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Using a cohort sequential quantitative design and evaluative features drawn from Systemic Functional Grammar, this study investigates diachronic variation in linguists' use of evaluation to perform scholarly identities in English academic writing. More specifically, it focuses on the use of statements, commands, modality, comment assessment, and positive and negative lexis, in early and late career papers from 30 linguists born between 1905 and 1960. These linguists were grouped into three cohorts based on year of birth and studied in terms of variation along developmental and cross-generational timescales. Within the developmental timescale, scholars were found to use more evaluation in early career writing than in late career writing. Cohort-specific developmental changes are identified in the frequency of modality and comment assessment. Developmental and cohort-specific trends are found to occur within the backdrop of an overall decrease in the use of evaluative language within the discipline. Results point to a complex diachronic model of academic identity enactment in writing, whereby evaluative features pattern in similar or different ways depending on the timescale considered. [ABSTRACT FROM AUTHOR]

Resemblance between languages could be due to relatedness in terms of etymology. Varieties of the same language or dialects resemble one another in many ways because they are related. The languages within a language family, descendants of a common ancestral language, also resemble one another in some ways. To contemplate resemblance between two languages, one could consider their mutual intelligibility or other kinds of formal similarities. For example, while the Chinese languages are not mutually intelligible, they exhibit very similar grammatical patterns. They are all tonal and share a largely common writing system. This paper, however, proposes another way of appreciating language resemblance. It has been observed in the Singapore context that when two different languages, English and Mandarin, are adopted by a community of speakers as dominant languages, over time, the two languages become nativized and resemble each other in terms of meaning, ways of speaking and the cultural values they embody. The Singaporean bilingual speakers in question are offspring of people from Southern Chinese culture who, as recent as a few generations ago, spoke neither English nor Mandarin as a dominant language. This paper presents evidence to show how Singapore English and Singapore Mandarin, which are mutually unintelligible, may resemble each other in terms of meaning, ways of speaking and cultural values. [ABSTRACT FROM AUTHOR]

In this paper, we consider the role of high-stakes testing in mediating access to English in two Central Asian contexts where English is increasingly important not just in terms of mobility, but in identity construction on an individual and national level. We argue that in these contexts, English is increasingly constructed not only as a global language but the global language, which also has important implications for determining what counts as an 'internationalized space' or 'internationalized person', and as part of national strategies intended to make Kazakhstan and Mongolia more international. High-stakes tests like IELTS and TOEFL act as a focal point due to the role of these tests in verifying and 'converting' English ability into a quantifiable, transportable figure. We draw on a survey about test-takers' experiences and practices concerning IELTS and TOEFL as well as interview data about the role and significance of English. Since access to knowledge and preparation for these tests is not evenly distributed across the population, our work provides evidence that some people may be in a more advantageous position to succeed on and benefit from high-stakes testing than others. Previous research on IELTS/TOEFL has largely focused on washback effects on school curriculums, test reliability, and strategies for test preparation, while research on globalization needs to continue to engage with specific mechanisms of how scales and hierarchies are created and maintained. We bridge this gap by considering how success or failure on IELTS/TOEFL becomes internalized as a quality of the individual and a reflection of their abilities, dedication and cosmopolitanism, and how testing contributes to carving out particular 'international' spaces. This paper will focus on how English comes to be conflated at least in some cases with being international, and how individuals make sense of high-stakes testing as a way of accessing an 'international' scale which may or may not involve literal movement abroad. [ABSTRACT FROM AUTHOR]

This paper considers how a particular understanding of personality, as manifest in the way discourses about personality types are circulated and employed, may serve as a foundation for rationalizing the logic of human capital and its concomitant inequalities. Focusing on the recent popularity of the Myers-Briggs Type Indicator (MBTI) in South Korea and the way it is adopted in online content offering advice on English language learning, this paper suggests that a conceptualization of personality as simultaneously enduring and inherent, on the one hand, and standardized and technologized, on the other, allows personality testing and personality type to serve as moral technologies of self that conceal the contradictions underlying the promotion of English language learning as a key to developing one's human capital in neoliberal Korean society. [ABSTRACT FROM AUTHOR]

