Critical applied linguistics Research Papers (original) (raw)

2025, SSRN Electronic Journal

In this brief article, I propose the potential of transepistemic language education in increasingly globalised contexts to enable more equitable and culturally vitalizing English language teaching (ELT). Tranepistemic language education is a way of learning, teaching, knowing, and being which enables respectful and non-hierarchical knowledge co-creation while we engage with languages, peoples, cultures, and lands. I present transepistemic language education as a means to foster more spaces where we can: (1) (un)learn cognitive and linguistic imperialism in ELT, and (2) envisage languaging that is not only in service of the nation state. English is a lingua franca with considerable global economic and political power. English, like many dominant nation-state languages, is a language with a colonial and imperialist legacy. There is a well-documented and ongoing history of how colonial "elites" and governments have weaponized English to colonize and disenfranchise nondominant cultures and "vernacular/inferior" languages under the tenets of "civilization", cognitive imperialism (Battiste, 2013), and linguistic imperialism . Cognitive and linguistic imperialism has led to linguicide, historicide, and the genocide of the peoples colonized by the British empire , such as that perpetrated by the residential school system in Canada. English language speakers, on an epistemic level, can transmit a colonial and imperial mindset to this day, a mindset or worldview typically accepted as the "norm" or unquestioned in mainstream Euro-North American education and society. For example, culturally and environmentally destructive categorizations (Stibbe, 2017), such as labelling respected areas of land as "wasteland" or water as a "resource", can mean we become more complicit in their mistreatment and (environmental/epistemological) racisms (Meighan, 2021).

2025

The following is the transcription of an AI created Podcast conceived by www.academia.edu of the write up 'English' Clean Bowled Out-Adv. Theorists available on the said site.

2025

This article briefly introduces the phases of education in Ethiopia in the last 150 years and the impact of traditional institutions on languages. The intention of this report is to present the background section of a PhD (Gemechis, 2020) defended at Ghent University in September 2020. It is believed that the period of modern education in Ethiopia is shorter when compared with that of traditional education, which lasted for more than a century. Modern or "Western" education was launched in 1908, and Western educational ideas have flourished since the early twentieth century; but the traditional approach characterised Ethiopian education throughout the history of this ancient nation (Hoot, Szente and Mebratu, 2004). This article aims to review the past 150 years of education in Ethiopia in connection with historical trends and the influence of traditional institutions on education in general and languages in particular. Respondents discuss the fact that that, unlike the Orthodox and Missionary churches in Ethiopia, some of the traditional institutions such as the Waaqqeffannaa

2025

The concepts of minor and major sustainability, which I develop below, are based on the proposals of minor/major literature (Deleuze and Guattari, 2021) and minor/major education (Gallo, 2011). Deleuze and Guattari (2021, p. 35) define minor literature not as that of a "minor language" but as that which "a minority makes within a major language." In minor literature, according to them, "language is affected by a strong coefficient of deterritorialization." The authors base this definition on the literature practiced by Kafka, a Czech Jew writing in German. The two other characteristics they highlight are: in minor literatures, everything is political, and everything takes on collective value.

2025

Determinar las condiciones de empirismo de los datos constituye -como es bien sabido-una cuestión clásica de la lingüística. Sin embargo, la respuesta a la misma debe ser renovada en toda aproximación crítica a los paradigmas establecidos o a los métodos concretos de investigación. Este es el caso al menos para la lingüística clínica y para disciplinas próximas como la psicolingüística o la neurolingüística. Asumiendo como presupuesto la dimensión cognitiva del lenguaje, proponemos en este trabajo una nueva versión para tres condiciones de empirismo, claramente diferenciables en términos metodológicos y epistemológicos, pero que deben ser tenidas en cuenta de manera conjunta en la asignación de relevancia a los datos lingüísticos. Estas tres condiciones constituyen viejos temas de discusión en la historia de la lingüística. Proponemos aquí su reformulación o ajuste conceptual, teniendo en cuenta los intereses propios de las disciplinas mencionadas. Recientes investigaciones, tanto de base experimental como etnográfica, avalan la propuesta. Nos permitimos denominar estas tres condiciones en los siguientes términos: 1) accesibilidad individual del hecho social; 2) carácter interiorizable o perspectiva de oyente; 3) oralidad o procesamiento preconsciente (esto es, procedimental) del lenguaje.

