APPLIED LINGUISTICS REVIEW

Volume 13, Issue 3-4

APPLIED LINGUISTICS REVIEW（SSCI一区，2021 IF：3.063）2022年第3期共发文7篇。研究论文涉及双语课程、变译实践、双语学者、跨语言空间等方面。

目录

ARTICLES

■ Translanguaging design in a third grade Chinese Language Arts class, by Zhongfeng Tian ，Pages 327–343.

■ Translanguaging practices of students in science and math classes in a Chinese/English dual language bilingual program, by Xiaochen Du, Pages 345-357.

■ Translanguaging space in a bilingual program in New York City Chinatown middle school, by Xiaodi Zhou，Danling Fu, Pages 359–372.

■ Chinese graduate students’ translanguaging practice in the context of academic writing in English, by Xuezi Zhang， Xenia Hadjioannou, Pages 373–388.

■ Translanguaging practices of Chinese/ English bilingual engineers’ communications in the workplace, by ‍Juan Du， Xiaodi Zhou‍, Pages 389-402.

■Translanguaging practice: creative mind of a bilingual scholar, by Buyi Wang, Pages 403–416.

■ Translanguaging in writing: a bilingual PhD student’s reflection, by Rongrong Dong, Pages 417-431.

摘要

Translanguaging design in a third grade Chinese Language Arts class

Zhongfeng Tian, The University of Texas at San Antonio, San Antonio, USA

Abstract Traditionally strict language separation policies in dual language bilingual education (DLBE) programs reflect parallel monolingualism and have been criticized as failing to recognize the sociolinguistic realities of bilingual students (García, Ofelia & Angel M. Y. Lin. 2017. Translanguaging in bilingual education. In Ofelia García, Angel M. Y. Lin & Stephen May (eds.), Bilingual and multilingual education, 117–130. Cham: Springer International Publishing). To recognize the dynamic nature of bilingualism and leverage bilingual learners’ full semiotic and linguistic repertoire as a resource, this study looks at how to strategically and purposefully develop flexible and multilingual educational spaces in a third grade Chinese Language Arts (CLA) class in a Mandarin-English DLBE program in the New England area, U.S. Drawing upon Sánchez, María Teresa (Maite), Ofelia García & Cristian Solorza. 2018. Reframing language allocation policy in dual language bilingual education. Bilingual Research Journal 41(1). 37–51. https://doi.org/10.1080/15235882.2017.1405098, translanguaging allocation policy framework, the researcher and the teacher co-designed and implemented translanguaging documentation, translanguaging rings, and translanguaging transformation spaces in the CLA class throughout the school year of 2018–19. Taking the form of participatory design research (Bang, Megan & Shirin Vossoughi. 2016. Participatory design research and educational justice: Studying learning and relations within social change making. Cognition and Instruction 34(3). 173–193. https://doi.org/10.1080/07370008.2016.1181879), this collaborative inquiry demonstrates that translanguaging pedagogies could promote student engagement, contribute to their academic learning, and build home-school connections. It aims to provide authentic, sustainable knowledge for both researchers and practitioners to better serve bilingual learners in DLBE programs.

Key words Chinese Language Arts; dual language bilingual education (DLBE); language allocation policy; participatory design research; translanguaging

Translanguaging practices of students in science and math classes in a Chinese/ English dual language bilingual program

Xiaochen Du, University of Florida, Gainesville, FL, USA

Abstract This article is focused on the discussion of three 4th grade students’ translanguaging practices in math and science classes in a Mandarin/English oneway dual language immersion program. In the U.S., the number of dual language immersion programs is increasing. While research strongly supports the benefits of bilingual programs, implementation challenges caused by a “dual” perception seem to remain unsolved. This article presents data excerpts collected and analyzed for a multi-case study to describe and discuss students’ translanguaging practices and their benefits in content learning contexts. Findings reveal that bilingual students are engaged in highly flexible and dynamic language use for meaningful learning, which contradicts the monolingual ideology permeating dual language programs. In addition, findings from this study contribute to the understanding of Chinese/English bilingual students’ translanguaging practice in their learning, which adds to the research on students’ linguistic practice in duallanguage bilingual education.

