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Australian Review of Applied Linguistics - Online First
Online First articles are the published Version of Record, made available as soon as they are finalized and formatted. They are in general accessible to current subscribers, until they have been included in an issue, which is accessible to subscribers to the relevant volume
1 - 20 of 26 results
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Filipino non-native English-speaking teachers and the contradictions in their own backyard
Author(s): Simon PerryAvailable online: 05 March 2024More LessAbstractThis paper uses content analysis to analyse a set of websites of English language teaching companies in the Philippines and highlights the contradictions between the language ideologies espoused, advertised language policies, and recruitment of local non-native English-speaking teachers. The study highlights trends in recruitment that contrast with language ideologies, thus demonstrating a bias against local teachers, whilst supporting notions of native speakerism and discounted nativeness. The augmentation of non-native English-speaking teachers in ELT institutions in Asia is reflected in the Philippines, which has become a prominent centre of English language teaching in the region. It would be an encouraging development in attitudes and policy within ELT private schools if the increase in NNEST employment was related to a recognition of how the English language landscape in the 21st century is evolving, yet it seems apparent that economic factors are the motivating force as native speakerism maintains its prominence.
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The transmission of Spanish as a heritage language in Australia
Author(s): Milena Adriana Hernández Gallego and Anna Doquin de Saint-PreuxAvailable online: 04 March 2024More LessAbstractAlthough the terms ‘heritage speakers’ and ‘heritage languages’ are relatively new, the phenomena themselves date back to the beginning of migration. In many situations heritage languages do not survive these changes, but in others they are maintained successfully. This research explores the individual factors that promote the maintenance of Spanish as a heritage language in Australia. To achieve this, we preselected the most relevant individual factors found in the literature, that were then included in a questionnaire that reflected the research questions of this study and was distributed online. Participants in this study were 27 adult Australian heritage speakers who were either born in Australia or have lived in Australia since childhood. The results suggest / indicate that the preselected individual factors: the feeling of identification with the heritage language, the motivation to speak the heritage language, and the prestige that is given to Spanish by both the parents and the heritage speakers correlate statistically with the maintenance of Spanish as a heritage language.
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Implementing feedback literacy practices through self-assessment and peer feedback
Author(s): Behnam Soltani and Lawrence Jun ZhangAvailable online: 04 March 2024More LessAbstractThis paper draws on language socialization theory and uses narrative frames and interview to investigate an international student’s socialization into feedback literacy practices in an EAP classroom. The analysis of findings shows that using a narrative frame methodology is an effective assessment tool that helps students assess and reflect on their own learning because they help students develop an ability to: (1) learn to judge their own and their peers’ performance and develop evaluative judgment, (2) socialize themselves and be socialized into literacy norms of their academic context, and (3) follow up their own learning trajectories and learning to learn by reflecting on their current and possible future performance in familiar and unfamiliar work and life contexts. The study concludes that socialization into feedback practices becomes significant when the linguistic, literate, and cultural practices of students are recognized as resources and assets in their classroom community.
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Review of Lexander & Androutsopoulos (2023): Multilingual families in a digital age: Meditational repertoires and transnational practices
Author(s): Yuxuan MuAvailable online: 29 January 2024More Less
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Review of Halenko & Wang (2022): Pragmatics in English language learning
Author(s): Mila Ida Nurhidayah, Widya Nur Faradina, Rinta Aryani, Destiyana and Hardianto HitimalaAvailable online: 15 January 2024More Less
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Experiences of supporting adults with literacy gaps
Author(s): Sebastian J. BlakeAvailable online: 21 December 2023More LessAbstractThis paper uses a thematic narrative analysis approach to explore the experiences of individuals who support those living with literacy gaps in Australia. Themes of collective shame and responsibility surrounding adult literacy gaps, as well as the communicative expertise and critical reflexivity developed by supporters in their roles, are prominent in their narratives. As part of a more extensive study that also explored the experiences of people living with literacy gaps, the findings of this paper highlight the need for more research into this area, particularly underscoring the importance of including first-hand accounts from those directly impacted by literacy gaps and recognizing adult literacy supporters as a unique population.
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Teaching culture in a competitive market
Author(s): Jonathan Benney, Philip Wing Keung Chan and Maria GindidisAvailable online: 14 December 2023More LessAbstractIn 2012, the White Paper Australia in the Asian Century urged governments across Australia to improve access to Asian studies in schools. Despite this, schools still struggle to maintain interest and success for secondary students, particularly those without an Asian family background. In response to the low numbers of non-Chinese-background students graduating from secondary schools with proficiency in Chinese language, the Victorian government launched a new Chinese Language, Culture, and Society subject in 2017. This study focuses on the teaching of this subject, which is taken in the last two years of secondary schooling during the pre-tertiary Victorian Certificate of Education (VCE). Drawing upon interview data with administrators, teachers and students during the first years of its implementation, the article presents the views and challenges of stakeholders involved in this subject and argues that the inherent limitations of the VCE system will make it difficult for the new subject to achieve its stated aims.