Historical politeness scholars use Discernment as a second-order metaterm for compulsory social behaviour that is scripted according to circumstances and rank difference. However, in Renaissance courtesy books the Italian verb discernere 'to discern' has a first-order meaning: to individually work out appropriate behaviour when the fit of rules to circumstances is unclear. Discernment1 and Discernment2 appear to contradict each other. This paper addresses a theory gap: a theory of Discernment2 must unravel the link with Discernment1, given that Discernment1 functions as a metaterm in prescriptive politeness sources from a historical period for which scholars believe social practices are determined by Discernment2. Using a self-built corpus of ca. one hundred nineteenth-century etiquette books in US-UK English, French, Italian and Dutch, I conduct a semantic analysis of discern* (92 hits) and its collocate "tact", tact, tatto, takt (575 hits), which point to a practical type of reasoning, to carry out a careful assessment of the unique and complex situation at hand before deciding on a course of action. However detailed etiquette scripts are, discernment (tact) is needed to process the complexity of real-life circumstances. Hence, Discernment1 and 2 appear complementary. [ABSTRACT FROM AUTHOR]

This paper examines variation in six features of Spanish, testing the hypothesis that outcomes of language and dialect contact are shaped by the differing social meaning of linguistic variables. Two of the study's variables are strongly associated with aspects of identity and style. Four others are poorer signals of social meaning, despite constituting sites of crosslinguistic and/or dialectal difference. In the speech of life-long residents of the contact setting (Boston, MA), the weak features have converged with English grammatical norms. In contrast, the strong features show persistence of dialectal and crosslinguistic differences, suggesting that socially weaker variables are more susceptible to reconfiguration by bilingual optimization strategies. The effect of contact on strong variables, by comparison, is to amplify their already powerful links to ideologies of personal and group style. While strong variables are not immune to contact-induced change, modification in their use is primarily social, rather than cognitive, in nature. [ABSTRACT FROM AUTHOR]

The present study explores the linguistic complexity (LC) of public legal information (PLI) texts for young persons by deploying the Hallidayan model of lexical density and grammatical intricacy. It examines how the Australian legal statutes' grammatical intricacy and lexical density are reformulated into PLI texts to make them more accessible for a specific vulnerable group. The findings reveal that although the PLI texts were claimed to be written in plain language, they trade some types of complexity for others. The paper extends Halliday's model of complexity by adding lower rank complexes and embedded clause complexes as realisations of intricacy and density. It proposes "embedded intricacy" as a feature of a hybrid of spoken and written language. Furthermore, the study suggests reconsidering how law can be recontextualised for young persons in a more accessible way. [ABSTRACT FROM AUTHOR]

In this paper, we present an approach for applied linguists to undertake research on speech acts in an interactionally anchored way. We first critically revisit studies on speech acts, with a special focus on L2 pragmatics, arguing that there is a clear need to further interconnect speech acts and interaction by relying on a finite, replicable and interactional typology of speech acts. We then suggest a methodological procedure through which such a typology can be employed in applied linguistic inquiries. Finally, we describe a case study featuring irritations faced by Chinese learners of English when it comes to extracting oneself from an interaction while the other keeps on talking. Such irritations are analysed through the lens of the approach proposed in this study. [ABSTRACT FROM AUTHOR]

Conversion is a common feature of present-day English, leading to many 'heterosemous' words that express related meanings across multiple word classes. Especially common is verb/noun heterosemy, as in flow or hand, both of which can be used as verbs or as nouns. The prevalence of verb/noun heterosemy sets English apart from closely related Germanic languages and is one respect in which English behaves as a language with high boundary permeability. This paper investigates how verb/noun heterosemy has been evolving in Recent English (1920s–2010s). Using quantitative analysis within a large sample of 877 heterosemous words, it is shown that associations between specific words and word classes have been weakening over the last century. More precisely, within our sample, heterosemous words on average tend to develop towards more balanced heterosemy, whereby their association to either one word class or another becomes less pronounced. The findings suggest that English is in the process of a long-term drift towards greater boundary permeability. As high boundary permeability has been associated with low reliance on inflectional morphology in a language, this could be a long-term consequence of the overall loss of inflections earlier in the history of the language. [ABSTRACT FROM AUTHOR]

