes toward everyday translanguaging practices. By conducting a series of semi-structured interviews, this qualitative study specifically examines students’ translanguaging process with their mother tongue – Teochew (L1), as well as Putonghua (L2), and other languages/dialects in various contexts, such as family, school, and the wider community. The findings indicate the various translanguaging practices but also reveal a decline and marginalization in Teochew across different generations. This paper argues for the need to preserve Teochew and other heritage languages and home dialects for inclusiveness of language practice. Moreover, translanguaging practices should also be viewed as key in readdressing issues such as power and identity in daily language use, and their importance must be recognized for educational purposes.
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The role of spoken vocabulary knowledge in language minority students’ incidental vocabulary learning from captioned television
Author(s): Mark Feng Teng and Atsushi Mizumotopp.: 253–278 (26)More LessAbstractThis study was to assess the spoken vocabulary knowledge and its role in incidental vocabulary learning from captioned television. The participants were a total of 87 minority students learning English as a foreign language in Australia. The breadth of their vocabulary knowledge was measured with a vocabulary size test, while the depth of their vocabulary knowledge was through an assessment of collocational and semantic relationships. The results indicated that (1) captioned videos are helpful for incidental vocabulary learning; (2) scores on the breadth and depth of vocabulary knowledge and incidental vocabulary learning from viewing captioned television are highly and positively correlated; and (3) scores on the depth of vocabulary knowledge can make a unique contribution to the prediction of incidental vocabulary learning at the form and meaning recognition level, in addition to the prediction afforded by scores on the breadth of vocabulary knowledge. The findings highlight a need to improve the depth of vocabulary knowledge for incidental vocabulary learning from captioned viewing.
Volumes & issues
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Volume 47 (2024)
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Volume 46 (2023)
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Volume 45 (2022)
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Volume 44 (2021)
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Volume 43 (2020)
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Volume 42 (2019)
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Volume 41 (2018)
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Volume 40 (2017)
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Volume 39 (2016)
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Volume 38 (2015)
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Volume 37 (2014)
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Volume 36 (2013)
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Volume 35 (2012)
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Volume 34 (2011)
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Volume 33 (2010)
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Volume 32 (2009)
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Volume 31 (2008)
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Volume 30 (2007)
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Volume 29 (2006)
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Volume 28 (2005)
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Volume 27 (2004)
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Volume 26 (2003)
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Volume 25 (2002)
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Volume 24 (2001)
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Volume 23 (2000)
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Volume 22 (1999)
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Volume 21 (1998)
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Volume 20 (1997)
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Volume 19 (1996)
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Volume 18 (1995)
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Volume 17 (1994)
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Volume 16 (1993)
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Volume 15 (1992)
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Volume 14 (1991)
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Volume 13 (1990)
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Volume 12 (1989)
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Volume 11 (1988)
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Volume 10 (1987)
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Volume 9 (1986)
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Volume 8 (1985)
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Volume 7 (1984)
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Volume 6 (1983)
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Volume 5 (1982)
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Volume 4 (1981)
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Volume 3 (1980)
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Volume 2 (1979)
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Volume 1 ([1978, 1977])
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Volume 1 ([1978, 1977])
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