Applied linguistics in language education

System ◽  
2004 ◽  
Vol 32 (1) ◽  
pp. 121-122 ◽  
Author(s):  
Lynne Cameron
Keyword(s):  
Applied Linguistics ◽  
Language Education

scholarly journals Language Assessment Literacy: Implications for Language Teachers

2018 ◽  
Vol 20 (1) ◽  
pp. 179-195 ◽  
Author(s):  
Frank Giraldo
Keyword(s):  
General Education ◽  
Applied Linguistics ◽  
Language Education ◽  
Language Assessment ◽  
Language Teachers ◽  
Assessment Literacy ◽  
Specific Language

Recently, the applied linguistics field has examined the knowledge, skills, and principles needed for assessment, defined as language assessment literacy. Two major issues in language assessment literacy have been addressed but not fully resolved—what exactly language assessment literacy is and how it differs among stakeholders (e.g., students and teachers). This reflective article reviews assessment literacy from general education experts and language education scholars and shows how the meaning of language assessment literacy has expanded. To add to the discussion of this construct, the article focuses on the specific language assessment literacy for language teachers and proposes a core list of assessment knowledge, skills, and principles for these stakeholders.

The Securitization of Language Education

2018 ◽  
Vol 40 (5) ◽  
pp. 859-863
Author(s):  
Kaushalya Perera ◽  
Sinfree Makoni
Keyword(s):  
Applied Linguistics ◽  
Language Education ◽  
Foreign Languages ◽  
Ethical Challenges ◽  
Teaching English ◽  
The World ◽  
The Impact

Abstract This Forum article is a contribution to the development of a securitization perspective on language education. We construe securitization of applied linguistics as the tendency to align national goals for language education, including Teaching English as a Second or Other Language (TESOL) and foreign languages, with broader national and security agendas. Keeping in mind the impact of the World Wars I and II on securitizing language education, we illustrate the more recent impact of this due to 9/11 and the subsequent shifts in global geopolitics. Wepoint to the insidious connections that have been growing for decades between the defense sectors in various countries and regions and language education while drawing attention to the increased pace and intensity of it in current times. We conclude this piece by outlining the ethical challenges which the ongoing securitization of applied linguistics poses for applied linguists.

scholarly journals Good Practices in Language Education

2021 ◽  
Vol 11 (1) ◽  
pp. e37746
Author(s):  
Anamaria Kurtz de Souza Welp ◽  
Simone Sarmento ◽  
Helena Vitalina Selbach ◽  
Dêner da Silva Ramos
Keyword(s):  
Quantitative Analysis ◽  
Applied Linguistics ◽  
Language Education ◽  
Theoretical Framework ◽  
Language Teachers ◽  
Pedagogical Practices ◽  
Good Practices ◽  
Creation Process ◽  
The Creation

Inscribed in the scope of Applied Linguistics, this paper reports on the creation process of Bem Legal Journal and discusses its role as a formative space for pre and in-service language teachers. We present the theoretical framework which underpins the publication, providing an outline of the development of the journal since its onset: its objective, conception, and organization. Throughout a quali/quantitative analysis of the issues comprising eight years of publications, from 2011 (the launching of the journal) to 2019, we present an overview of Bem Legal’s publications. The analysis corroborates the need for spaces for language teachers to share their pedagogical practices and experiences and gives evidence to the benefits these spaces bring to all agents of language education.

scholarly journals Politiche e pratiche per l’educazione linguistica, il multilinguismo e la comunicazione interculturale

2021 ◽  
Author(s):  
Sandro Caruana ◽  
Karl Chircop ◽  
Phyllisienne Gauci ◽  
Mario Pace
Keyword(s):  
Social Integration ◽  
Intercultural Communication ◽  
Applied Linguistics ◽  
Language Education ◽  
Language Policies ◽  
Conceptual Frameworks ◽  
Valuing Diversity

Valuing diversity is one of the main goals of language education. This is both related to the education of learners of different nationalities and to the reasons for which languages are learned today, often determined by the need for social integration and to find employment. Language competences gain value through multilingualism, together with opportunities for intercultural communication. At the same time, language policies should be evaluated and renewed constantly. These issues are discussed in this volume, through contributions which take different languages into consideration and which are based on varied theoretical and conceptual frameworks, while pertaining to the fields of Applied Linguistics and Language Education.

