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Miras, Grégory; Gnach, Aleksandra
2022 European Journal of Applied Linguistics
AbstractThis editorial reports on the special issue “New Generation of Applied Linguists in Europe” which highlights the work of early career researchers in the field of Applied Linguistics who participated in one of the last AILA Europe Junior researchers’ Meeting (JRM). It aims to offer a reflection from the roots to the new blossoming buds of Applied Linguistics in Europe. We will review the emergence of Applied Linguistics in Europe through the challenges of creating its different affiliates. Then, we will present the levers for the emergence of a European network. We will conclude with the logic behind the selected papers.
2022 European Journal of Applied Linguistics
AbstractThe ongoing doctoral research reported in this paper aims at defining the interlanguage developed by the students learning French at the Indonesian State University of Semarang (in the French Literature Section) through analysing a corpus made of examination papers written by these students during two consecutive academic years (2019–2021). The analyses conducted so far show a limited number of syntactic elements that are proving difficult to students. The main challenge these learners experience is the building of texts that can be read easily and are efficient at proving their point. The interlanguage characteristic of this particular population of learners points to a possible interference of the mother tongue, some informal patterns typical of spoken discourse, and a written production sometimes dependent on the course contents. This paper is part of the AILA Europe special issue.
2022 European Journal of Applied Linguistics
AbstractThe present paper describes continuing doctoral research which examines the development of oral language during an online French course in terms of complexity, accuracy and fluency (CAF), and reflects on the possible influence of the online intervention on this development. The research is designed as a multiple-case study with 11 university students as participants of the research, each student forming a single case of the study. The pre-test post-test design was chosen in order to analyse students’ spoken performance before and after the intervention, and thus to assess its development. The paper outlines the results of accuracy analysis, which indicate that language performance cannot be judged solely by one aspect of CAF: many errors identified in this research seem to be a sign of the use of more complex language; and precise and accurate language without errors does not seem to be complex or fluent. The number of phonetic errors and some replies in the interviews suggest that the online course did not place enough importance on the teaching of pronunciation. These suppositions will be tested in the next stages of the research. The paper is part of the AILA Europe special issue.
2022 European Journal of Applied Linguistics
AbstractThis paper presents one aspect of our ongoing research in the context of a doctoral thesis. We focus on the use of multimodal oral corpora to develop the interactional skills of learners of French as a foreign language (André 2018, Ravazzolo and Etienne 2019). To do so, we compiled a list of interactional difficulties through a survey of 20 researchers and French as a Foreign Language teachers. After that, we created a learner corpus to check whether the difficulties brought up in the survey were present in learners’ productions, and to narrow down our results. To better analyze this corpus, we conducted self-confrontations so that we could have input directly from the learners. The objective was to identify interactional difficulties that could be the object of data-driven learning (Johns 1991) sessions with intermediate-level learners of French as a Foreign Language. The paper is part of the AILA Europe special issue.
2022 European Journal of Applied Linguistics
AbstractThis ongoing study attempts to explore the role semantic prototypes play in response to the production of words of a semantic category by two groups of learners differing in age and language level. Our main objectives point to i) the identification of the number of words produced in English regarding semantic prototypes by the groups of informants; ii) the analysis and comparison of the similarities and the differences of the prototypical associations provided by learners of different ages and different language levels; iii) the evidence of the universality of prototypes through the convergences and/ or divergences collected in the sample. The data collection instruments considered for this ongoing study are a background questionnaire and a productive semantic categorization task. Findings yielded that (i) there is evidence of prototype responses, and they are exclusively associated with the basic level of categorization; (ii) children retrieved fewer prototypical and non-prototypical words than adolescents in a lexical availability test; (iii) convergences and divergences are shown in the words retrieved by the two groups differing in age and language level. This study aims to evolve the dynamics of prototypical associations in language, and their linguistic, social, and cultural implications in communication when learning a foreign language.
