scholarly journals Editor's Introduction

2010 ◽  
Vol 30 ◽  
pp. vi-vii
Author(s):  
Charlene Polio
Keyword(s):  
Second Language Acquisition ◽  
Language Learning ◽  
Research Methods ◽  
Heritage Language ◽  
Applied Linguistics ◽  
Annual Review ◽  
Heritage Language Learning ◽  
Daunting Task ◽  
Wide Range ◽  
Quantitative And Qualitative Methods

This issue is my first edited volume of the Annual Review of Applied Linguistics (ARAL). Each year ARAL focuses on a specific theme, but about every five years it covers a range of mostly unrelated topics in a survey issue. Volume 30 was scheduled to be a survey issue, and after some discussion with the editorial directors, I decided to keep this tradition. Thus, I had the daunting task of choosing four broad topics, and then within each broad topic, a few narrow topics on which to invite scholars to write review articles. I chose a wide range of areas as a statement that I see the field of applied linguistics as not only being broad but as also representing a range of perspectives on theory and research methods. For example, I have included sections both on language socialization and on linguistic theory (mostly formal) in second language acquisition. I felt that these two areas were quite far apart with regard to the view that researchers in those areas held, but in my mind, both social and cognitive approaches to language learning and use are valid and simply seek to answer different questions. In the section on research methods, the articles focus on using both cognitive and social approaches, as well as quantitative and qualitative methods. The articles on heritage language learning focus on acquisition, policy, pedagogy, and sociocultural issues.

scholarly journals Applied linguistics

2004 ◽  
Vol 37 (3) ◽  
pp. 208-210
Keyword(s):  
Second Language ◽  
Second Language Acquisition ◽  
Language Learning ◽  
Second Language Learners ◽  
Applied Linguistics ◽  
Relevance Theory ◽  
University Teaching ◽  
Annual Review ◽  
Learning And Teaching ◽  
Language Research

04–413 Biber, Douglas and Cortes, Viviana (Northern Arizona U., USA). If you look at…: lexical bundles in university teaching and textbooks. Applied Linguistics (Oxford, UK), 25, 3 (2004), 371–405.04–414 Davies, C. E. (U. of Alabama, USA), Developing awareness of crosscultural pragmatics: The case of American/German sociable interactionMultilingua (Berlin, Germany), 23, 3 (2004), 207–231.04–415 Kaufman, Dorit.Constructivist issues in language learning and teaching. Annual Review of Applied Linguistics (Cambridge, UK), 24 (2004), 303–319.04–416 Kern, Richard, Ware, Paige and Warschauer, Mark. Crossing frontiers: new directions in online pedagogy and research. Annual Review of Applied Linguistics (Cambridge, UK), 24 (2004), 243–260.04–417 Liszka, S. A. (U. of London, UK; Email: [email protected]). Exploring the effects of first language influence on second language pragmatic processes from a syntactic deficit perspective. Second Language Research (London,UK), 20, 3 (2004), 212–231.04–418 McArthur, T. Is it world or international or globalEnglish, and does it matter?English Today (Cambridge, UK), 20, 3 (2004), 3–15.04–419 Ying, H. G. (U. of Colorado at Denver, USA; Email: [email protected]). Relevance mapping: a study of second language learners' processing of syntactically ambiguous sentences in English. Second Language Research (London,UK), 20, 3 (2004), 232–255.04–420 Zegarac, V. (U. of Luton, UK; Email: [email protected]). Relevance Theory andthein second language acquisition. Second Language Research (London, UK), 20, 3 (2004), 193–211.

Ideologizing age in an era of superdiversity: A heritage language learner practice perspective

2016 ◽  
Vol 7 (1) ◽  
pp. 1-25 ◽  
Author(s):  
Aree Manosuthikit ◽  
Peter I. De Costa
Keyword(s):  
Language Learning ◽  
Heritage Language ◽  
Applied Linguistics ◽  
Ethnographic Study ◽  
Language Learner ◽  
Address Forms ◽  
Heritage Language Learning ◽  
The Social ◽  
The Us ◽  
Rate Of Learning

AbstractSLA research on age in naturalistic contexts has examined learners’ ultimate attainment, while instructed research has emphasized the rate of learning (Birdsong 2014. Dominance and age in bilingualism. Applied Linguistics 35(4). 374–392; Muñoz 2008. Symmetries and asymmetries of age effects in naturalistic and instructed L2 learning. Applied Linguistics 29(4). 578–596). However, both streams of research, which view age as a biological construct, have overlooked this construct through an ideological lens. To address this gap, and in keeping with Blommaert’s (2005. Discourse. Cambridge: Cambridge University Press) call to examine language ideologies and related ideologies in an era of superdiversity, our paper explores the ideology undergirding age-based research and examines it in conjunction with the practice-based approach to better understand the use of Burmese as a heritage language, a language characterized by a hierarchical and an age-determined honorific system. Drawing on data from a larger ethnographic study involving Burmese migrants in the US, analyses of the bilingual practice of address forms of generation 1.5 Burmese youth demonstrated that age was relationally constructed. While these youth strategically adopted ‘traditional’ linguistic practices ratified by Burmese adults when interacting with their parents, such practices were invoked and subverted in interactions involving their siblings and other Burmese adults less familiar to them. In focusing on the social and linguistic struggles encountered by these transnational multilingual youth, this paper also addresses the complexities surrounding heritage language learning.