2025

This research aims to reect on the concepts of language present in theoretical discussions in the elds of Vol. 11 Número 21 jan./jul. 2016

2025, Desarrollo y fortalecimiento de las habilidades lingüísticas durante el proceso de mediación pedagógica en el curso Inglés Integrado para otras carreras I en la Universidad Nacional, Sección Regional Huetar Norte y Caribe, Campus Sarapiquí

The purpose of this investigation was analyzing the development of their linguistic skills in eleven students enrolled in the course Integrated I for other majors at Universidad Nacional, Sarapiquí Campus. The methodology used was qualitative, based on a case study method and the dissertation basis is according to a phenomenological research design. With the application of a diagnostic by Education First (EF) platform, it was possible to obtain the domain level according to the Common European Framework of Reference for Languages (CEFR) in listening and reading skills. As well, a diagnostic semi-structured interview was conducted to get language proficiency in the speaking part. In addition, was applied a class observation to comprehend the didactic material used by the professor during the pedagogical mediation. Also, the data was analyzed following a descriptive triangulation, which favored systematizing, analyzing and contrasting the information based on the theory already planted. Some findings were that students acquire and emergent and instrumental English level; however, exist pronunciation mistakes and Spanish interference. On the other hand, the professor in pedagogical mediation used technological didactic materials; nonetheless, students’ role is not leading or active. Finally, the researchers propose a self-paced workshop using Google Classroom, where students can reinforce the skills already acquired in the course.

2025

Sign languages are well researched autochthonous, bio-culturally diverse, visiospatial languages, both linguistically and neurologically. They confer identity and form new minorities within complex social systems. The continuity of their ethnolinguistic heritages are endangered as replacement levels fall due to the fact that sign languages are not traditionally considered to be mother tongue languages, since most deaf children are born to hearing parents who do not sign, although theoretically they are. A longstanding international discourse since 1880 when sign language was banned in education was due to the supposed effect sign languages have on spoken language acquisition for deaf children. This ethos continues to modern day, with few parents of deaf children being informed about sign language or offered instruction, or it being used as a teaching medium for their child. This signifies the linguistic imperialism that stems from ignorance of modern research, and surdism (in which deaf people are normalised to be as hearing as possible). All the countries which have implemented sign language legislation fall short of revitalisation since there is no promotion to all parents of deaf children. This study demonstrates that the resulting extremely low number of new learners means British Sign Language (BSL) can be categorised as a severely endangered language. This paper applies spoken language planning theory and methodology to British Sign Language, taking into account the discrete political environments in the UK and history of spoken language revival. It is a rationale view of BSL, and other sign languages, as requiring immediate intervention, against the backdrop of English (and spoken language generally) being the language of oppression.

2025, Master's Thesis

This master’s thesis is focused on the analysis of the presence of neoliberal values in English Language Teaching (ELT) materials. The primary aim of the research is to systematically examine the occurrence of chosen categories related to neoliberalism (responsibilization, flexibility, and zero drag) in the work-related texts within selectedEnglish language textbooks used in Polish high schools. The research method is content analysis, which involves coding the samples according to the selected categories and indicators, supplemented by interpretation inspired by Critical Discourse Analysis (CDA). Overall, the study confirms the hypothesis that the depictions of the world of work in selected textbooks are, to varying degrees, influenced by neoliberal ideology.

2025, Oromo Literature: Early writing in Oromiffaa, in: Siegbert Uhlig et al. (eds.): Encyclopaedia Aethiopica, vol. 4 (O-X), Wiesbaden: Harrassowitz Verlag, S. 69f

2025, Textual Turnings

This paper explores the various strategies of sexism employed by Sherry Argov, the author of the best-selling narrative "Why men love bitches?": From Doormat to Dream girl-A Woman's Guide to Holding Her Own in a Relationship, that was sold and published across the globe in more than thirty languages. The book schools women on ways to succeed in their relationship with men. It appears to empower women to be in control of their lives. The writer employs the term "Bitch" throughout the whole book as an ideal positive symbol of strength that all females should strive to be like. The study aims to analyze the language used to address, describe and guide women. It hypothesizes that women are devalued and negatively represented. The language used is not as it seems to be to authorize women but rather to degrade and humiliate them. It investigates the semantic, lexical and rhetorical strategies that are utilized in the narrative to underpin the hidden ideology. For the data analysis, the paper follows an eclectic approach that applies the theories of Mills' model of sexism ( ), Feminist Critical discourse analysis developed by Lazar (2005) and the connotations of words and presupposition as introduced by Yule (1996). The study reveals some conclusions that validate the hypotheses. It shows that writers can intentionally choose words of their choice that carry covert meanings to impact readers' perception. Women should pay more attention to word choices rather than simply accepting what is written as it is.

2025

Despite Arabic being one of the most widely spoken languages in the world, there is currently no globally recognized standardized test to assess Arabic as a second language. This paper outlines the importance of developing such a tool and introduces the International Arabic Language Standardized Test (IALST), a new initiative designed to fill this gap and promote language equity and accessibility for non-native Arabic learners.

2025

Numerous studies have looked at the literary depiction of the crisis period of the 2000s in Zimbabwe particularly through the lens of the land redistribution programme. Nonetheless, there is little scholarship of how traveling through migration affects the definition of home and homeland. The novels of Brian Chikwava and NoViolet Bulawayo discuss the multi-layered issues that are at play in the intersection of migration, nostalgia and homemaking. Drawing on Svetlana Boym's fascinating work on nostalgia, this paper contends that "nostalgia (from nostosreturn home, and algia -longing) is a longing for a home that no longer exists or has never existed. Nostalgia is a sentiment of loss and displacement, but it is also a romance with one's own fantasy " (2001: xiii). Of particular concern is the manner in which traveling allows for a reconceptualised definition of home, land and homeland and this certainly entails a redefinition of nationality against the contemporary "borderless global neighbourhood which keeps shrinking interminably" (Tsaaior, 2011: 101). Such a reconceptualisation of home, land and homeland will be analysed vis-à-vis current trends that "downplay the national in cultural and postcolonial studies in favour of the trans-or multinational" (Hayes, 1998: 445).