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The process of identification and annotation of evaluation has received a lot of attention in recent years. However, given the complexity of the topic, the discussion of some of the central issues is still ongoing. The present article contributes to this debate by presenting an annotation scheme that is designed for the identification and annotation of evaluative stance in a corpus of four English genres, namely, newspaper discourse, political discourse, newspaper scientific popularization and fora. A 4,862-word corpus was sampled from a larger 400,000-word corpus compiled within the research project STANCEDISC on the study of stance in discourse varieties. The scheme posits a series of ad hoc categories designed to optimise the transparency, reliability and replicability of the identification, annotation and analysis of evaluative stance. The categories are as follows: parts of speech (Noun Phrase, NP; Adjectival Phrase, AP; Adverbial Phrase, ADVP; Verbal Phrase, VP), function (classifying, predicational and attitude), metaphoricity (metaphoric and non-metaphoric), and value (positive and negative). The aim of this paper is to explain the scheme together with the theoretical justification of the categories and the methodological procedure adopted, and to illustrate the implementation of the scheme by discussing examples taken from different genres. [ABSTRACT FROM AUTHOR]

English verbs can combine with an object-like (or Objoid) element consisting of a possessive and a superlative. These Superlative Objoids do not add a participant to the event but function like manner adverbs (they work their hardest, i.e. they work extremely hard). This paper is the first to use diachronic evidence from a corpus of Late Modern American English to trace the recent history of Superlative Objoid Constructions (SOC). In particular, it aims to assess whether the construction has become entrenched to the extent that it can give rise to analogical extension. Secondly, the evidence is used to model, within the framework of Construction Grammar, the horizontal and vertical links between the SOC and its (potential) relatives in the constructional network of transitivity changing constructions. [ABSTRACT FROM AUTHOR]

This paper interrogates how English language teaching and learning spaces become a locus for a "pedagogy of personality": spaces where ideal forms of personhood can be transmitted, taught and learned. We draw on ethnographic accounts of moments produced in a municipal English language teaching programme in Rionegro, Colombia, and in the English language class of an elite international school near Barcelona, in Catalonia. We explore discourses mobilised by teachers, students, and school administrators that glorify personality traits that should enable students to become "good community members", "good citizens" and to reflect on the ways in which language learning spaces are imagined to have an effect on learners' personalities. We claim that it is not necessarily the English competence acquired in these spaces, or the act of speaking English itself, which is imagined as automatically triggering the enactment of 'better' forms of personality. Rather, we believe that our ethnographic data point to the fact that language curricula provide the space to construct, spread and normalise moral values which are associated to idealised forms of subjectivity, and desired forms of being. The discourses circulated through landscapes and classroom interactions show how the mere act of being in an English language learning space is expected to raise students' awareness of the moral duty to become better, more responsible individuals. We make a key contribution to critical sociolinguistic research by placing a focus on how "good personality" is informed by the pedagogic trajectories of each space, beyond neoliberal projects of self. Moralising catholic discourses, values and ideologies, and broader humanist educational discourses inform ideas about personality and personality development in these spaces. Thus, we call for a slower sociolinguistics, that takes pause before reaching for the explanatory power of neoliberalism and makes room for the complex, historically sedimented logics of our research sites. [ABSTRACT FROM AUTHOR]

