- Sadeghi, Karim. (2012). Directions and Prospects for Educational Linguistics. System, 40(3), 439-440.
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关键词: applied linguistics, applied linguistics/language education policy
- Ziegler, Nicole. (2012). Research methods for applied language studies: An advanced resource book for students. Studies in Second Language Acquisition, 34, 687-699.
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关键词:applied linguistics, applied linguistics/language education policy, theory of linguistics, research design, methodology, and tools
- Duguay, A. L. (2012). "The school of life": Differences in U.S. and Canadian settlement policies and their effect on individual Haitian immigrants' language learning. TESOL Quarterly, 46(2), 306-333.
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摘要:A growing body of literature suggests that language proficiency in the main language of the destination country is one of the most significant factors in the integration of immigrants. This study examines the overall differences in U.S. and Canadian settlement policy, using the provision of language courses as a specific example of the ways in which adult immigrants are integrated into the host society. Eleven Haitian women in both countries were interviewed to compare the way in which participants accessed key settlement information and services. The findings reveal that Canadian-based participants were much more likely to cite professional institutions ("formal facilitators") for referrals, whereas U.S.-based participants were more likely to learn from "informal facilitators." The findings also highlight differences in access and completion rates of language classes. Implications for how national settlement policy affects individual immigrants and their language acquisition are analyzed in the discussion. Adapted from the source document
关键词:applied linguistics, applied linguistics/language education policy, United States of America, Canada, Haiti, Immigrants, English as a Second Language Learning, English as a Second Language Instruction, Educational Policy, Political Factors
- Hult, F. M. (2012). English as a transcultural language in Swedish policy and practice. TESOL Quarterly, 46(2), 230-257.
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摘要:The globalization of English in Sweden is examined as it takes shape in educational policy and practice. Following in the tradition of a "new wave" of language policy and planning research that emphasizes connections between policy and how it is interpreted by local stakeholders, this investigation focuses on textual data from Swedish national curricular documents and observational data of preservice English language educators during teacher training. Discourse analysis was conducted in order to illuminate underlying policy discourses, on the one hand, and facilitate tracing intertextual connections to the voices of educators, on the other hand. Drawing upon current perspectives on linguistic globalization, major discursive tensions engendered in the processes of transculturation through which English as a global language is locally situated in Sweden are brought to light. The study illustrates how educational language policy serves as a discursive space for ongoing negotiation about the status of English in Sweden. Adapted from the source document
关键词:sociolinguistics, language planning/policy, applied linguistics, applied linguistics/language education policy, Language Status, Globalization, English as an International Language, Sweden, Language Policy, English for Academic Purposes, Educational Policy, Language of Instruction
- Waliceka, D. E. (2011). Language testing, migration and citizenship: Cross-national perspectives on integration regimes. Language Assessment Quarterly, 8, 143-145.
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关键词:applied linguistics, applied linguistics/language education policy
- Bailey, A. L., & Huang, B. H. (2011). Do current English language development/proficiency standards reflect the English needed for success in school?. Language Testing, 28(3), 343-365.
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摘要:English language development or proficiency (ELD/P) standards promise to play an important role in the instruction and assessment of the language development of English language learner (ELL) pre-K-12 students, but to do so effectively they must convey the progression of student language learning in authentic school contexts for authentic academic purposes. The construct of academic English is defined as the vocabulary, sentence structures, and discourse associated with language used to teach academic content as well as the language used to navigate the school setting more generally. The construct definition is informed by a relatively modest number of empirical studies of textbooks, content assessments, and observations of classroom discourse. The standards of a state with a large ELL population and a large multi-state consortium are then reviewed to illustrate the role of the academic English construct in the standards' coverage of language modalities or domains, levels of attainment or proficiency, grade spans, and the needs of the large number of young English learners. Recommendations and potential strategies for validating, creating, and augmenting standards that reflect authentic uses of academic language in school settings are also made. [Reprinted by permission of Sage Publications, Ltd., copyright holder.]
关键词:applied linguistics, applied linguistics/language education policy, English for Academic Purposes, English Proficiency, Academic Language, English as a Second Language, Learning Environment, Educational Standards
- Burke, A. M. (2011). English learners left behind: Standardized testing as Language Policy. Language Testing, 28(3), 421-424.
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关键词:applied linguistics, applied linguistics/language education policy, applied linguistics, language testing and assessment
- Deville, C., & Chalhoub-Deville, M. (2011). Accountability-assessment under No Child Left Behind: Agenda, practice, and future. Language Testing, 28(3), 307-321.
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摘要:The authors introduce this special issue of Language Testing, which focuses on critical issues surrounding test development and practices related to the No Child Left Behind Act -- the most wide-sweeping educational reform effort in the United States. Adapted from the source document
关键词:applied linguistics, applied linguistics/language education policy, Educational Policy, United States of America, Educational Standards
- Glisan, E. W. (2012). National standards: Research into practice. Language Teaching, 45(4), 515-526.
