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This book provides readers with an in- depth understanding of the
methodological tools that have to date been implemented within
World Englishes (WE) research. It serves as a tool to allow for
better methodological rigour in interpreting prior research, as
well as in conducting future research in this important area of
sociolinguistic investigation. This book explores various
methodological tools, ranging from corpus analysis to ethnography
to questionnaires, demonstrating how such approaches have been used
to address a wide range of empirical topics common to WE research.
With chapters dedicated to specifi c methodological approaches and
demonstrating these approaches in context, readers are provided
with the knowledge necessary to both pursue future empirical
inquiry as well as consider existing research from a critical
perspective. The book will also explain the similarities and
differences that exist between WE and English as a Lingua Franca
(ELF) and English as an International Language (EIL).
Ethics in Applied Linguistics Research explores how ethical issues
are negotiated in different areas of language research,
illustrating for graduate students in applied linguistics the
ethical dilemmas they might encounter in the research methodology
classroom and how they might be addressed. This volume serves to
demystify the complex ethical decision-making process by its
accounts of renowned researchers' ethical practices as they
transpired on the ground and how they negotiated externally imposed
research codes. The collection investigates and records the
research practices of prominent international applied linguists
from a wide variety of subdisciplines, including discourse
analysis, educational linguistics, heritage and minority education,
language planning and policy, language and technology, literacy,
second language acquisition, second and foreign language pedagogy,
and sociolinguistics. By problematizing research practices that
draw on a range of methodologies, Ethics in Applied Linguistics
Research puts front and center the urgency to prepare the next
generation of applied linguists with the tools and knowledge
necessary to conduct ethical research in an increasingly globalized
and networked world.
This book brings to life initiatives among scholars of the south
and north to understand better the intelligences and pluralities of
multilingualisms in southern communities and spaces of
decoloniality. Chapters follow a longue duree perspective of human
co-existence with communal presents, pasts, and futures;
attachments to place; and insights into how multilingualisms
emerge, circulate, and alter over time. Each chapter, informed by
the authors' experiences living and working among southern
communities, illustrates nuances in ideas of south and southern,
tracing (dis-/inter-) connected discourses in vastly different
geopolitical contexts. Authors reflect on the roots, routes and
ecologies of linguistic and epistemic heterogeneity while
remembering the sociolinguistic knowledge and practices of those
who have gone before. The book re-examines the appropriacy of how
theories, policies, and methodologies 'for multilingual contexts'
are transported across different settings and underscores the
ethics of research practice and reversal of centre and periphery
perspectives through careful listening and conversation.
Highlighting the potential of a southern sociolinguistics to
articulate a new humanity and more ethical world in registers of
care, hope, and love, this volume contributes to new directions in
critical and decolonial studies of multilingualism, and to
re-imagining sociolinguistics, cultural studies, and applied
linguistics more broadly.
This book brings to life initiatives among scholars of the south
and north to understand better the intelligences and pluralities of
multilingualisms in southern communities and spaces of
decoloniality. Chapters follow a longue duree perspective of human
co-existence with communal presents, pasts, and futures;
attachments to place; and insights into how multilingualisms
emerge, circulate, and alter over time. Each chapter, informed by
the authors' experiences living and working among southern
communities, illustrates nuances in ideas of south and southern,
tracing (dis-/inter-) connected discourses in vastly different
geopolitical contexts. Authors reflect on the roots, routes and
ecologies of linguistic and epistemic heterogeneity while
remembering the sociolinguistic knowledge and practices of those
who have gone before. The book re-examines the appropriacy of how
theories, policies, and methodologies 'for multilingual contexts'
are transported across different settings and underscores the
ethics of research practice and reversal of centre and periphery
perspectives through careful listening and conversation.
Highlighting the potential of a southern sociolinguistics to
articulate a new humanity and more ethical world in registers of
care, hope, and love, this volume contributes to new directions in
critical and decolonial studies of multilingualism, and to
re-imagining sociolinguistics, cultural studies, and applied
linguistics more broadly.