Key words bilingualism; Chinese; dual language; translanguaging

Translanguaging space in a bilingual program in New York City Chinatown middle school

Xiaodi Zhou, University of Texas at Rio Grande Valley, Brownsville, TX, USA

Abstract This study explores how translanguaging pedagogy was practiced in a New York City Chinatown middle school to engage emergent bilingual students (EBs) with diverse language literacy backgrounds in their study of the grade level social studies curriculum. The data were collected over the past two decades while we worked with classroom teachers in search of effective ways to improve EBs’ school performance. We revisited this data utilizing a translanguaging lens to reconceptualize this past work and reframe our analysis to deepen understanding of translanguaging teaching praxis. Therefore, this research not only seeks possible ways to meet challenges in the education of EBs in U.S. schools but also to add to a research method that looks back at past data as an approach to looking ahead in scholarship.

Key words : Chinatown; emergent bilingual; middle school; translanguaging

Chinese graduate students’ translanguaging practice in the context of academic writing in English

Xuezi Zhang, University of Florida, Gainesville, FL, USA

Abstract This study explores the complexity of the languaging processes of Chinese graduate students in the context of their English academic writing. Utilizing a qualitative case study approach, we found that translanguaging was ubiquitously present in the writing processes of the Chinese graduate student participants. The participants leveraged translanguaging tools and strategies to support their English writing by accessing and utilizing resources in Chinese, using Chinese to support thinking and drafting, and integrating literacy knowledge across their linguistic repertoires. However, negative perceptions of these practices contributed to ambivalent bilingual identities and hindered them as writers. Findings also revealed perceived barriers and process hindrances that challenged the participants when composing academic text in English. The study highlights the importance of creating translanguaging spaces to support international students in higher education, but also the need to provide instruction in academic writing to support their academic performance.

Key words  academic writing; bilingual identities; graduate students; international students; translanguaging

Translanguaging practices of Chinese/ English bilingual engineers’ communications in the workplace

Juan Du, Shanghai Jiao Tong University, Shanghai, P.R. China

Xiaodi Zhou, University of Texas at Rio Grande Valley, Brownsville, TX, USA

Abstract Existing literature argues for the urgent need to improve workplace and professional communication in the engineering field across the world. This paper reports on a study examining Chinese/English bilingual engineers’ translanguaging practices in their communications in English-speaking high-tech corporations in the United States. Evidence showed that bilingual engineers translanguaged extensively to construct meaning to meet the diverse communication needs at their workplace, which enables them to demonstrate their professional talents and skills. However, when English was the sole language for the interaction, they struggled to sound like English native speakers to convey their ideas and present their work, which disadvantaged them professionally, socially and emotional as professionals. Therefore, this study calls for a creation of a translanguaging space in the workplace to empower bilingual engineers and also a need to modify engineering education programs that recognize multilingual competence of bilinguals and enhance the development of their English professional communication ability (speaking and writing) in higher education.

Key words bilingual/Chinese engineers; engineering workplace; translanguaging

Translanguaging practice: creative mind of a bilingual scholar

Buyi Wang, University of Florida, Gainesville, FL, USA

Abstract Recently, research theorizing bilinguals’ fluid and transcending language practices has flourished. As the strategic use of more than one named language in meaning-making begins to gain validation, educators and researchers have explored the pedagogical implications of such practices in the understanding and education of bilinguals. Aligning with these explorations, this article presents a case study of a bilingual scholar’s meaning-making practice. Relying on a translanguaging lens and a multilingual perspective on creativity, I document how Professor Wang, a Chinese-American anthropologist, utilizes his full communication toolkit to navigate the academic activities of teaching, researching and writing. The findings suggest Wang translanguages to achieve the purpose of culture learning and representation. Particularly, translanguaging creativity emerges as perceived boundaries between named languages are crossed. This study of an experienced bilingual aims to inform our understanding of how to support emergent bilinguals in reaching their full learning potential in our schools.