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摘要:The Standards for Foreign Language Learning in the 21st Century (SFLL) (National Standards in Foreign Language Education Project [NSFLEP]), originally published in 1996, were envisioned by many as the panacea for providing a new and exciting direction for foreign language education in the United States. The perceived impact of these National K-16 Student Standards has been witnessed throughout more than a decade by scholarly works that have acknowledged their role as 'a veritable change agent' (Sharpley-Whiting 1999: 84), 'a vision for foreign language education in the new century' (Allen 2002: 518), and, more recently, as 'a blueprint and framework for change' (Terry 2009: 17). The research that has been done on the Standards since their inception has attempted to provide concrete ways for the field to embrace this new framework and thereby realize a Standards-based curriculum and perhaps even revolutionize language education. This work has consisted largely of (1) implementational research (both with and without experimental design) that proposes specific strategies for addressing the Standards in planning, teaching, and assessment (Schwartz & Kavanaugh 1997; Abbott & Lear 2010); (2) survey research that analyzes self-reported information regarding teachers' pedagogical beliefs about the Standards and ways in which they claim to be addressing Standards in their classrooms (Allen 2002; ACTFL 2011), and (3) White papers that disseminate opinions and insights by leaders in the field regarding the impact that the Standards are having in areas such as language instruction, curriculum and course design, and educational policy (Sharpley-Whiting 1999; Donato 2009; Glisan 2010). Adapted from the source document
关键词:applied linguistics, applied linguistics/language education policy, Educational Policy, Educational Standards, United States of America, Teacher Attitudes, Second Language Teachers, Second Language Instruction
- Ringbom, H. (2012). Review of recent applied linguistics research in Finland and Sweden, with specific reference to foreign language learning and teaching. Language Teaching, 45(4), 490-514.
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摘要:This review covers recent applied linguistic research in Finland and Sweden during the years 2006-2011, with particular emphasis on foreign language learning and teaching. Its primary aim is to inform the international research community on the type of research that is going on in these countries. Special attention is given to topics which have attracted a lot of interest in the area: language immersion schools and CLIL, cross-linguistic influence, corpus linguistics (English as a lingua franca) and language use in multilingual urban settings. Adapted from the source document
关键词:applied linguistics, applied linguistics/language education policy, theory of linguistics, research design, methodology, and tools, Applied Linguistics, Research Design, Second Language Learning, Second Language Instruction, Corpus Linguistics, English as an International Language, Immersion Programs, Content Area Instruction, Language Use, Finland, Sweden
- Little, D. (2011). The common European framework of reference for languages: A research agenda. Language Teaching, 44(3), 381-393.
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摘要:This new strand in the journal provides a space for contributors to present a personal stance either on future research needs or on the perceived current applications of research in the classroom. Like much of our current content, it echoes the historical uniqueness of this journal in terms of its rich and expert overview of recent research in the field of L2 teaching and learning. However, this new strand takes such research as its starting point and attempts to look forward, using these findings both to debate their application in the language learning classroom and also to suggest where research would be best directed in the future. Thus, the objective of both papers is eminently practical: contributors to the research agenda will present suggestions for what research might usefully be undertaken, given what is currently known or what is perceived to be necessary. In the research into practice papers there will be critical appraisal both of what research is, and is not, getting through to the language learning classroom and practical suggestions made for improving such outcomes. Adapted from the source document
关键词:applied linguistics, applied linguistics/language education policy, Applied Linguistics, Second Language Learning, Second Language Instruction
- Dalton-Puffer, C., Faistauer, R., & Vetter, E. (2011). A Country in Focus: Research on language teaching and learning in Austria (2004-2009). Language Teaching, 44(2), 181-211.
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摘要:This overview of six years of research on language learning and teaching in Austria covers a period of dynamic development in the field. While all the studies reviewed here illustrate research driven by a combination of local and global concerns and theoretical frameworks, some specific clusters of research interest emerge. The first of these focuses on issues connected with multilingualism in present-day society in terms of language policy, theory development and, importantly, the critical scrutiny of dominant discursive practices in connection with minority and migrant languages. In combination with this focus, there is a concern with German as a second or foreign language in a number of contexts. A second cluster concerns the area of language testing and assessment, which has gained political import due to changes in national education policy and the introduction of standardized tests. Finally, a third cluster of research concerns the diverse types of specialized language instruction, including the introduction of foreign language instruction from age six onwards, the rise of academic writing instruction, English-medium education and, as a final more general issue, the role of English as a dominant language in the canon of all foreign and second languages in Austria. Adapted from the source document
关键词:applied linguistics, applied linguistics/language education policy, Austria, Language Tests, Educational Policy, Language Policy, Second Language Learning, Second Language Instruction, Language Dominance, English, German
- Dixon, D., & Brown, S. H. (2011). Reconstruction autonomy in language education: Inquiry and innovation. Language Teaching, 44(2), 266-276.
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关键词:applied linguistics, applied linguistics/language education policy
- Kirkpatrick, A. (2011). Plenary Speeches: English as an Asian lingua franca and the multilingual model of ELT. Language Teaching, 44(2), 212-224.