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First and second language speakers’ sensitivity to the distributional properties of wh-clauses
Author(s): Ivana Domazetoska and Helen ZhaoAvailable online: 08 December 2023More LessAbstractThe present study investigates L1 and L2 English speakers’ knowledge of the wh-clausal construction along the parameters of (a) conventionality, distinguishing between high-frequency conventional and low-frequency unconventional formulations (I asked him why they agreed/why did they agree), and (b) proposition type, differentiating between interrogative versus non-interrogative proposition types (I asked / told him why they agreed). We also consider the extent to which L2 speakers’ constructional knowledge is influenced by learners’ target language experience, such as L2 proficiency, context of L2 learning (ESL or EFL), and target language exposure. Results from a judgment task revealed nuances in L1-L2 discriminatory capacities, and more importantly, differences in sensitivity to proposition type between the ESL and EFL group, but no L2 differences in sensitivity to conventionality. L2 proficiency, speakers’ length of target immersion experience, and classroom exposure were shown to also impact linguistic sensitivity, highlighting a moderating effect of target language exposure and an important role for classroom instruction.
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Evaluating stakeholders in information for parents of children who are deaf or hard-of-hearing
Author(s): Emily Kecman and John S. KnoxAvailable online: 23 October 2023More LessAbstractParents of children who are deaf or hard-of-hearing (D/HH) need clear and complete information about early intervention options. There is a body of research on parents’ reactions to, and perceptions of, information they encountered following their child’s diagnosis, but little research examining the information itself. This paper reports on a research project examining the evaluative meanings of information on the websites of the two early intervention providers in NSW, Australia. Both providers describe their services as “family-centered” on their websites. The appraisal framework from systemic functional linguistics was used to analyze each website. Specifically, evaluations regarding the ‘capacity’ of providers and D/HH children are reported here. Providers are consistently evaluated as altruistic and expert, while D/HH children are consistently evaluated as requiring the specific kind of intervention program offered by these organizations in order to live a “normal” or “successful” life. Coupled with the lack of information about alternative approaches to early intervention, the information provided appears to be inconsistent with principles of family-centered intervention.
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Rethinking self, presence, and participation in online teaching and learning during the COVID-19 pandemic
Author(s): Fiona O’Neill and Timothy James McGrathAvailable online: 21 September 2023More LessAbstractThe shift to online learning during the COVID-19 pandemic has been a learning experience for educators. While online learning is not new, the sudden loss of familiar cues has highlighted challenges for learners and teachers. This paper focuses on the significance of language in virtual classrooms in an Australian university in the narrative accounts elicited from five educators. The analysis drew on notions of activity types ( Levinson, 1979 ), the dramaturgic self ( Goffman, 1959 ), and learning as a reciprocal, meaning-making, and interpretive process ( Scarino, 2014 ). The findings demonstrate that the participants responded to the challenges and possibilities they encountered by developing ways of rethinking self, presence, and participation in interaction with learners. We argue that this process involves an intercultural orientation to teaching and learning in online settings that is key to reflective practice, relationships of trust and shared understandings in teaching, learning, and knowing, well beyond the pandemic.
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Applied semantics and climate communication
Author(s): Helen Bromhead and Cliff GoddardAvailable online: 27 July 2023More LessAbstractThis paper explores ways in which applied semantics (coming out of Natural Semantic Metalanguage approach) can inform effective communicative strategies for action on climate change. After framing discussion, it presents three case studies, which are intentionally disparate in nature: contrastive semantics of the expressions ‘climate crisis’, ‘climate emergency’, and ‘climate catastrophe’; a semantically-enhanced examination of how public inquiries into extreme weather events help shape climate discourse in Australia; the semantics of ‘the economy’ in everyday English and the implications for climate change discourse. We argue that climate action communication is clearer, more resonant, and more effective when it uses or builds on ordinary words and local meanings.
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A socio-psychological analysis of goal-setting when deciding to learn a second language
Author(s): Giuseppe D’OrazziAvailable online: 20 July 2023More LessAbstractThis study bridges a gap in the current research on motivation and demotivation learning a second language (L2). It is meant to provide an overview of students’ goal setting when they start to learn an L2 at university level in Australia. Drawing on goal-setting and learning goal orientation constructs (cf. Miller, 2020 ), goal formation is deconstructed and analysed to throw new light on students’ psychological processes identified at the micro level and the influences on goal setting stemming from the social context at the macro level in which students operate. The interaction between the two levels is explored in order to understand which dynamics lie behind research participants’ desire of gaining proficiency in French, German, Italian, and Spanish. Qualitative data analysis outcomes are shown in an attempt to provide clear and applicable pedagogical suggestions for L2 practitioners (see, e.g., Al-Hoorie et al., 2021 ).