2025, Cinétismes N°3/12

Chapitre 14| Le chaos et les enjeux épistémologiques de l’ouverture de la raison : de Feyerabend à Serres, Marlène Sokeng-Fomena, pp.295 – 308
Résumé
Cet article explore le rôle du chaos comme paradigme épistémologique pour redéfinir les fondements de la rationalité scientifique à partir des perspectives de Paul Karl Feyerabend et Michel Serres. La question philosophique centrale est de savoir si le chaos, en tant que rupture avec l’ordre déterministe et linéaire, peut constituer un cadre conceptuel fécond pour une science plus ouverte, adaptative et pluraliste. Feyerabend propose une critique radicale de la méthode scientifique normative en plaidant pour un anarchisme épistémologique, tandis que Serres théorise la syrrhèse comme une dynamique de confluence intégrant l’hétérogénéité du réel. Le chaos, ici compris comme une dynamique non-linéaire et heuristique, devient une métaphore puissante pour critiquer les approches classiques de la méthode scientifique et proposer des perspectives novatrices. En interrogeant la tension entre le dogmatisme méthodologique et l’incertitude inhérente au chaos, cet article examine les potentialités du chaos pour renouveler la compréhension de la science tout en mettant en garde contre les risques d’une extrapolation excessive. Ainsi, le retour au chaos est analysé comme un moyen de réconcilier ouverture et rigueur dans la quête de connaissance.
Mots clés : chaos, complexité, épistémologie, heuristique, raison
Abstract
This article explores the role of chaos as an epistemological paradigm for redefining the foundations of scientific rationality from the perspectives of Paul Karl Feyerabend and Michel Serres. The central philosophical question is whether chaos, as a break with deterministic and linear order, can constitute a fruitful conceptual framework for a more open, adaptive and pluralist science. Feyerabend proposes a radical critique of the normative scientific method, arguing for an epistemological anarchism, while Serres theorises syrrhesis as a dynamic of confluence integrating the heterogeneity of reality. Chaos, understood here as a non-linear and heuristic dynamic, becomes a powerful metaphor for criticising classical approaches to the scientific method and proposing innovative perspectives. By questioning the tension between methodological dogmatism and the uncertainty inherent in chaos, this article examines the potential of chaos to renew our understanding of science, while warning against the risks of excessive extrapolation. The return to chaos is analysed as a means of reconciling openness and rigour in the quest for knowledge.
Keywords: chaos, complexity, epistemology, heuristics, reason

2025, Cinétismes N°3/12

Chapitre 12| Perspectives transdisciplinaires sur le développement inclusif en Afrique : des approches d’Arendt et di Méo à la Kénose politique, Luc Ngoué Mbaha, Roger Mondoué, pp.256-279
Abstract
This article examines inclusive development in Africa through the theories of Hannah Arendt and Guy Di Méo. It identifies the limits of these theories and proposes a kenosis of political power as a solution for a more inclusive and collaborative Africa.
Keywords: Inclusive development, transdisciplinary, Kenosis of power, contextualization, durability
Résumé
Cet article examine le développement inclusif en Afrique à travers les théories de Hannah Arendt et Guy Di Méo. Il identifie les limites de ces théories et propose une kénose du pouvoir politique comme solution pour une Afrique plus inclusive et collaborative.
Mots clés : développement inclusif, transdisciplinarité, Kénose du pouvoir, contextualisation, durability

2025, Cinétismes 3/12

Dossier | Varia
Chapitre 11| Manuels de français du primaire au Cameroun : quelle transposition didactique pour la notion de développement durable ? Raphaël Adiobo Mouko, Edima Mbongo Antoinette, pp. 233-255
Le manuel scolaire remplit un ensemble de fonctions au rang desquelles les fonctions idéologiques et d’enseignement-apprentissage. À la faveur de ces deux fonctions, cet outil didactique joue un rôle très important dans l’activité de classe. Il reproduit les savoirs prescrits dans les curricula et dans ce rapport, se pose comme une bonne illustration de la transposition didactique. Au Cameroun, comme dans la plupart des pays membres des Nations unies, les manuels ont la charge de transposer, non pas uniquement les savoirs savants disciplinaires, mais aussi ceux idéologiques parmi lesquels la notion de développement durable. Il s’agit d’un concept hyperonyme qui charrie à la fois des savoirs, savoir-faire et savoir-être qui innervent une posture d’agentivité sociale responsable qu’il est question de réaliser par l’activité de classe. Pour atteindre un tel objectif, la dynamique de transposition se fait au niveau des disciplines prises indépendamment, le français y compris. Aussi se pose-t-on la question de savoir comment le manuel d’apprentissage du français met en place cette opération de transposition. En prenant appui sur une analyse du contenu de l’unité 1 du manuel Champions en français CM2, l’objectif de cet article est de répondre à la précédente interrogation en montrant comment des outils lexicaux permettent une réarticulation du concept savant de développement durable en éléments assimilables au niveau du primaire.
Mots clés : manuels d’apprentissage du français, transposition didactique, développement durable, outils lexicaux de la langue

