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1. Languaging for Life: African Youth Talk Back to HIV/AIDS Research (EJ867250)
Author(s):
Norton, Bonny; Mutonyi, Harriet
Source:
Language Policy, v9 n1 p45-63 Feb 2010
Pub Date:
2010-02-00
Pub Type(s):
Journal Articles; Reports - Research
Peer-Reviewed:
Yes
Descriptors: Acquired Immunodeficiency Syndrome (AIDS); Foreign Countries; Language Usage; Policy; Health; Research; Youth; Case Studies; Gender Bias; Poverty; Applied Linguistics; African Culture; Interpersonal Relationship
Abstract: In this article, we present a case study, undertaken in Uganda, in which 12 young people debated and critiqued four research articles on HIV/AIDS relevant to Ugandan youth. The rationale for the study was to provide students with the opportunity to respond to health research that had a direct bearing on their lives. It also complements applied linguistics research that has been undertaken in resource-rich countries with adult participants. In our study, we were particularly interested in the extent to which languaging (Swain in "Advanced language learning: the contributions of Halliday and Vygotsky." Continuum, London, 2006) was productive for African youth engagement in policy. We argue that this research has relevance for language policy, in the sense that language policy references not only top-down policies such as the medium of instruction in schools, but also language and linguistic practices at grassroots level that have policy implications. Insights from the students, which are supported by a broad range of literature, suggest that the devastating effects of the HIV/AIDS epidemic in Africa have led many communities to rethink traditional customs and social relationships, some of which have exacerbated the spread of the disease. At a more systemic level, the students recognized that gender inequities made both females and males more vulnerable to HIV/AIDS, but in significantly different ways; that poverty undermines freedom of choice; and that beliefs and practices perceived to be "western" should be negotiated with care. These insights have important implications for policy with respect to language, health, and education. Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract
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2. What's Recreational about "Recreational Rioting"? Children on the Streets in Belfast (EJ867088)
Leonard, Madeleine
Children & Society, v24 n1 p38-49 Jan 2010
2010-01-00
Descriptors: Focus Groups; Adolescents; Foreign Countries; Applied Linguistics; Protestants; Catholics; Student Attitudes
Abstract: The purpose of this paper was to explore teenagers' perception of the concept of "recreational rioting". It draws on focus group discussions with 80 Catholic and Protestant teenagers who live in one of the most contested interface areas in Northern Ireland, many of whom have experience of rioting. The majority of children who took part in the research were highly critical of the connotations associated with "recreational rioting" and their experiences of rioting calls into question the "recreational" aspects of the practice. While many children were motivated to become involved in rioting because of "something to do", their participation was imbued with political undertones. Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract
3. Colloquium--Bridging Computational and Applied Linguistics: Implementation Challenges and Benefits (EJ866691)
Heift, Trude
Language Teaching, v43 n1 p103-105 Jan 2010
Journal Articles; Reports - Descriptive
Descriptors: Applied Linguistics; Computational Linguistics; Program Implementation; Program Effectiveness; Conferences (Gatherings)
Abstract: Presented at the American Association for Applied Linguistics Annual Conference, Denver, Colorado; 21 March 2009.
4. The Spread of Computer-Assisted Language Learning (EJ866686)
Chapelle, Carol A.
Language Teaching, v43 n1 p66-74 Jan 2010
Journal Articles; Opinion Papers
Descriptors: Research Methodology; Applied Linguistics; Computer Assisted Instruction; Educational Technology; Computer Software Evaluation; Instructional Material Evaluation; Evaluation Criteria; Learning Strategies; Educational Trends; Second Language Learning; Second Language Instruction; Language Research
Abstract: This paper argues that the vertical spread of computer-assisted language learning (CALL), i.e., a spread throughout language materials and curricula, makes it difficult to draw a clear distinction between CALL and other language materials. In view of the emphasis that teachers, researchers, and administrators have placed on evaluating CALL, I argue that some valuable lessons about materials evaluation can be drawn from reflection on issues in CALL evaluation. In particular, I discuss the opportunities for professionals to reconsider assumptions held about comparative research, draw upon research perspectives and methods from applied linguistics in materials evaluation, and include critical perspectives which examine the opportunities that materials offer language learners to engage in language and culture learning. Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract
5. Colloquium--Alternative Approaches to Second Language Acquisition (EJ866689)
Atkinson, Dwight
Language Teaching, v43 n1 p96-98 Jan 2010
Descriptors: Applied Linguistics; Second Language Learning; Language Research; Second Language Instruction
Abstract: Presented at the American Association for Applied Linguistics Annual Conference, Denver, Colorado, USA; 23 March 2009.
6. Colloquium--Early Learning of English: Learners, Teachers, and Discourses (EJ866692)
Nikolov, Marianne
Language Teaching, v43 n1 p105-108 Jan 2010
Descriptors: Early Childhood Education; English (Second Language); Second Language Instruction; Applied Linguistics; Meetings
Abstract: Presented at the American Association for Applied Linguistics Annual Conference, Denver, Colorado; 23 March 2009.