Key words bilingual creativity; bilingual scholars; translanguaging practice

Translanguaging in writing: a bilingual PhD student’s reflection

Rongrong Dong, Southern University of Science and Technology, Shenzhen, China,

Abstract With a critical narrative approach, this reflective practice research aims to do a personal narrative inquiry on the researcher herself during her dissertation research/writing period. The researcher explores and reflects on her various translanguaging strategies used throughout the course of her dissertation research and writing. Data collection includes her reflective journal entries, interview recordings and transcriptions with her research participants, reflective conversation audio recordings with her peers and research voice memos during her dissertation writing process. Using narrative analysis, this study indicates translanguaging allows the researcher to establish her dual-identities in both U.S. and Chinese educational settings, and helps her to develop her own writer’s voice and also engages her to think more creatively and critically as a researcher and a writer. This study presents a first-person reflective practice that deconstructs bilingual PhD students’ dissertation writing journey. It highlights the significance of bilingual international graduate students’ language repertoire to their academic writing, which matters not only to individual students, but may better serve international student community cross the world.

Key words dissertation writing; reflective practice; translanguaging

APPLIED LINGUISTICS（SSCI一区，2021 IF：3.063）2022年第4期共发文10篇。研究论文涉及二语写作、二语水平测试、二语口语交际策略、移民者语言学习策略等方面。

目录

ARTICLES

■ Training student writers in conducting peer feedback in L2 writing: A meaning-making perspective, by Xiaodong Zhang ，Shulin Yu, Pages 439–460.

■ Assessing the use of multiple-choice translation items in English proficiency tests: The case of the national English proficiency test in Turkey, by Betül Hazal Dinçer, Elena Antonova-Unlu, Alper Kumcu, Pages 461–475.

■ Translingual negotiation strategies in CMC contexts: English-medium communication in online marketplaces, by Jae-hyun Im, G Yeon Park, Hohsung Choe, Pages 477–499.

■ Alignment effect in the continuation task of Chinese low-intermediate English learners, by Yongyue Cui, Lianrui Yang* and Brent Wolter, Pages 501–526.

■ Racializing the problem of and solution to foreign accent in business, by Vijay A. Ramjattan, Pages 527-544.

■Migrant women, work, and investment in language learning: Two success stories, by Päivi Iikkanen, Pages 545–571.

■ Student motivation in Dutch secondary school EFL literature lessons, by Jasmijn Bloemert, Ellen Jansen ,Amos Paran, Pages 573–596.

■Developing 21st century skills for the first language classroom: Investigating the relationship between Chinese primary students’ oral interaction strategy use and their group discussion performance, by Xinhua Zhu, Elizabeth K. Y. Loh, Guoxing Yu, Loretta C. W. Tam , Xian Liao, Pages 597–630.

■ Spanish L1 EFL learners’ recognition knowledge of English academic vocabulary: The role of cognateness, word frequency and length, by Raquel Perez Urdaniz，Sophia Skoufaki, Pages : 661–703.

摘要

Training student writers in conducting peer feedback in L2 writing: A meaning-making perspective

 Shulin Yu, Faculty of Education, University of Macau, E33, 3007, Faculty of Education, Macau, Macao

Xiaodong Zhang, School of English and International Studies, Beijing Foreign Studies University, 2 W 3rd Ring Rd N, Haidian District, China 100089, Beijing, China

Abstract This study investigates how L2 (second language) student writers responded to SFL (systemic functional linguistics)-based training that was designed to assist them in harnessing meaning-making knowledge to evaluate their classmates’ essays. Conducted in a Chinese college expository writing course and based on qualitative analyses of three students’ interviews, their written feedback, as well as their reflections over one semester, the study shows that the students’ adjustment to the training occurred in a dynamic and interrelated manner. That is, along with constant teacher support and their increased knowledge gained from SFL-based training, the students transcended the limitations of their prior knowledge, which merely entailed giving feedback at the level of structural accuracy in L2 writing. They were able to gradually embrace meaning-making knowledge, although not yet fully developed. With this knowledge, they evaluated their classmates’ essays to determine if the writing content fitted the demands of valued academic compositions, such as whether and how the grammar and vocabulary were used correctly in context.