2025, Cinétismes N°3/12

Chapitre 10| Pratiques socio-identitaires urbaines et articulation de la matérialité langagière au Cameroun : comprendre les variants et les invariants communicatifs Cet article est une contribution au débat sur la théorisation et... more

2025, Cinétismes N°3/12

Chapitre 9| De la camerounisation du français à la convivialité sociale. Analyse sémantico-guillaumienne des énoncés conversationnels oraux ou scripturaux dans l’espace francophone camerounais, François Mbarga, pp.183-208
Cette réflexion s’inscrit dans une démarche opposée à l’essentialisation du français standard ou normatif et porte, substantiellement, sur la pertinence des usages de cette langue en contexte. Elle prône, de la sorte, leur reconnaissance et promotion par la description des particularités lexicale, morphosyntaxique et surtout sémantique qui émaillent les énoncés conversationnels oraux ou scripturaux de la langue de Molière dans les espaces publics au Cameroun. La diversité de langues camerounaises, comme source de richesse culturelle, parait pourtant ne pas être nécessairement un facteur d’intercommunication optimale entre les citoyens de ce pays aux tribus linguistiquement différentes. Le français, s’édulcorant au fil du temps, se trouve alors au coeur des interactions verbales entre les sujets parlants qui le nourrissent de leur subjectivité. Les formes hétérogènes qui en découlent foisonnent dans les milieux de notre territoire national à un rythme important. La langue française, héritage en partage, constitue ainsi un atout essentiel dans ce nouvel environnement plurilingue, pluriculturel et pluriethnique. L’usage de celle-ci, à la camerounaise, favoriserait ainsi une intercompréhension discursive non discriminatoire et une cohésion langagière interethnique entre les locuteurs aux langues natives moins identiques et peu maitrisées. Celles-ci assurent, restrictivement, une communication interfamiliale, intrafamiliale, intra-ethnique et intra-communautaire. Cette étude, qui s’articule autour de la camerounisation du français, interroge donc son fondement réel et sa portée dans un contexte de dynamisation communicationnelle et de significativité, débouchant sur la convivialité sociétale. L’analyse sémantico — guillaumienne dont elle se sert met en exergue les univers expérientiels et les visées discursives régissant les cinétismes langagiers, au déroulement de diverses positions conversationnelles orale et écrite. La grille d’analyse se représente les faits d’emprunts, des calques de forme, de sens et de syntaxe autant que des expressions idiomatiques, des subductions/créations sémantique et lexicale, des mixages de modalités ; etc. Au terme, il apparait que ces phénomènes rendent compte de l’endogénéisation voulue du français, participent de l’affirmation d’une identité linguistique camerounaise et, partant, du maillage, au sein des discours d’échanges, des hétérogénéités socio-culturelles diversifiées, véhiculées par la pluralité de langues vernaculaires.
Mots clés : français, camerounisation, intercommunication, univers expérientiels, visées discursives.

2025, Cinétismes N°3/12

The Socio-political Problems in Germinal and God’s Bits of Wood: Reinterpreting Zola and Sembène to understand the socio-political Problems of the Sahel Countries between 1990–2024 Germinal et Les Bouts de Bois de Dieu appartiennent... more

2025, Cinétismes N°3/12

The survivors of the riot of December 24, 1976, in Mahajanga who were refugees in the Comoros and Mayotte are called by the Comorians Sabena which is here the title of this novel. Faïza is a beautiful young Sabena girl of nineteen years... more

2025, (Des)troços: revista de pensamento radical

O pensamento decolonial vem, na última década, tornando-se pujante no campo das ciências humanas no Brasil, sobretudo por meio da introdução de teorias produzidas pelo Grupo Modernidade/Colonialidade e por Boaventura de Sousa Santos. Esses autores assumiram centralidade nos referenciais teóricos das produções acadêmicas com esta abordagem, produzindo um sentido de hegemonia sobre uma epistemologia que se propõe contra-hegemônica. Este ensaio teórico-conceitual tem por objetivo destacar as mais relevantes críticas à hegemonia e centralidade adquiridas pelo Grupo e por Boaventura de Sousa Santos: a proeminência de homens brancos, a ausência de autores e autoras brasileiros entre os seus expoentes, a secundarização das questões de gênero e de raça, a predileção pelos estudos epistemológicos e a sua excessiva tendência academicista. Também se analisam algumas contribuições de outras vozes decoloniais, posicionadas mais ao sul do Sul Global, como Silvia Rivera Cusicanqui e Ailton Krenak. Conclui-se que a existência de uma hegemonia no campo decolonial é um indício da necessidade de decolonizá-lo, sobretudo buscando ouvir também as vozes que falam mais ao sul do Sul Global. Aponta-se para a necessidade de se colocar diferentes perspectivas decoloniais em diálogo radical, sem temer tensões e sem fugir de inflexões.