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Second language listening pedagogy
Author(s): Morteza Bagheri and Martin EastAvailable online: 04 July 2023More LessAbstractThis study explored how teachers undertook listening instruction with learners of English as a foreign language (EFL) through investigating teachers’ authentic classroom practices. Eight experienced EFL teachers working in Iranian private language schools participated in the study. Each teacher was observed six to nine times and each complete teaching session of each of the participants was audio-recorded. Findings revealed that teachers had knowledge of an extensive repertoire of listening techniques, and their teaching was composed of strategies at pre-, during-, and post-listening stages. Teachers also mostly drew on metacognitive and comprehension-based practices. While teachers employed a number of metacognitive classroom practices, there was a lack of teaching and explicitly discussing these strategies. Findings provide some pedagogical implications for novice teachers with regard to expanding their repertoires of practice and employing various classroom activities. The findings might also help inform teacher educators and curriculum developers regarding classroom realities and the extent to which research findings can inform teaching methods and classroom practices.
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Receptive vocabulary size estimates for general and academic vocabulary at a multi-campus Australian university
Author(s): Clarence Green, Melania Pantelich, Michael Barrow, Daya Weerasinghe and Rachel DanielAvailable online: 08 June 2023More LessAbstractThere are few published estimates of vocabulary sizes amongst students in tertiary education. Research does not offer estimates of the vocabulary size tertiary students might be expected to possess, though estimates exist for K-12 education, some EFL contexts, and the general population. Such research is important. For reading comprehension during tertiary education, a vocabulary of minimally 10,000 words is recommended, along with proficiency in academic vocabulary. A recent study of three universities in the United Kingdom concluded pedagogical intervention was required, since estimates indicated undergraduates knew fewer than 10,000 words. A subsequent study of a New Zealand university found students knew 16,000 words and pedagogical intervention was not required. The current study investigates 433 tertiary students at an Australian university to determine if students required vocabulary support. It contributes to a research record allowing for comparisons internationally, nationally, and over time. Methods employed included the Vocabulary Size Test/VST and Academic Vocabulary Test/AVT. Results indicate an average vocabulary size of 16,117 words, with academic vocabulary well-known.
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Flourishing in Spanish
Author(s): Antonella Strambi, Anna Gadd, Ann Luzeckyj, Antonia Rubino and Javier Díaz MartínezAvailable online: 06 June 2023More LessAbstractThis paper reports on a pilot implementation of the FL2 approach and resources, developed to support tertiary students’ wellbeing as well as their second language learning (L2). The FL2 approach and learning activities were piloted in two Spanish language courses at Australian universities. Evaluation data were collected through an online survey of participating students and compared to the results of previous pilots conducted with students of Italian. Responses to scale items and open-ended questions indicate that the majority of participants greatly enjoyed their experiences in the courses and were satisfied with the learning opportunities provided, which shows potential for the FL2 approach. Evaluations of seven Positive Psychology-informed learning activities also piloted in this study were more nuanced. Taken together, these results suggest that designing curriculum to support student wellbeing as well as disciplinary learning can yield positive results. However, careful consideration must be given to alignment between FL2 activities and curriculum, as well as to students’ individual differences in the reception of Positive Psychology-informed activities.
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Review of Torsh (2020): Linguistic intermarriage in Australia: Between pride and shame
Author(s): Soyeon KimAvailable online: 22 May 2023More Less
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Review of Werner & Tegge (2020): Pop culture in language education: Theory, research, practice
Author(s): Anastasia RothoniAvailable online: 08 December 2022More Less
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Emotions of Japanese language learners in and out of class
Author(s): Reiko YoshidaAvailable online: 17 November 2022More LessAbstractThere is growing recognition of the need to investigate second/foreign language learners’ emotions related to their language learning, because both positive and negative emotions affect a learner’s motivation and performance. However, research has not sufficiently explored the emotions of learners of languages other than English and other European languages, nor the emotions associated with learning experiences outside of the language class. The present research examines the emotions of 12 intermediate-level learners of Japanese and the causes of their emotions over 13 weeks, both in and out of class. Rates of positive emotions were higher outside the class than in lessons. The most frequent cause of the positive and negative emotions related to students’ L2 identity. The findings are discussed in relation to the language learning context of the university. The study suggests that learners’ emotions are closely associated with their learning contexts, including the content of lessons, and that more studies about learner emotions in different contexts are necessary, especially outside of language classes.
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Review of Hawkins (2021): Transmodal communications: Transpositioning semiotics and relations
Available online: 10 November 2022More Less
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The focus group interview
Author(s): Debbie G.E. Ho
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