Key words peer feedback, SFL-based training, meaning making, academic writing

Assessing the use of multiple-choice translation items in English proficiency tests: The case of the national English proficiency test in Turkey

Elena Antonova-Unlu, Hacettepe University, Beytepe Campus, Ankara 06800, Turkey

Betül Hazal Dinçer, Baskent University, Baglica Campus, Ankara 06810, Turkey

Abstract The use of translation for language teaching and assessment, by and large, has been abandoned with the adoption of audio-lingual and communicative approaches in language teaching. As a result, nowadays translation items are not commonly used for measuring language proficiency in international language proficiency tests (e. g. TOEFL, IELTS). However, there are several countries that still use translation items in their national language proficiency tests (e. g. Turkey, Japan, China, Romania among others). The present study aims to examine whether or not multiple-choice translation items are an appropriate tool for measuring proficiency in English. To this end, the perceived level of difficulty and validity of multiple-choice translation items in the National English Proficiency Test (YDS) in Turkey were examined. The findings revealed that the participants did significantly better on the translation items than on the rest of the test items. They also perceived the translation items as the easiest among all the rest items in YDS. Moreover, while YDS as a whole indicated a strong validity based on correlation with TOEFL PBT Reading Sample Test, the translation items indicated moderate validity. Importantly, there was a significant difference between the two correlations. These findings suggest that multiple-choice translation items are likely to lower the overall validity of YDS tests, inflate the scores of test-takers and, thus, might be considered as problematic for the quality of the tests.

Key words   translation items, multiple-choice format, English proficiency tests, construct validity, perceived level of difficulty

Translingual negotiation strategies in CMC contexts: English-medium communication in online marketplaces

G Yeon Park, The Catholic University of Korea, 224 Hyoryeong-ro, 3F, Seocho-gu, Seoul 06709, Republic of Korea

Jae-hyun Im, Literacy, Culture, and Language Education, Indiana University Bloomington, 800 North Union Street

Hohsung Choe, Department of TESOL & English Linguistics, Hankuk University of Foreign Studies, 81 Oedae-ro, Mohyeon-myeon, Cheoin-gu, Yongin-si, Gyeonggi-do 17035, Republic of Korea

Abstract This study explores how interlocutors from different linguistic and cultural backgrounds employ the five translingual negotiation strategies of envoicing, recontextualization, interactional activity, entextualization and transmodality to communicate in online marketplaces. Informed by conversation analysis and translingualism, three computer-mediated communication (CMC) data sets were analyzed. Findings are as follows: 1) Korean speaker’s envoicing strategy was used to reveal his non-native English speaker status, which softened the impression of discourtesy. It set the co-constructed conversation stage where English speaking counterparts would be implicitly requested to speak more intelligibly; 2) recontextualization strategy was presented through emojis, emoticons, transliteration and translation to turn a business transaction into a friendly conversation between translingual speakers from different cultures where non-verbal cues of hospitality can be delivered in written forms in online one-on-one chats; 3) interactional strategy was observed when speakers did not share a culturally-bounded speech act of “conversation closers.” Misalignment was partially solved by mutual efforts to close their online conversation; 4) entextualization strategy was shown from Korean speakers’ asynchronous communication to confer on appropriate English expression by seeking help from other online community members; and, 5) transmodal strategy refers to the practice of shuttling among different on/offline modes and platforms to encode and decode languages, emotions, and cultural perspectives by depending on a wide range of resources and multiple strategies to accomplish meaningful interaction in online marketplaces. This study shows the translingual characteristics of English-medium online communication, suggesting an extended model of translingual meaning negotiation strategies in CMC contexts.