2025, Educere et educare

Esta pesquisa tem por objetivo reetir sobre o[s] conceito[s] de língua [gem] presentes em discussões teóricas nas áreas de LA, Sociologia e Linguística que perpassam os séculos XX e XXI e investigar como os autores da LA contemporânea têm abordado essas conceituações como proposta de mudança epistemológica e metodológica. Inscrita nos estudos de natureza qualitativa, a nossa investigação está organizada da seguinte forma: primeiro apresentamos alguns caminhos percorridos pela LA no Brasil e a inuência exercida pela Linguística e por outras áreas do conhecimento nesse campo de investigação. Em seguida, abordamos os conceitos de língua[gem] presentes em discussões teóricas das áreas de Sociologia, Linguística e LA para, então, elucidarmos algumas características da LA contemporânea e como esse campo de investigação tem revisado suas bases epistemológicas e metodológicas com base em teorias pósmodernas, pós-colonialistas, pós-estruturalistas, antirracistas, feministas e queer. Por m, tecemos algumas considerações sobre os caminhos percorridos pela LA até a sua compreensão contemporânea de área de investigação mestiça, híbrida e fronteiriça; sobre o papel da língua[gem] nesse processo de transição metodológica e epistemológica; e vislumbramos possíveis caminhos para esse campo que tem se mostrado líquido e sem um destino nal. PALAVRAS-CHAVE: Linguística Aplicada contemporânea; língua [gem]; mudanças epistemológicas e metodológicas.

2025, Actas del XXXV …

Información del artículo La competencia semántica de los hablantes (de inglés): estudio de sus estereotipos y de su capacidad referencial e inferencial.

2025

El espacio abierto por el encuentro de dos ejes temáticos como son la educación y la tecnología -si se quiere en plural-, compone un área en la que se han de reconocer un amplio conjunto de complejas vinculaciones, en las cuales mi problematización del tema se 2 Inserto en el ámbito temático de Comunicación, Sociedad y Cultura. 3 Tecnología entendida como una compleja relación entre artefactos, agentes y estructuras sociales.

2025

Este estudo enfoca aspectos envolvidos em tarefas de compreensao oral em lingua estrangeira realizadas por alunos. A analise fundamentou-se em teorias sobre o ensino-aprendizagem de lingua estrangeira, nos estudos sobre a Fala e na Psicolinguistica. Os resultados demonstraram que os alunos atribuiram sua dificuldade principalmente a fatores foneticos, como taxa de elocucao e reducoes na fala e que processavam a informacao ouvida usando seu conhecimento linguistico, bem como o conhecimento previo sobre o assunto.

2025, Metodički vidici [Methodical perspectives]

Even though approaches to foreign language learning and teaching have represented one of the most innovative and developed fields of interdisciplinary and transdisciplinary academic activity in applied linguistics in recent decades (Council of Europe, 2001, 2018, 2020; Filipović, 2015b, 2019), foreign language teacher education, as its integral part, has not been given sufficient attention. Within the transdisciplinary paradigm, foreign language teacher education (pre-service and in-service) for all competence levels and all students' ages should be based on constructivism and connectivism in the classrooms and on communication with all interested parties: students, their families, local, regional, national and international communities. Learning and teaching thus reaches beyond traditional school walls and engages a wide range of learning communities. Such an endeavor necessarily implies a shift from traditional language education policy and planning based on language management (Spolsky, 2009) towards bottom-up language leadership in design and development language education policies (Filipović 2015a; 2015b; Filipović & Đurić, 2021, etc.). Transdisciplinary approach to foreign language education can significantly improve the schooling of young learners as it creates possibilities for community engagement and situated and distributed learning and teaching at the age when students are still "untouched" by traditional educational ideologies.

2025

This presentation considers how critical media studies can shed light on problematic social group representation in English teaching materials. This presentation was given at TESOL 2025 as part of the Higher Education & Teacher... more

2025, Interculturality (Ece Zehir Topkaya & Bora Demir, Eds.)Edition: 1Chapter: Chapter 8Publisher: Eğiten Kitap

Conventional English language teaching practices have been called into question for a long time by the proponents of social and academic movements towards more liberated and equity-based teaching by challenging the relegation of certain groups based on particular variables (e.g. race, sex, religion, nationality). In this respect, it is deemed that teacher education programs can play a crucial part in equipping teacher candidates with social justice competency alongside subject and pedagogical knowledge. However, in their present forms, language teacher education programs have no agenda on developing student teachers’ social justice competency and training them as social justice advocates in their professional acts. Against this backdrop, this chapter respectively addresses the key notions around social justice advocacy, the potential social justice issues concerning language teacher education, the differences between the existing language teaching pedagogy and social justice-oriented English teaching and how social justice themes might be merged into language classes through certain arrangements and tasks. The chapter ends with discussion questions and portfolio tasks that are aimed to cultivate students’ grasp of the chapter content and further extend and connect their learning beyond the classroom.