This reflective paper explores collaborative autoethnography (CAE) as a research method by analyzing 15 of our CAE English language teaching and applied linguistics studies published from 2015 to the present. Focus is given to tying CAE to its ethnographic roots, including autoethnography and duoethnography. The implications of CAE representing a methodological expansion of ethnographic methods from researching and reporting on the other to researching and representing one's own authentic experiences are explored. We discuss the "counter-narratives" that CAE spaces facilitate, where minoritized opinions and experiences can be safely shared and (re)affirmed, including how to facilitate transformative experiences in practice. Two implications for CAE practice are shared. The first concerns the need for CAE participants to be conscious of different levels of participation, particularly as life circumstances change, and to flexibly accommodate these. The second concerns how CAEs should represent a process that facilitates growth and transformation rather than a final, published product. We conclude by noting that while CAE may have shortcomings, it represents a promising avenue of exploration for practitioners interested in developing professional practices through reflection and discussion with research collaborators. [ABSTRACT FROM AUTHOR]

In this paper, I conduct a synchronic investigation of the Old Persian adverb vasai̯. In some cases, this adverb functions as a degree intensifier whereas in others it appears to quantify over an argument NP. By drawing on analyses of adverbs like French beaucoup, English completely and German größtenteils, I will argue that a unified semantic analysis can be applied to all attestations of vasai̯. I will argue that in all attestations, vasai̯ indicates a high position on a scale. What differs in the respective passages is the nature of the scale. It can be an intensity scale specified by the predicate or a volume scale specified by an argument of the predicate. The latter case yields an interpretation that can be paraphrased by using an adnominal quantifier like much. In addition to the semantic analysis, I will argue that, contrary to the assumption made by several scholars, vasai̯ is always to be interpreted as an adverb and does not function as an uninflected noun or adjective. [ABSTRACT FROM AUTHOR]

In this pilot study we investigated whether metalinguistic explanations (ME) could help young learners (YL) boost their metalinguistic awareness (MA) and, in turn, improve their accuracy at the time of using two grammatical features. Although previous research has established a positive correlation between MA, metalinguistic knowledge (MK) and better learning outcomes in a foreign language (FL), few interventional studies have been conducted in this regard. Using a pretest/post-test design, an intact classroom (N = 20) of L1 Spanish 10-year-old students of English as a FL (EFL) was divided into an experimental and a control group. First, both groups completed an individual pen-and-paper MA test. Then, they were paired up according to their proficiency level and asked to carry out a dictogloss task, in which they had to negotiate their final written output. Before the post-test phase, the experimental group was asked to engage with a learning sequence of ME concerning two problematic English grammatical features: third person –s and his/her. These explanations also included the definitions of metalinguistic terminology. Additionally, an individual three-step verbal protocol was carried out after the post-tests to triangulate collaborative data. The results showed a moderate effect of the treatment in MA scores. Likewise, ME had a large effect on the use of third person –s during the interaction, as well as a moderate effect on the accurate use of his/her. Also, the treatment group dyads produced significantly more episodes of noticing during the post-test task and at a higher resolution rate than during the pretest stage. These findings support the use of explicit learning devices such as ME with YL of EFL, as they seem to promote MA and increase their accuracy even in input-limited learning conditions. [ABSTRACT FROM AUTHOR]

This paper addresses the analysis of sentence fragments, specifically the English negative polar response item no. Two main types of synchronic analysis have been proposed for present-day English – one in which yes and no are syntactically inert particles which substitute for a clause, the other in which they are the initial element of an elided clause. Using diachronic data from 15th- to 17th-century English, we argue that the emergence of a novel other-speaker question pattern involving no demonstrates that speakers of early English analysed interrogative polar no as the initial element of a clause with TP-ellipsis. This novel pattern has received little attention in the literature, yet this grammatical innovation is interesting because its emergence demonstrates how diachronic change can be used as a diagnostic for underlying grammatical structure. [ABSTRACT FROM AUTHOR]