Key words CMC, translingual practice, online marketplace, English-medium communication, transmodal

Alignment effect in the continuation task of Chinese low-intermediate English learners

Lianrui Yang, School of Foreign Languages, Ocean University of China, 238 Song-ling Rd., Qingdao, Shandong 266100, China

Yongyue Cui, School of Foreign Languages, Ocean University of China, 238 Song-ling Rd., Qingdao, Shandong 266100, China

Brent Wolter, Idaho State University, Pocatello, ID, USA; School of Foreign Languages, Ocean University of China, 238 Song-ling Rd., Qingdao, Shandong 266100, China

Abstract This article aims to probe into whether low-intermediate EFL learners align their writing with an original text in a continuation task (using stories with the middle part missing). The study examined the effect of alignment on words, phrases, sentences, error rates and writing quality. Sixty low-intermediate EFL learners were divided into two groups. In the first week, group A (n = 30) read the Chinese version of a story and group B (n = 30) read the corresponding English version. They were then asked to finish the stories in written English using their imaginations. The two groups performed the same task in reverse conditions in the second week. Quantitative results were supplemented by two questionnaires and an interview, which were used to consolidate the quantitative data. The results revealed that: (1) low-intermediate Chinese EFL learners can align their writing with the original text in a story continuation task (with the middle part missing), (2) alignment can foster learners’ writing in terms of linguistic features, error rates and overall quality of writing, and (3) the participants who performed the English-based continuation task exhibited stronger alignment effects than those who performed the Chinese-based continuation task.

Key words low-intermediate EFL learners, alignment effect, story continuation task

Racializing the problem of and solution to foreign accent in business

Vijay A. Ramjattan, University of Toronto Ontario Institute for Studies in Education, 252 Bloor Street West, Toronto, Ontario M5S 1V6, Canada

Abstract Given the desire to attract skilled immigrants to English-speaking countries in the Global North, business environments in these nations may see the increased presence of workers who speak English with a foreign accent. While organizations may tout this linguistic diversity, there is a concern that a foreign accent interferes with successful business communication. This apparent issue can result in a lack of employment opportunities for foreign-accented professionals and has also created a rise in private accent reduction programs that seek to improve the employability of these professionals. What is understated or even omitted in the discussion of these trends is the impact of racialization. First, the (lack of) employability of foreign-accented workers may be determined by a set of racial hierarchies in which some bodies are perceived as better for work than others. Furthermore, the notion that simply reducing an accent increases one’s employability ignores racialized power structures that truly prevent the employment of certain immigrants. Through the lens of raciolinguistic ideologies, which look at the intermingling of language and race, this article explores the above issues by arguing that foreign accent discrimination and accent reduction are indeed racialized and thus perpetuate the inequality experienced by immigrant professionals in business.

Key words accent reduction, business, foreign accent, immigrants, racialization

Migrant women, work, and investment in language learning: Two success stories

Päivi Iikkanen, Department of Language and Communication Studies, University of Jyväskylä, PO Box 35, FI-40014, Jyväskylä, Central Finland, Finland

Abstract : In the media, migrant mothers are often portrayed as uneducated, having trouble learning a new language, and preferring to stay at home rather than entering paid employment. This article offers a contrasting point of view as a result of examining how two migrant women narrativize their experiences of language learning and working-life-related integration during a three-year period. Specific attention is paid to how the women make sense of their language use over time, and how this may have contributed to their integration into working life and the wellbeing of their families. Interview data was analyzed using the short story analytical approach, focusing on both the content and the various scales of context portrayed in the stories. The analysis is informed theoretically by the concept of investment. The findings indicate that, first, English was used when interacting with members and institutions of the Finnish society, but gradually the use of English was replaced by an emerging Finnish proficiency. At first with the help of English and later, by deciding to invest in learning Finnish, both key participants managed to build new careers and meaningful lives for themselves and their families in a new environment.

Key words integration, investment, language learning, migrant, short story analysis

Student motivation in Dutch secondary school EFL literature lessons

Jasmijn Bloemert, Teacher Education, University of Groningen, Grote Kruisstraat 2/1, Groningen 9712TS, the Netherlands

Ellen Jansen, Teacher Education, University of Groningen, Grote Kruisstraat 2/1, Groningen 9712TS, the Netherlands

Amos Paran, Institute of Education, University College London, 20 Bedford Way, London WC1H 0AL, UK

Abstract  Foreign language curricula worldwide have seen a revival of the inclusion of literary texts, promoting so-called language-literature instruction. Responding to the plea for more empirical research in this area, specifically in secondary education, this study investigates the student’s perspective by looking at the relationship between their level of engagement in literature lessons in English as a foreign language (EFL) and how they value these lessons. A total of 365 Dutch students from six secondary schools participated in the study. Data was collected via a four-point Likert-type questionnaire. The findings revealed that students primarily value EFL literature lessons for improving their language proficiency but no significant correlations were found between engagement and language aspects. Implications for curriculum development include a tripartite focus on language learning, literary study, as well as personal development.