2025

This study informed by multiple qualitative tools explores translanguaging practices at different EMI programs of two state universities in Turkey in terms of the degree of overt forms of translanguaging occurrences, functions fulfilled, departmental differences in translanguaging practices and stakeholder perspectives. To that end, the study sets out to respond to the following research questions. 1. To what extent does translanguaging occur in the EMI classroom, and in what ways? 2. What functions do translanguaging practices serve in the EMI classroom? What limitations emerge, if any? 3. Are there differences across departments in terms of translanguaging practices and the functions these practices fulfil? 4. What are EMI teachers and students’ views about translanguaging practices?

2025, Wang C. (Ed.), Emerging Trends in EFL English Education. The Proceedings of the 2024 International Conference & Workshop on TEFL & Applied Linguistics. Crane Publishing.

Researchers in Second Language Acquisition have been trying to improve methodological practices in the field, as well as to raise awareness about the systemic issues that challenge our ability to produce knowledge (e.g. Al-Hoorie & Vitta, 2019; Gass et al., 2021; Ortega, 2019; Plonsky & Oswald, 2014). In this paper I attempt to highlight the significance of these works by delving deeper into the context for their emergence. Currently in the social sciences, there are broadly four epistemic problems to be solved. These are: the replication crisis that has impacted most fields, the so-called WEIRD sampling bias, the ‘statistics wars’ in theoretical statistics, and the problem of research misconduct, which has recently affected even some of the top universities in the world. I explore each issue and describe how SLA researchers have addressed these problems. I further provide a philosophical argument, where I attempt to identify a single-root problem, which may aid long-term solutions. Finally, I conclude by advocating that an adequate understanding of these problems, along with active and creative participation to solve them, should be top priorities in contemporary research training.
Keywords: Metascience in Applied Linguistics, Second Language Acquisition, Philosophy of Science, Research Training

2025, International Journal of Applied Linguistics

This thematic issue, "Considering Emotions as Entanglements in Applied Linguistics," explores the complex, relational, and sociocultural dimensions of emotions in language teaching and learning. Moving beyond individualistic and psychodynamic perspectives, the issue proposes a framework of "emotions as entanglements," highlighting how emotions intersect with spatial and temporal dynamics, ideologies, power structures, and social identities (e.g., race/ethnicity and gender) in educational contexts. Adopting the framework of "emotions as entanglements," the contributions in this special issue draw on various methodologies to examine how emotions are collectively experienced in entanglement with a sense of belonging, translingual practices, racialized geopolitics, ideological tensions in academia, agency, and power dynamics. By analyzing entangled emotional experiences across diverse geographical contexts, the issue also sheds light on the transformative potential of emotions in fostering solidarity, agency, and resistance. The papers together emphasize that emotions are central to understanding power dynamics, promoting inclusive pedagogies, and addressing inequities in language education. This collection calls for a more nuanced approach to emotions in applied linguistics, urging educators and researchers to consider emotions from the perspective of entanglement.

2025

I recently sent to a top-tier journal for review was rejected. One of the two referees took note of the powerful introduction which, to her, raised hopes for a well-written paper. However, in the end, the paper failed to impress the referee because there was no discussion of methodology. I was ready to find out why it was felt that the paper needed a methodology, but the review was cut short, I suspect because the referee felt reading the paper was a waste of precious time. We can dismiss this review as uncommon and idiosyncratic, maintaining that by and large reviewers give more constructive and substantive feedback on manuscripts submitted to journals. This chapter, however, argues that the problem with this particular review is not simply that it is very short but, more importantly, that it assumes that the manuscript is not worth reading because it has no methodology. This particular stance towards knowledge productionor what counts as legiti mate knowledge and what does not -is not an isolated one. In fact, it is a widespread view of what constitutes research in the social sciences and, more specifically, in language education, even including work that is broadly viewed as qualitative in nature. An overdependence on methods is sweeping much of the academic world, and this is in no way surprising; "new technologies for valuing research co opt academic values of peer-review, evidence and research" (Mills and Ratcliffe 2012, p. 152), meaning that the commoditization of knowledge in competitive markets outside the academe demands that the research predispositions of scholars and students be (re)aligned with a scientific habitus -disciplined, rigorous, and methodicalin order for them to be credible and for their research to be marketable. This has resulted in some forms of knowledge being devalued because they emerged out of purportedly unscientific modes of inquiry. The challenge for qualitative

2025, Twelve Years in Upper Ethiopia PDF

Arnauld Michel d'Abbadie, a 19th-century French explorer, followed in the footsteps of prominent European travelers to Ethiopia, like the renowned Scottish explorer James Bruce. D'Abbadie journeyed to Ethiopia during the "Zemene... more