This critical ethnographic school-based case study offers insights
on the interaction between ideology and the identity development of
individual English language learners in Singapore. Illustrated by
case studies of the language learning experiences of five Asian
immigrant students in an English-medium school in Singapore, the
author examines how the immigrant students negotiated a standard
English ideology and their discursive positioning over the course
of the school year. Specifically, the study traces how the
prevailing standard English ideology interacted in highly complex
ways with their being positioned as high academic achievers to
ultimately influence their learning of English. This potent
combination of language ideologies and circulating ideologies
created a designer student immigration complex. By framing this
situation as a complex, the study problematizes the power of
ideologies in shaping the trajectories and identities of language
learners.
This book presents the results of research that focused on
international students receiving writing instruction on a US
university campus. It explores how the students developed their
foreign-student identities and their own ways of grappling with the
unique issues they encountered as they worked to improve their
academic literacy skills. The book extends the theoretical horizons
of language socialization research by integrating insights from
other disciplinary frameworks, such as a translingual approach,
multilingual literacies and writing center theory, to explore
international students' university experiences. By adopting these
varied lenses, the book provides readers with a more holistic,
integrative and ecological understanding of students' language and
literacy development. The authors also investigate how a
translingual pedagogy informs language instructors and literacy
instructors in facilitating multilingual students' academic
literacy development across a variety of codes, registers, genres,
modes and media.
Ethics in Applied Linguistics Research explores how ethical issues
are negotiated in different areas of language research,
illustrating for graduate students in applied linguistics the
ethical dilemmas they might encounter in the research methodology
classroom and how they might be addressed. This volume serves to
demystify the complex ethical decision-making process by its
accounts of renowned researchers' ethical practices as they
transpired on the ground and how they negotiated externally imposed
research codes. The collection investigates and records the
research practices of prominent international applied linguists
from a wide variety of subdisciplines, including discourse
analysis, educational linguistics, heritage and minority education,
language planning and policy, language and technology, literacy,
second language acquisition, second and foreign language pedagogy,
and sociolinguistics. By problematizing research practices that
draw on a range of methodologies, Ethics in Applied Linguistics
Research puts front and center the urgency to prepare the next
generation of applied linguists with the tools and knowledge
necessary to conduct ethical research in an increasingly globalized
and networked world.
This book provides readers with an in- depth understanding of the
methodological tools that have to date been implemented within
World Englishes (WE) research. It serves as a tool to allow for
better methodological rigour in interpreting prior research, as
well as in conducting future research in this important area of
sociolinguistic investigation. This book explores various
methodological tools, ranging from corpus analysis to ethnography
to questionnaires, demonstrating how such approaches have been used
to address a wide range of empirical topics common to WE research.
With chapters dedicated to specifi c methodological approaches and
demonstrating these approaches in context, readers are provided
with the knowledge necessary to both pursue future empirical
inquiry as well as consider existing research from a critical
perspective. The book will also explain the similarities and
differences that exist between WE and English as a Lingua Franca
(ELF) and English as an International Language (EIL).
This book presents the results of research that focused on
international students receiving writing instruction on a US
university campus. It explores how the students developed their
foreign-student identities and their own ways of grappling with the
unique issues they encountered as they worked to improve their
academic literacy skills. The book extends the theoretical horizons
of language socialization research by integrating insights from
other disciplinary frameworks, such as a translingual approach,
multilingual literacies and writing center theory, to explore
international students' university experiences. By adopting these
varied lenses, the book provides readers with a more holistic,
integrative and ecological understanding of students' language and
literacy development. The authors also investigate how a
translingual pedagogy informs language instructors and literacy
instructors in facilitating multilingual students' academic
literacy development across a variety of codes, registers, genres,
modes and media.
This critical ethnographic school-based case study offers insights
on the interaction between ideology and the identity development of
individual English language learners in Singapore. Illustrated by
case studies of the language learning experiences of five Asian
immigrant students in an English-medium school in Singapore, the
author examines how the immigrant students negotiated a standard
English ideology and their discursive positioning over the course
of the school year. Specifically, the study traces how the
prevailing standard English ideology interacted in highly complex
ways with their being positioned as high academic achievers to
ultimately influence their learning of English. This potent
combination of language ideologies and circulating ideologies
created a designer student immigration complex. By framing this
situation as a complex, the study problematizes the power of
ideologies in shaping the trajectories and identities of language
learners.
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