2022 European Journal of Applied Linguistics
AbstractMultilevel language courses are frequently seen in teaching and learning contexts in higher education. These complex teaching situations can sometimes lead to frustration and a slowdown in student learning, which can even hinder their success in university. Despite the heterogeneities present within a class, studies on differentiated pedagogy have shown that it is possible to build a group where each student can evolve at his or her own pace – according to his or her level, profile, or needs. Furthermore, hybrid courses that are based on an authentic project pedagogy make it possible to offer differentiated courses, stimulate motivation, maintain group cohesion, and encourage the development of learning autonomy. This study examines the relevance of setting up a hybrid course within the framework of multilevel courses to suggest a differentiated pedagogy that would effectively meet the needs of learners and evaluate its potential to develop their autonomy. The methodology is part of an action-research composed of 4 experiments focused on the implementation of a hybrid course based on the differentiated pedagogy, the project pedagogy, and the levers identified to develop autonomy. The corpus will consist of questionnaires and recordings of interviews, classroom sessions, and semi-directed interviews. This short article aims to summarize the theoretical framework, to describe our hybrid course, to show our methodology, and to provide the first results of our study. The paper is part of the AILA Europe Junior special issue.
2022 European Journal of Applied Linguistics
AbstractNumerous studies suggest that foreign language teaching embraces a diversity-based approach that promotes an inclusive classroom culture and diversity-oriented teacher education. This review paper outlines the underlying principles of inclusive education, the different perspectives in understanding disability in the context of education for all, and the subsequent implications for language teacher education and competencies development. In addition, the paper looks at the context of Bosnia and Herzegovina (BiH) where an extensive content analysis has generated a multi-year research project on English language teacher competencies in three interconnected phases. Although a number of steps have been made in moving forward, the implementation of inclusive education in BiH continues to face multiple challenges, some of which are a result of the complex geopolitical context, lack of comprehensive evaluation strategies, lack of a human rights-based approach to education, and scarce initiatives in systemic initial and continuing teacher education for inclusion.This review paper is part of the AILA Europe special issue.
2022 European Journal of Applied Linguistics
AbstractThe research was carried out in a public secondary school with 16 to 18-year-old students in a context usually considered as an EFL one. The main goals were to discover what students said about learning English in and beyond the school and what led them to use English autonomously outside the classroom. A qualitative methodology was used. First, a questionnaire was proposed to 122 students to find out the uses of English outside the school; then, I selected students who were considered good learners of English by their teachers and who had learnt English only in secondary school and autonomously outside school. Based on that criterion, I investigated nine learners using a Facebook survey, two focus groups and learning logs. The idea of good language learners (GLLs) of English described by the teachers focuses on the relationship the learner establishes with the L2 and the external perceptions of what they do with it. On the other hand, GLLs do not share common features that can be generalized; every learner establishes a unique relationship with the L2 and uses varied and changing strategies. What GLL do share is an agentive approach to learning the L2 and a positive appreciation of its cultural artefacts. Learners mainly accessed these artefacts through ICTs working as learning affordances.
2022 European Journal of Applied Linguistics
AbstractParental engagement is a multidimensional construct closely linked to pupils’ success at school. Despite this relevance, multilingual families often face challenges in the process of engaging with their children’s learning, since they might deal with barriers and constraints in the school space due to prevailing structures and dominant ideologies. In order to support their children in their learning process, however, multilingual parents seek to invest in practices and negotiate identities to gain membership in the school community. Considering this context, this ongoing research aims to analyze how multilingual migrant adults with kindergarten and school-aged children construct their identity while engaging with their children’s education. To achieve this goal, case studies have been conducted with multilingual parents in Austria, collecting data from diary entries, narrative interviews and observations of parent-school meetings. This triangulation of methods intends to provide an emic and etic overview of the data, which will be analyzed according to steps proposed by the Discourse Historical Approach and the ethnographic framework. Within this scope, this study aims to contribute to enhance parental engagement by multilingual families in the context of migration, by suggesting a shift from a dominant point of view to a more comprehensive understanding of parental engagement. Besides that, this research also contributes to broaden discussions in the research areas of Educational Linguistics, Applied Linguistics, as well as Teacher Education. This paper is part of the AILA Europe Special Issue in the modality short paper for Junior Researchers, which intends to give a slight overview of an ongoing research.
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