2025

y los factores que han influido en el privilegio del enfoque comunicacional en el campo del lenguaje. Alvarado nació en Buenos Aires, Argentina. Fue docente y escritora, durante dos años coordinó el Área Curricular de Lengua del Ministerio de Educación. Formó parte del grupo Grafein desde sus inicios en 1975 hasta su disolución en 1980 y es coautora del libro Grafein. La misma explica, a lo largo del capítulo, respecto a la enseñanza de la gramática en la escuela y expone una distinción entre "gramática como objeto de estudio de un ámbito de investigación académica" y "gramática como objeto de estudio en el ámbito de las instituciones de enseñanza". Partiendo de este punto, la autora plantea que las escuelas deberían promover actividades de escritura que permitan a los alumnos no solo apropiarse y empaparse del conocimiento, sino también transformarlo, el autor sostiene que la enseñanza de la gramática supone la puesta en juego de un solo modelo teórico-gramatical, es decir, que solo se abordan los saberes establecidos, ampliamente aceptados y difundidos en la comunidad de expertos. Se aspira a formar un egresado que aborde un conjunto de nociones básicas que no solo lo preparen para estudios terciarios o universitarios, sino que además permitan alcanzar otros objetivos.

2025, Who Are the Real Global Majority

A critical look at the ideology of 'inclusion' in contemporary ELT.

2025, an offer for publication

Język Polski na Kulturalną Nutę to dziesięć scenariuszy obejmujących do dwudziestu 45-minutowych zajęć z języka polskiego jako obcego dla obcokrajowców o umiejętnościach językowych na poziomie B2. Pozycja łączy edukację językową z edukacją kultury języka docelowego. Adresatami zajęć są młodzi dorośli i dorośli kursanci obcokrajowcy, studenci studiujący na polskich uczelniach, uczniowie-obcokrajowcy liceów, a także studenci zagranicznych kierunków polonistycznych. Scenariusze oparte są na fragmentach prozy (Ryszarda Kapuścińskiego, Andrzeja Stasiuka, Olgi Tokarczuk, Joanny Bator, Jacka Dehnela), poezji (Czesława Miłosza i Wisławy Szymborskiej), reportażu (Magdaleny Grzebałkowskiej), myśli i wypowiedzi (księdza Józefa Tischnera o demokracji) oraz opisie polskich kulinarnych tradycji regionalnych (Hanny Szymanderskiej).

2025

Iran and Ethiopia have had bilateral relations for almost two thousand years. These relations were accompanied by cultural exchanges among the people, resulting in the acceptance of both nation’s cultural elements by the other. A thorough knowledge of these cultural exchanges is not only important in understanding the history of the bilateral relations between the two countries; it would also be helpful in planning future relations between Iran and Ethiopia. Therefore, this paper aims to study the important subject of “cultural exchanges between Iran and Ethiopia” through an analysis of the way in which each nation has culturally influenced the other. Based on Lahsaeizadeh’s theory of “Cultural Exchange between Different Ethnic Groups”, and through a meticulous observation of Iran-Ethiopia relations throughout history via library and field research, this paper attempts to examines the bilateral cultural influence of one nation on the other. The analysis of diverse historical documen...

2025, Journal of Language Teaching and Research

⎯This study investigates gender-based differences in English vocabulary perception and production among Saudi EFL learners. Using a mixed-methods approach, it involved 80 participants (male and female) aged 18-55 and examined three areas: 1) gender differences in vocabulary perception, 2) variations in vocabulary production, and 3) patterns in vocabulary choices. Unlike prior research, this study found no significant gender differences in vocabulary perception or lexical variation. Participants of both genders demonstrated awareness of accents and dialects, highlighting the importance of adapting to evolving vocabulary. In vocabulary production, both males and females exhibited similar tendencies in intentional word selection and context-based adaptations. Although some studies suggest subtle gender differences, this research aligns with findings that gender-gap diversity may reduce such distinctions. Both genders expressed positive attitudes toward lexical variation, recognizing its value in enriching vocabulary and enhancing proficiency. Participants also showed familiarity with idiomatic expressions, informal language, technical terms, figurative language, and metaphors. Overall, the study contributes to sociolinguistics by addressing how gender-based language variation influences identity. It emphasizes that factors like education and social context may override traditional gender differences in language use. The findings encourage a focus on shared linguistic patterns rather than perceived gender disparities. Future research could explore metaphor comprehension and verbal fluency, examining links to cognitive abilities such as fluid intelligence. This study provides a comprehensive view of gender influences on vocabulary preferences and usage, offering valuable insights for sociolinguistics and second language acquisition research.