7. Review of Recent Research (2002-2009) on Applied Linguistics and Language Teaching with Specific Reference to L2 German (Part 2) (EJ866685)
Eckerth, Johannes; Tschirner, Erwin
Language Teaching, v43 n1 p38-65 Jan 2010
Information Analyses; Journal Articles; Reports - Evaluative
Descriptors: Learning Processes; German; Literature Reviews; Educational Assessment; Educational Research; Context Effect; Educational Environment; Educational Policy; Epistemology; Second Language Learning; Second Language Instruction; Language Research; Teaching Methods; Applied Linguistics
Abstract: This review of research on the learning, teaching, and assessment of L2 German may be particularly timely due to developments from within the profession as well as recent political changes which continue to have a strong bearing on the way L2 German is promoted, learned, taught and assessed. Far from representing an isolated field of research concerned only with the requirements and policies of its own subject matter, empirical research into L2 German now contributes greatly to the wider field of research on L2 acquisition, applied linguistics, and foreign language teaching. Part 2 of our review covers research concerned with the impact of contextual factors and pedagogical choices on learning conditions, learning processes, and learning outcomes. A consideration of competing epistemological frameworks as well as an outlook on current and future language policy concludes the review. Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract
8. Language in the Workplace Project and Workplace Communication for Skilled Migrants Course at Victoria University of Wellington, New Zealand (EJ866682)
de Bres, Julia; Holmes, Janet; Joe, Angela; Marra, Meredith; Newton, Jonathan; Riddiford Nicky; Vine, Bernadette
Language Teaching, v42 n4 p519-524 Oct 2009
2009-10-00
Descriptors: Language Research; Applied Linguistics; Foreign Countries; Native Speakers; Migrants; Higher Education; Second Language Learning; Second Language Instruction; Instructional Effectiveness; Teaching Methods; Program Evaluation; Vocational English (Second Language); Skilled Workers; Migrant Adult Education
Abstract: The School of Linguistics and Applied Language Studies (LALS) at Victoria University of Wellington conducts research and teaching in Linguistics, Applied Linguistics, Writing and Deaf Studies. It incorporates a Deaf Studies Research Unit, which undertakes research on topics relating to deaf people and their language in New Zealand, and the New Zealand Dictionary Centre, set up in partnership with Oxford University Press, which provides a base for research into New Zealand lexicography and aspects of language in New Zealand. It also incorporates an English Language Institute, which specialises in teaching English language courses and teacher education programmes. A particular strength of the School's makeup is the opportunity to engage in research which benefits and is benefited by both theoretical and practical approaches to issues in linguistics and applied linguistics. This report describes one of a number of examples of the productive integration of language teaching and language research at LALS. We describe an ongoing research project that has developed organically over the past twelve years. The research involved first collecting and analysing authentic workplace interaction between native speakers, and then making use of it in explicit instruction aimed at developing socio-pragmatic proficiency in the workplace among skilled migrants with English as an Additional Language (EAL). We are now engaged in evaluating the results of the instruction, not only in the classroom, but also in workplaces where the migrants have been placed as interns. Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract
9. Second Language Vocabulary Acquisition from Language Input and from Form-Focused Activities (EJ866671)
Laufer, Batia
Language Teaching, v42 n3 p341-354 Jul 2009
2009-07-00
Descriptors: Second Language Learning; Vocabulary Development; Linguistic Input; Teaching Methods; Language Research; Applied Linguistics
Abstract: Interest in L2 vocabulary learning and teaching started long before the nineteen-eighties (for references to earlier studies, see Rob Waring's database http://www1.harenet.ne.jp/~waring/vocab/vocrefs/vocref.html) but it declined with the advent of generative linguistics to the point of discrimination and neglect (Meara 1980). In 1986, I argued that vocabulary was about to acquire a legitimate and prominent place within applied linguistics (Laufer 1986), but I did not envisage the vast quantities of lexical research that would have been produced in the following two decades. One of the central concerns of vocabulary researchers is the source of L2 vocabulary learning. Is it L2 input, enhanced input, interaction, communicative tasks, non-communicative "artificial" exercises, list learning, or repetition? A similar question is addressed by SLA researchers in general. This similarity of interests, which demonstrates the integration of vocabulary into mainstream SLA, prompted me to define the topic of this timeline as I did. And since the field of SLA developed in the 1980s, this timeline starts in the nineteen-eighties. I focus here on the external sources of learning, i.e. language input and instructional techniques, and not on learner-related variables, like motivation, L1, age, or strategies of learning. Nor do I focus on any other areas of lexical research, important as they may be, such as the construct of vocabulary knowledge, lexical development, testing, bilingual mental lexicon, or corpora analyses. Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract
10. Research in Applied Linguistics and Language Teaching and Learning in Singapore (2000-2007) (EJ866670)
Rubdy, Rani; Tupas, T. Ruanni F.
Language Teaching, v42 n3 p317-340 Jul 2009
Journal Articles; Reports - Evaluative
Descriptors: Foreign Countries; Literature Reviews; Applied Linguistics; Language Research; Norms; Standards; Models; English Curriculum; Educational Policy; Reading Instruction; Writing Instruction; Native Language Instruction; English (Second Language); Second Language Instruction; Foreign Students; Theory Practice Relationship; Educational Change; Government Role; Role of Education; Global Approach; Racial Relations
Abstract: In this review of research in applied linguistics and language teaching and learning in Singapore, more than one hundred national publications for the period 2000-2007 will be reviewed. Since this period encompasses certain changes that were introduced in Singapore schools at the start of the new millennium, it would be appropriate to take stock of the studies that showcase these changes. These studies fall under five main areas of local research: norms, standards and models; English language curriculum and policy; reading and writing instruction and research; mother tongue teaching and learning; and the teaching of English to international students. In this review, representative work under each research area will be discussed, and this will be done within the broad historical and sociopolitical context of research in Singapore. The results of the review suggest that practical concerns assume priority over theoretical issues, which are relegated to secondary importance. This can be explained in terms of the role of the state in education reform and governance and its top-down decision-making processes, the impact of globalization on education, and the role of education in the management of race relations in the country. Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract
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