In this paper, we show that the widely accepted tendency that manner of motion is described in greater detail in S-languages than in V-languages does not hold for all natural languages. Based on the analysis of manner of gait verbs applying the "lexical approach" (Kövecses, Zoltán. 2015. Surprise as a conceptual category. Review of Cognitive Linguistics 13(1). 270–290), this study shows that in the manner verb lexicon parameter, manner description in Changana (a V-language) is more nuanced than in prototypical S-languages like English (Talmy, Leonard. 2000. Toward a cognitive semantics, vol. II. Cambridge, MA: MIT Press). Contrary to the general tendency of V-languages, Changana presents a rich vocabulary of manner verbs and ideophones that cover many semantic dimensions. Our results suggest that while preserving some features of V-languages, Changana also makes distinctions that are usually only attested in S-languages, even exploring manner dimensions not often explored in S-languages. Our findings suggest that Changana is another language that does not fit well into Talmy's well-established motion events typology. [ABSTRACT FROM AUTHOR]

This paper compares bilinguals of 2L1s with monolinguals and second language speakers. The experiment and statistical analysis reveals that the question whether bilinguals adopt a more extreme, intermediate, or monolingual-like approach may not have a clear-cut yes or no answer. Our finding demonstrates that bilinguals are more monolingual-like when they have greater control over their speech production. Additionally, bilinguals employ an extreme approach to positive VOTs, where they must distinguish among all the six stops in Japanese and English, though they adopt an intermediate approach to negative VOTs, where they just need to distinguish among the three voiced stops. [ABSTRACT FROM AUTHOR]

This paper investigates the role of English in voice assistant (Siri, Alexa, Google Assistant) use from the perspective of language ideology. Major commercial companies in the voice assistant market use English as a training language for their speech technologies and offer the most optimised support for standardised varieties of English. This affects the experiences with voice assistants of speakers of non-European languages, i.e., one of the non-target audiences. Drawing on qualitative interview data from Turkish-speaking users who migrated to Germany, the present study reveals that the participants iconize English as the "standard" language in digital contexts, constructing it as the "original" language of speaking computers. By conducting an inductive analysis, the article demonstrates that not only the lack of technological support, but also specific discourses about Artificial Intelligence, impact perceptions of English. These developments have implications for our understandings of prestige and digital literacy in human-machine interactions. [ABSTRACT FROM AUTHOR]

In this paper I study Spanish sound emission verbs (sonar 'to ring') and degree achievements (enfriar 'to cool'), which are intriguing insofar as they turn out to express gradable events, and argue that they are not gradable, although they can trigger quantity readings whereby there is a degree whose value changes throughout the event. Thus, my analysis aligns with other works on different languages (Japanese, German, Catalan and English) that have already pointed out that stativity is necessary to license gradability in certain syntactic constructions. However, my proposal goes a step forward insofar as it explicitly formulates that events cannot be gradable and explains in precise terms why gradability requires stativity. Assuming that activities are divisible into intervals and states into subintervals, I argue that gradability is only possible for the latter because it consists in measuring subintervals in intensity. [ABSTRACT FROM AUTHOR]

Through the analysis of materials such as online articles, blogs, and radio broadcasts, this paper investigates linguistic purism toward Russian and English loanwords in the understudied context of post-Soviet Armenia. Our analysis finds that public commentators categorize potential loanwords as "borrowings" (փոխառություն [pʰokhaṛutʰyun]) if acceptable and "foreignisms" (օտարաբանություն [ōtarabanutʰyun]) if unacceptable, while also comparing these loanwords with acceptable and unacceptable Armenian equivalent words. In categorizing both loanwords and Armenian equivalents, commentators base their arguments on evaluative contrasts related to threats to the language, the desirability of word meaning and usage, and stylistic appropriateness. Though commentators situate themselves into opposing purist and moderate camps, differentiated by their tolerance of loanwords and classifications of individual words, the two camps rely on the same ideological framework of contrasts and use similar argumentation. Thus, while the debate invokes binary criteria for evaluating words, similar to those identified in other instances of linguistic purism, Armenian commentators themselves often defy binary categorization, falling along a fluid language-ideological continuum in which seemingly opposing commentators sometimes demonstrate striking similarities. Framed alongside prior studies of language ideologies in post-Soviet spaces, this evidence suggests that the loanword debate has a more symbolic than practical function in Armenia's contemporary multilingual society. [ABSTRACT FROM AUTHOR]