2025, RELC Journal

The notion of teacher identity as pedagogy is not new. It has been around for the greater part of 20 years now, ever since Brian Morgan introduced it in his International Journal of Bilingual Education and Bilingualism article (Morgan, 2004). But since then, the volume of research on teacher identity has grown exponentially, as exemplified by the publication of special journal issues (e.g., De Costa and Norton, 2017; Varghese et al., 2016), edited volumes (e.g., Yazan and Rudolph, 2018) and research timelines (e.g., Kayi-Aydar, 2019) on this topic. Considering these developments, there is a pressing need to pedagogize identity in teacher education. That is, teachers would need to be aware that their identity shapes instruction, and that it is important to consider the identities of their students. One way to achieve this is to centre critical multilingual language awareness in language teacher education (De Costa and Van Gorp, 2023). Another way to achieve this goal is to adopt a teacher identity as pedagogy stance, as the contributing authors to this special issue have done. In the remainder of this commentary, I will discuss several interlocking themes that emerge from this collection of papers. One recurring theme across several papers is that of nativeness and non-nativeness, a topic that continues to garner much interest in the field of second language (L2) teacher education (Selvi et al., 2024). In their Hong Kong-based paper, Ustuk and Hu (this issue) examined how transnational nativespeaking English teachers construct their identity, and shape their practices accordingly, in an English as a foreign language context. Notably, the authors underscore the value of having native-speaking English teachers (NETs) cultivate reflexive relationships between their identity work and the professional knowledge-base as part of the teachers' professional development. The authors' focus on NETs is important because much work in L2 teacher education has tended to focus on non-native teachers. In contrast to Ustuk and Hu, the focus shifts to non-native speaking English teachers in Sanchez's (this issue) paper. Specifically, she emphasizes the need to tap teachers' lived experiences as a resource to challenge the 'native-speaker-bias' in teaching English to speakers of other languages

2025, Revista Brasileira de Linguística Aplicada

English has spread throughout the world and with it the number of language centers (LCs) selling not just English courses, but also colonial views of English as the language of being, knowledge and power through a myriad of linguistic landscape (LL) resources. Parting from this assumption and framed on decolonial and LL theories, this multisite case study set out to investigate the colonial mechanisms and ideological strategies employed by English LCs located in Bogotá and Medellín (Colombia) to present English this way, and how these were actually put in place. Data for the study included pictures of the façades of 15 LCs located in these cities. These were analyzed using Kress and van Leeuwen's (2001) framework for multimodal analysis. Results suggest that LCs use a series of colonial mechanisms and ideological strategies, such as epistemic violence, homogenization, and legitimation, which are put in place through the use of different semiotic resources.

2025, Language Teaching Research Quarterly

The aim of this personal reflection is to revisit the major concepts that have informed my academic research in the area of applied linguistics and second language development, and show how my overall pedagogical approach has evolved, thanks to the contribution of Vygotsky's sociocultural theory (SCT). The main focus of this paper is on the phenomenon of language variation in English-as-a-lingua-franca (ELF) contexts, and especially its impact on the English of the classroom. In particular, I will consider the importance of embracing diversity in ELF, by adopting a post-normative response to learners' use of English, and explain how SCT and ELF studies may converge. For instance, this is possible when students are involved in authentic communication tasks, through web-mediated telecollaboration projects. I will conclude this paper by saying that approaching language variability with an open mind is necessary if we believe that ELT should be connected to the world outside the classroom and to the process of change that English is undergoing nowadays.

2025

Job ads have long been of interest to researchers concerned with the issue of native
speakerism as they may constitute the initial and often insurmountable barrier to career op-
portunities for non-native teachers of English. This article explores the requirements that po-
tential employers place before teachers of English in job ads posted on a major Polish job offer
aggregate. By means of Thematic Analysis, this research sheds more light on the demands that
teachers of English need to meet in the Polish job market and investigates whether job ads in
Poland disseminate the ideology of native speakerism. The results show employers may over-
emphasise personal qualities, such as character traits and attitudes, compared to qualifications
and skills. Although the majority of job ads explored did not overtly perpetuate the ideology
of native speakerism, further research is necessary to understand the extent of this issue fully.

2025, A Qualitative Analysis of Media Representation in The New York Times: October 2023 Israeli-Palestinian War Coverage

This study analyzed the NYT coverage of the Israeli-Palestinian conflict during the October 7 th , 2023, war. Employing qualitative textual analysis of twenty articles, it investigated the framing strategies used. The findings reveal that the framing strategies used by the NYT portray Hamas as the aggressor, thus amplifying Israeli victimhood through narratives of aggression and criminality. Conversely, Palestinian narratives of suffering are less detailed and contextualized, diminishing their portrayal as victims. The study highlighted the use of legitimacy frames to justify Israeli actions as self-defense. Overall, the analysis suggests a narrative bias in the NYT's coverage favoring the Israeli perspective in the conflict.

2025, International Journal of the Sociology of Language

How has the ability to express reflexivity, including regulating affect, come to be part of the bundled self that workers are required to be? This paper offers a rigorous genealogical analysis of the multiple histories of knowledge and power that have informed the emergence and shaping of ‘reflexive registers,’ or socially typified ways of speaking and reflecting about oneself that stand for morally marked models of selfhood. It takes as a starting-point programs documented in my ethnography of employability programs in London, UK where workers of all sorts are asked to learn to examine their personalities and to express their feelings. It then draws on original historiographical and ethnographic data that allows documentation of the logics and circumstances informing the emergence and development of reflexivity as a resource for employability. It argues for an interdisciplinary understanding of reflexivity and its communicability that theorises the workers as products of history, c...