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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
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Language programming in rural and regional Victoria
Author(s): Yvette Slaughter, Joseph Lo Bianco, Renata Aliani, Russell Cross and John HajekAvailable online: 10 September 2019More LessAbstractDespite decades of often ambitious policies in Australia, languages education is still characterized by intermittent commitment to the teaching of languages, with inequitable access particularly entrenched in rural and regional contexts. While research has focused on the practical and material constraints impacting on policy implementation, little research has investigated the role of the discursive terrain in shaping expectations and limitations around what seems achievable in schools, particularly, from the school principal perspective. Beginning with an overview of policy interventions and an analysis of contemporary challenges, we use Q methodology to identify and analyze viewpoints at work in similarly-positioned rural and regional schools. In doing so, we seek to determine what seems possible or impossible across settings; the role of principals in enabling and constraining pathways for the provision of school language programs, and the need for macro-level language policy to be informed by constraints specific to rural and regional contexts.
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Exploring a possible relationship between the attitude of experienced English learners towards Australian English and their L2 motivation
Author(s): Florence Farley and Elke StrackeAvailable online: 10 September 2019More LessAbstractThis paper investigates a possible relationship between the motivation and attitude of learners towards L2 in the socio-cultural context of Australia. We used an explanatory mixed-methods approach and conducted a survey with 31 international postgraduate TESOL students at a regional university in Australia. Then we conducted semi-structured interviews with six of the students. The survey results suggest a relationship between the way a learner viewed Australian English and their motivation towards L2. The motivational factors were Ideal L2 Self, Linguistic Self Confidence, Cultural Interest, Instrumentality (Promotion) and Ought-to L2 Self. While all contributed to varying degrees in motivating the learners towards L2 learning, only the first three interacted significantly with learners’ attitudes towards Australian English. Further, our interview data highlight that the attitude of the learners with regard to their favorite language variety was based more on Australian English’s Inner Circle status than its linguistic characteristics.
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Pejman Habibie & Ken Hyland (Eds.), Novice writers and scholarly publication: Authors, mentors, gatekeepers
Author(s): Kimkong HengAvailable online: 08 August 2019More Less
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A criterion-based approach to oral feedback on thesis writing
Author(s): Bronwen Patricia DysonAvailable online: 15 July 2019More LessAbstractIs oral feedback on thesis writing from supervisors and academic literacy advisors (ALA) based on writing criteria, such as the MASUS (Measuring the Academic Skills of University Students) criteria ( Bonanno & Jones, 2007 )? The study aimed to investigate the distribution of supervisory and ALA oral feedback in terms of the five MASUS Areas. These Areas of writing were used to analyze fortnightly meetings between two L2 English doctoral candidates and their supervisors (eight meetings) and an ALA (eight meetings). The findings showed that the feedback moves were distributed across the Areas and most moves were produced in multi-Area episodes. However, compared to the ALA, the supervisors covered the Areas less comprehensively, used fewer single-Area episodes, and combined sources with structure. The article concludes that oral feedback on thesis writing is criterion-based, and supervisors can inform their feedback and develop their students’ skills by employing tools such as MASUS.
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