scholarly journals Critical literacy and social agency

2021 ◽  
Vol 52 (2) ◽  
pp. 90-120
Author(s):  
Rogério Tílio ◽  
Thaís Sampaio ◽  
Gabriel Martins
Keyword(s):  
Critical Literacy ◽  
Social Life ◽  
Applied Linguistics ◽  
Language Education ◽  
Social Agency ◽  
Digital Text ◽  
Production Of Knowledge ◽  
Educational Project ◽  
Field Of Inquiry ◽  
Do So

Upon the understanding of Applied Linguistics as an indisciplinary field of inquiry that aims to create intelligibility regarding language-centered social problems (MOITA LOPES, 2006), this article introduces a pedagogical instrument, a Critical Multiliteracies Thematic Project, as a means to develop learners’ critical social agency. The nature of this educational project derives from the pedagogy of critical sociointeractional literacy (TILIO, 2021, 2020, 2019, 2015), whose understanding of language teaching permeates notions of citizenship that defy hegemonic discourses by prompting the analysis of themes and language, and the adoption of a constant critical stance. As the pedagogical project in focus situates its practices through alternative Brazilian female voices, students of an extension English course are led to respond to the multiple discourses on gender-imbricated matters that dwells their social horizons (VOLÓCHINOV, 2017 [1929]). Hence, by investigating the dialogue established between the project and a student, this article intends to contribute to the production of knowledge on social life. In order to do so, we selected a task that integrates the project and a multimodal digital text produced by a student in response to the project. We close off the article by framing the relevance of ethically committed language education in promoting learners’ transforming practices.

LANGUAGE PROGRAM EVALUATION: THEORY AND PRACTICE.Brian K. Lynch. New York: Cambridge University Press, 1996. Pp. vii + 194. $47.95 cloth, $19.95 paper.

1998 ◽  
Vol 20 (1) ◽  
pp. 120-122
Author(s):  
Pauline Rea-Dickins
Keyword(s):  
New York ◽  
Program Evaluation ◽  
Applied Linguistics ◽  
Science And Technology ◽  
Language Education ◽  
Theoretical Background ◽  
Education Programs ◽  
Evaluation Theory ◽  
Language Program ◽  
Cambridge University

Lynch, drawing on his experience of evaluation, in particular the Reading English for Science and Technology (REST) Project, aims to provide a “thorough theoretical background for the evaluation of language education programs” and “the necessary range of theory and practical techniques” (p. xi), and he highlights contributions for “program evaluation . . . in the development of applied linguistics as a field of research” (p. x).

Technology and L2 Pragmatics Learning

2019 ◽  
Vol 39 ◽  
pp. 113-127
Author(s):  
Marta González-Lloret
Keyword(s):  
Second Language Acquisition ◽  
Language Learning ◽  
Applied Linguistics ◽  
Language Education ◽  
Pragmatic Competence ◽  
Large Field ◽  
Interlanguage Pragmatics ◽  
Computer Assisted ◽  
Essential Components ◽  
L2 Pragmatics

AbstractThe field of technology and language learning, also known as CALL (computer-assisted language learning), is now a robust area of study informed by research and practice in the fields of language education, computer science, psychology, sociology, cognitive science, cultural studies, and, most of all, applied linguistics and second language acquisition (SLA). As with any other large field of study, some subareas have become the focus of study, often influenced by advances and research in applied linguistics, while others remain to be explored further; among these is the area of technology-mediated second/foreign language (L2) pragmatics, also known as interlanguage pragmatics. The lack of research in this area is puzzling if one considers that pragmatic competence is one of the essential components of communicative competence and that most of the technologies today exist in the service of communication. This article reviews the efforts so far to explore the connections between interlanguage pragmatics and a variety of technologies and innovations, as well as existing resources to bring L2 pragmatic teaching into the language classroom. It then suggests unexplored areas where technology could be used to aid the development of pragmatic competence and where pragmatic theory can inform SLA research.

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