Key words language-literature instruction, student engagement, student perspective, foreign language learning, secondary education

Developing 21st century skills for the first language classroom: Investigating the relationship between Chinese primary students’ oral interaction strategy use and their group discussion performance

Elizabeth K. Y. Loh, Faculty of Education, The University of Hong Kong, Hong Kong SAR, China

Xinhua Zhu, Department of Chinese and Bilingual Studies, The Hong Kong Polytechnic University, Hong Kong SAR, China

Guoxing Yu, School of Education, University of Bristol, Bristol, United Kingdom of Great Britain and Northern Ireland

Loretta C. W. Tam, Centre for Advancement of Chinese Language Education and Research (CACLER), Faculty of Education, The University of Hong Kong, Hong Kong SAR, China

Xian Liao, Department of Chinese Language Studies, The Education University of Hong Kong, Hong Kong SAR, China

Abstract Given the increasing awareness of oral communication in this era of globalized collaborative learning trends, there is an imminent need to inform language educators of ways in which the under-researched oral interactional strategies are related to first language (L1) teaching. However, no consensus has yet been reached on the relationship between interactional strategy use and oral language proficiency. This study investigates the effect of oral interactional strategy use on group discussion performance in L1 Chinese for Primary 5 students (N = 140) in Hong Kong. Based on ANOVA and regression analyses of the data on group discussion performance, five strategies have been identified: expressing actively, asking for opinion, expressing attitude, giving clarification and non-verbal language. They all significantly predicted students’ group discussion performance, with overall strategies explaining 55.5% of total variation of the performance, where higher-proficiency students tended to use more strategies that enable comprehension and elaboration in the group discussions. The patterns of strategy use among students with different levels of discussion performance have also been identified. Implications of the findings are discussed with reference to the roles individuals play in the overall performance of group discussion.

Key words group discussion, oral interactional strategies, L1, speaking assessment, 21st century skills

Spanish L1 EFL learners’ recognition knowledge of English academic vocabulary: The role of cognateness, word frequency and length

Sophia Skoufaki, Department of Language and Linguistics, University of Essex, Wivenhoe Park, Colchester CO4 3SQ, United Kingdom of Great Britain and Northern Ireland

Raquel Perez Urdaniz, Department of Language and Linguistics, University of Essex, Wivenhoe Park, Colchester CO4 3SQ, United Kingdom of Great Britain and Northern Ireland

Abstract Academic vocabulary knowledge predicts students’ academic achievement across educational levels. English academic vocabulary knowledge is especially valuable because English is used in academia worldwide. Therefore, examining the factors that can predict English academic vocabulary knowledge can inform pedagogy, thus indirectly boosting students’ chances of academic success around the world. This study examines the extent to which cognateness, word frequency and length predict the ability of English as a Foreign Language (EFL) learners who have Spanish as their first language (L1) to recognise written English academic words. 38 Spanish L1 university students’ recognition knowledge of English cognates was measured via a Yes/No test containing words sampled from the most frequent 1,000 lemmas of the Academic Vocabulary List (Gardner and Davies 2014). 34 participants’ data were retained in the final analysis, a multiple regression with item facility (IF) as the outcome variable and word frequency, cognateness and word length as predictors. Most of the IF variance is explained by word frequency, followed by cognateness and finally a frequency by cognateness interaction whereby word frequency is more predictive of IF for non-cognates than cognates. These findings indicate that academic cognate-word awareness raising activities can

Key words cognate words, cognate facilitation, word frequency, word length, academic vocabulary, vocabulary learning, Spanish-English bilingualism

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