This paper is a systematic investigation of motion expressions in programmatic music description. To address issues with defining the Source MOTION and the Target MUSIC, we utilize Gestalt models (Figure-Ground and Source-Path-Goal) while also critically examining the ontological complexity of the Target MUSIC. We also investigate music motion descriptions considering the role of the describer's perspective and communicative goals. As previous research has demonstrated, an attentional Goal-bias is common in physical motion description, yet this has been found also to lessen due to audience accommodation effects. We investigate whether this also occurs in music description. Using cognitive linguistic frameworks, we conducted an analysis of 21 English speakers' written descriptions of dynamic orchestral excerpts. All participants gave a description of one excerpt reporting their own personal experiences and the other excerpt reporting the events of the excerpt for a fictional future participant. We find that addressee accommodation shapes the choice of the ontological types of Figures used from being more subjective and creative in describing music for oneself versus being more objective in describing music for others. However, our investigation does not find sufficient evidence for a Goal-bias in music like there is in physical motion event descriptions. [ABSTRACT FROM AUTHOR]

The sociolinguistics of mobility is one of Jan Blommaert's significant theoretical legacies vis-à-vis language interactions in the age of globalization. This paper investigates the mobilization of English as a semiotic resource in the public space of Chinese cities to reveal how the process of linguistic landscaping rescales English in China's layered language regime. In the three investigated cities in eastern China, the English language has been conceptualized as a symbol of internationalization, and the affective potentials of English signs turn the cities into spaces of friendliness. I argue that the visual bilingualism for internationalization purposes is loaded with state ideologies, and English semiotization in the urban space demonstrates the state's keenness for international recognition and integration into the global world. Inherent in this linguistic landscaping process are Englishization as internationalization ideology, standard language ideology, and linguistic purism ideology. While the translocal status of English in the world language system serves to upscale the cities to a higher scale level, the valorization of English in the official domain also reinforces the hegemonic power of English in the indexicality order, marginalizing social groups with limited English literacy. Thus, a critical, dialectical lens is needed to analyze the role of English in top-down linguistic landscaping. [ABSTRACT FROM AUTHOR]

The rising demand for dual-language immersion (DLI) programs, which offer core instruction in two languages from early grades onward, has raised questions about program design and access. We leverage the rapid expansion of DLI schools across the U.S. state of Utah to estimate effects of DLI program availability on the academic achievement of primary English speakers and English learners (ELs) in programs that serve mainly the former (one-way) or at least a third of the latter (two-way). Using within-school variation in first graders' access to DLI programs, we find no overall effects on English, math, or science scores from grades 3 to 6. However, ELs whose primary languages match the schools' partner languages in two-way schools show notable outperformance in math and higher English-language proficiency at grade 5. Benefits of DLI access are driven by schools with a larger share of primary speakers of the partner language. [ABSTRACT FROM AUTHOR]

While study-abroad students generally prefer destinations where the local language relates to their personal, academic, or professional pursuits, the Czech Republic ranks as the 25th most popular destination for U.S. study abroad, signalling an interest in exploring beyond traditional language choices. This study addresses the gap in the literature on learning a less commonly taught language in the study abroad setting, which is unrelated to the student's major fields of study (Czech). Over thirteen weeks, data were gathered through a qualitative methodology involving initial questionnaires, learner diaries, and semi-structured interviews with a sample of five students. Drawing on the L2 Motivational Self System (L2MSS), the research underscores the impact of the L2 learning experience and the construct of the ideal L2 self on motivation. Findings revealed a general increase in motivation for learning Czech throughout the semester, accompanied by a decline in the ideal Czech self by the end and an indicative enhancement in the ideal multilingual self-concept. This study additionally emphasizes the vital role of mandatory language courses in augmenting motivation, particularly when aligned with learners' objectives. These insights broaden the understanding of motivational dynamics in acquiring languages other than English (LOTEs), highlighting the necessity for continued exploration of the multilingual motivational self-system within study-abroad contexts. [ABSTRACT FROM AUTHOR]