Engagement in language learning: A systematic review of 20 years of research methods and definitions

2021 ◽  
pp. 136216882110012
Author(s):  
Phil Hiver ◽  
Ali H. Al-Hoorie ◽  
Joseph P. Vitta ◽  
Janice Wu
Keyword(s):  
Systematic Review ◽  
Qualitative Research ◽  
Second Language Acquisition ◽  
Language Acquisition ◽  
Language Learning ◽  
Applied Linguistics ◽  
Inclusion Criteria ◽  
Learner Engagement ◽  
Quantitative And Qualitative Research ◽  
Active Learner

At the turn of the new millennium, in an article published in Language Teaching Research in 2000, Dörnyei and Kormos proposed that ‘active learner engagement is a key concern’ for all instructed language learning. Since then, language engagement research has increased exponentially. In this article, we present a systematic review of 20 years of language engagement research. To ensure robust coverage, we searched 21 major journals on second language acquisition (SLA) and applied linguistics and identified 112 reports satisfying our inclusion criteria. The results of our analysis of these reports highlighted the adoption of heterogeneous methods and conceptual frameworks in the language engagement literature, as well as indicating a need to refine the definitions and operationalizations of engagement in both quantitative and qualitative research. Based on these findings, we attempted to clarify some lingering ambiguity around fundamental definitions, and to more clearly delineate the scope and target of language engagement research. We also discuss future avenues to further advance understanding of the nature, mechanisms, and outcomes resulting from engagement in language learning.

scholarly journals Rethink about Heritage Language Learning: A Case Study of Children’s Mandarin Chinese learning at a Community Language School in Ontario, Canada

2017 ◽  
Vol 19 (1) ◽  
pp. 4 ◽  
Author(s):  
Xiaoxiao Du
Keyword(s):  
Language Learning ◽  
Teaching And Learning ◽  
Heritage Language ◽  
Literacy Learning ◽  
Daily Basis ◽  
Knowledge Mobilization ◽  
Heritage Language Learning ◽  
Children's Literacy ◽  
And Migration

On-going knowledge mobilization and migration take place on a daily basis in the globalized world. Canada is a multilingual and multicultural country with a large number of visitors and immigrants. One in five Canadian speaks a foreign language other than English and French (Postmedia News, 2012). This case study examined six-year-old Chinese children’s heritage language learning in a community school from multiliteracies perspective using observations, interviews, and artefacts to understand children’s literacy learning. The findings indicated that Chinese children’s literacy learning was not in the traditional repetitive way but involved multimodal communication at school. Useful implications are made for heritage language educators regarding ways to support meaningful heritage language teaching and learning.  

scholarly journals Editor's Introduction

2011 ◽  
Vol 31 ◽  
pp. vi-vii
Author(s):  
Charlene Polio
Keyword(s):  
Language Learning ◽  
Teaching And Learning ◽  
Language Teaching ◽  
Applied Linguistics ◽  
Collaborative Writing ◽  
Asia Pacific ◽  
Annual Review ◽  
Second Languages ◽  
Specific Skill ◽  
Second Language Pedagogy

With this volume of the Annual Review of Applied Linguistics (ARAL), I continue the tradition of my predecessors of producing a volume on the topic second language pedagogy about every five years. Although applied linguistics encompasses more than the teaching and learning of second languages, articles on these topics tend to be among the most downloaded from the ARAL web site. I decided, however, to break with the tradition of focusing mostly on specific skill areas. Because language teaching is a situated activity that cannot be separated from its contexts and learners, the first section is devoted to language learning in or for specific contexts (secondary school settings, online, the workplace, the Asia-Pacific region, and study abroad), and the second section focuses on specific learners (young learners, adult emergent readers, and hearing learners of sign language). These are followed by a section on integrated approaches and includes articles on language-literature instruction, content and language integrated learning, the application of corpus research to language teaching, and multimodal literacy. The final section includes articles on more specific skill areas including teaching non-Roman writing systems, collaborative writing, and pragmatics.

scholarly journals Forging new pathways for research on language learning motivation

2015 ◽  
Vol 3 (1) ◽  
pp. 1-13
Author(s):  
Françoise Raby
Keyword(s):  
Second Language Acquisition ◽  
Foreign Language ◽  
Language Learning ◽  
Applied Linguistics ◽  
Foreign Language Learning ◽  
Learning Motivation ◽  
Learning Activities ◽  
Cognitive Ergonomics ◽  
Language Learning Motivation ◽  
Methodological Difficulties

Abstract Research on motivation in the field of applied linguistics seeks to better understand how and why learners become involved in learning activities and maintain their efforts in this regard. Dörnyei provided a seminal model drawing essentially from cognitive and social psychology (Dörnyei, 2001). In the wake of his reflection, and after investigating motivation in a range of academic contexts, we are now able to present our own model, which is dynamic, weighted, and polytomic (Raby, 2007). After presenting cognitive ergonomics as a new pathway for research in second language acquisition, we shall present the results of our investigations in foreign language learning motivation in technologically enhanced contexts, outlining major methodological difficulties pertaining to this sort of this grounded research.

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