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摘要:The concept of English as a lingua franca (ELF) has recently caused a great deal of controversy, much of it based on a misunderstanding of ELF. In this presentation, I shall first provide a brief history of lingua francas and then compare and contrast two major Asian lingua francas -- Bahasa Indonesia and Putonghua -- in order to show how different their developmental paths have been. The presentation will then consider the current role that English is playing as a lingua franca, with a particular focus on its role in the Association of Southeast Asian Nations (ASEAN) and East Asia. Examples of linguistic features of English as a lingua franca in Asia will be provided. These will be contrasted with linguistic features of vernacular varieties of English, varieties of world English and European ELF. Finally, possible implications of ELF in English language teaching, and the 'multilingual model' will be proposed. Suggestions on ways in which English/regional lingua francas and local languages might work together as languages of education will conclude the presentation. Adapted from the source document
关键词:descriptive linguistics, international languages, applied linguistics, applied linguistics/language education policy, English as a Second Language Instruction, English as an International Language, International Languages, Malay, Trade Languages, Mandarin, Southeast Asia, Education
- Wharton, S. (2011). Critical text analysis: Linking language and cultural studies. ELT Journal, 65(3), 221-229.
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摘要:Many UK universities offer degree programmes in English Language specifically for non-native speakers of English. Such programmes typically include not only language development but also development in various areas of content knowledge. A challenge that arises is to design courses in different areas that mutually support each other, thus providing students with a coherent degree programme. In this article, I will discuss a Bachelor of Arts programme involving Cultural Studies and Translation, as well as English Language and Linguistics. I will offer a rationale for a course in critical text analysis, which is offered in the final year of the programme. It is intended to promote language development and cultural awareness as well as skills of linguistic analysis and critical thinking. Adapted from the source document
关键词:applied linguistics, applied linguistics/language education policy, anthropological linguistics, language and culture, Text Analysis, Language Culture Relationship, United Kingdom, Higher Education, Cultural Instruction, Language Arts, Curriculum Planning, Translation Instruction
- Rivers, D. J. (2011). Politics without pedagogy: Questioning linguistic exclusion. ELT Journal, 65(2), 103-113.
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摘要:On the premise that the learning of a second or foreign language should contribute to, rather than subtract from, the cultural and linguistic resources which a learner already possesses, this paper documents an individual teacher's pedagogically centred challenge to a politically driven and potentially exclusive English-only language policy within the context of a Japanese university. A small group of Japanese English language learners took part in the project and data were gathered from a series of semi-structured conversation diaries as well as through learner responses to two in-class activities which sought to promote a reflective analysis of individual language use behaviours. The two in-class activities were designed with the intention of assisting students to be able to make more self-directed language choices and to develop a heightened awareness and understanding of why the strategic use of the L1 may at times be beneficial to their second or foreign language learning ambitions. Adapted from the source document
关键词:applied linguistics, applied linguistics/language education policy, Learning Environment, English as a Second Language Teaching Methods, English as a Second Language Learning, Japan, Educational Policy, Higher Education
- Williams, M., Enever, J., Moon, J., & Raman, U. (2011). Young learner English language policy and implementation: International perspectives. ELT Journal, 65(2), 204-205.
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关键词:applied linguistics, applied linguistics/language education policy
- Lamb, M. (2011). Qualitative research in applied linguistics. ELT Journal, 65(4), 487-488.
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关键词:applied linguistics, applied linguistics/language education policy, theory of linguistics, research design, methodology, and tools
- Simpson, J. (2011). Continuum companion to research methods in applied linguistics. ELT Journal, 65(4), 489-490.
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关键词:applied linguistics, applied linguistics/language education policy, theory of linguistics, research design, methodology, and tools
- Prasad, G. (2012). Multiple minorities or Culturally and Linguistically Diverse (CLD) plurilingual learners? Re-envisioning allophone immigrant children and their inclusion in French-Language schools in Ontario. The Canadian Modern Language Review/La Revue canadienne des langues vivantes, 68(2), 190-215.
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摘要:Four out of five immigrants to Canada speak a language other than English or French as a first language. Immigration is increasingly transforming francophone minority communities. Allophone children acquire minority status on multiple levels within French-language schools, where they can become both a linguistic minority and a cultural minority within an official francophone minority in Canada. This article examines how culturally and linguistically diverse (CLD) allophones have been constructed historically through official language and multiculturalism policies in Canada and how this political framing limits language rights and schooling for allophone immigrant children. By examining recent language policies, this article argues that the ways in which policy makers, educators, and researchers conceptualize CLD children shape their integration into Canada. This article draws upon a case study of teachers' practices with allophone learners in one French-language school to highlight the potential for transformative third-space practices to support CLD children in French-language schools. Adapted from the source document
关键词:sociolinguistics, language planning/policy, applied linguistics, applied linguistics/language education policy, French, Minority Groups, Language Policy, Educational Policy, Canada, Multiculturalism, Immigrants, Language Rights