While translanguaging has gained significant traction as a theory of language that holds implications for educational settings with students from various language backgrounds, its viability in content assessment remains an unresolved issue. Students in English-medium instruction (EMI) programs at a private university in Türkiye participated in content exams that did not impose any language constraints, and follow-up interviews were conducted to probe into the participants' language-related EMI experiences and the factors that affected their language use in their responses. Student reports showed that L1 was used by instructors to explain complex concepts or when students' comprehension was challenged. Students used both English and L1 materials for studying, and in group and individual work, a mix of English and L1 was common, driven by the aim of cognitive efficiency and overcoming language barriers. In the content exams, both monolingual and translingual practices were employed by the participants, and their language use was mainly associated with relative proficiency in L2, encoding-retrieval match, and compartmentalization of languages. The study demonstrates that students encounter challenges in L2 comprehension and production in lessons and exams and that offering language flexibility in content exams may serve as a temporary accommodation that allows fuller expression of content knowledge, particularly in time-constrained exams. [ABSTRACT FROM AUTHOR]

English as a medium of instruction (EMI) has been increasingly used in Higher Education institutions in countries where English is spoken as a second or foreign language (ESL/EFL). Research over the last decade has predominantly focused on EMI implementation, perceptions, and attitudes of stakeholders towards EMI as well as the challenges experienced by both teachers and students. However, little research, thus far, has focused on the coping strategies used by students to overcome challenges and manage their EMI study. The present study duly aims to fill this gap and contribute to the advancement of EMI research and pedagogy in this under-researched area. The study particularly attempts to explore group work and translanguaging as coping strategies that students employ to overcome content learning challenges and succeed in their EMI study. The study adopted a qualitative methodology and semi-structured interviews were used as the main method of data collection. Twenty participants voluntarily took part in the study. The data were analysed thematically and inductively. Results showed that students utilised several coping strategies to overcome EMI learning challenges and described these strategies as being helpful for them to understand EMI subject content. The pedagogical implications are discussed. [ABSTRACT FROM AUTHOR]

Despite an increase in ethnic diversity within the country, the English language teaching workforce remains undeniably binary in Korea. Using an intersectionality lens, this study was an exploration of the racialized experiences of one Ugandan female teacher of English working in Korean ELT. Semi-structured interviews were conducted to investigate how she perceived herself as an English speaker and teacher and how Koreans' stereotypes of ideal English teachers and Black people affected her professional identity and self-perceptions. Findings suggest that the Ugandan woman was rejected by the formal accreditation process and faced considerable challenges in her efforts to be accepted as a qualified English teacher in Korea. On the other hand, she perceived herself as a native-like English speaker and a fully qualified English teacher with an MA degree in TESOL and years of English teaching experience. This study reveals not only the practical difficulties of a biased assessment system, but also the narrow discourse concerning who can legitimately be recognized as an English teacher in Korea, which is at odds with the Korean policy of a pursuing multicultural society and honoring diversity and with the global trend of recognizing multiple English. [ABSTRACT FROM AUTHOR]

The purpose of this survey study was to explore how the English language proficiency of Asian and Latin American immigrant parents influenced their levels of intergenerational challenges as reflected in their experiences with diminished parental authority, role reversal, acculturation gap, value discrepancy, family conflict, and emotional distance. The 86 participants were Asian and Latin American immigrant parents from eight classes at three adult ESL programs in Southern California. They reported lower levels of intergenerational challenges than was expected based on the extant literature, and their experiences were quite similar regardless of their adult ESL class levels. Overall, the parents from different ethnic backgrounds shared more commonalities than differences as language and cultural learners raising children in a new land. This study sheds light on the experience of immigrant parents raising children in ethnic enclaves and pushes against common discourses about immigrants' acculturation. The findings suggest that preserving their linguistic and cultural heritage has become increasingly important to many immigrant communities and may play a crucial role in how they navigate their roles as parents. [ABSTRACT FROM AUTHOR]

Although a large number of studies have focused on various aspects of politeness, very little is known about how politeness intention is activated cognitively during verbal communication. The present study aims to explore the cognitive mechanism of politeness intention processing, and how it is related to pragmatic failure during cross-cultural communication. Using 30 Chinese EFL university students who were instructed to finish a probe word judgment task with 96 virtual scenarios, the results indicate that within both mono- and cross-cultural contexts, the response time in the experimental scenarios was significantly slower than that of the filler scenarios. This suggests that politeness intention was activated while understanding the surface meaning of the conversation; however, the EFL learners could not completely avoid the negative transfer of their native politeness conventions when they were comprehending the conversational intention of the target language. Furthermore, no significant differences in response time were found between the groups with high and low English pragmatic competence, illustrating that transferring the pragmatic rules and principles into cross-cultural communication skills was more cognitively demanding. Overall, this study adds to the literature on politeness research and provides some implications for foreign language pragmatic instructions. [ABSTRACT FROM AUTHOR]

This document is a summary of a special issue of the journal Applied Linguistics Review. The issue focuses on the reflection and reform of applied linguistics from the perspective of the Global South, specifically addressing power, inequality, and discrimination in English users from this region. The authors argue that there is a need to incorporate critical approaches to educational linguistics and seek solutions to the current crises. The issue includes contributions from various ethnographic contexts in the Global South, such as South Africa, Brazil, Kazakhstan, Mongolia, Nepal, Hong Kong, and Aboriginal Australia, and covers topics such as sociolinguistic perspectives, critical pedagogical contexts, and the role of English in identity construction. The authors emphasize the importance of collaboration between researchers, practitioners, policymakers, and assessment groups to address these issues and promote a diverse and fair language education. [Extracted from the article]

Although the potential of translanguaging within ESL/EFL classroom contexts to promote students' linguistic learning has been well-documented, most studies have focused on ESL/EFL teachers (whose L1 is not English) and their students' ideologies and experiences, with little attention paid to the experiences and perspectives of native English teachers (NETs) working in the Global South and postcolonial areas. This study examined 11 native English teachers' engagement with translanguaging in Hong Kong TESOL classrooms. Data were gathered through in-depth semi-structured individual interviews and video recordings of classroom interactions. A recursive qualitative analysis elicited a taxonomy of NET teachers' engagement with translanguaging, comprising resistant, ambivalent, and reductionistic approaches. The findings also demonstrate that ambivalent engagement with translanguaging turned out to be adopted the most among the NET participants. The findings call for examining two new translanguaging forms through NET teachers who have worked under a linguistically policed discourse, i.e., the underground and disguised translanguaging, and multimodal translanguaging without involving students' L1. The findings indicate that multimodality can be used as a bridge to create a translanguaging space, and that creating a translanguaging space through multimodality appears to be more politically neutral for NET teachers. [ABSTRACT FROM AUTHOR]

Global North settings such as Australia are an attractive option for prospective students from the Global South to undertake tertiary studies. Using Linguistic Ethnography, we investigate the experiences that postgraduate students from the Global South have when studying in Australian university settings, to understand how translingual English discrimination affects them. We find that many students from the Global South encounter situations of translingual English discrimination, which affect their academic sense of belonging and the hiring order of things. Being penalised for their linguistic practises in their assignment work, or being provided with unclear and insufficient information during the early stages of their studies can both result in a loss of sense of academic belonging. These students may also be affected by the hiring order of things through additional barriers in gaining university employment due to perceptions that they have linguistic, work experience and qualification shortcomings, despite strong evidence to the contrary. We outline the implications of these forms of translingual English discrimination and recommend institutional changes to address these discriminatory actions. [ABSTRACT FROM AUTHOR]

Binomial expressions (e.g., hocus-pocus; dribs and drabs) are irreversible sequences of two types: reduplicative binomials (e.g., pitter-patter) and conjoined binomials (e.g., wheeling and dealing). Both types exhibit similar phonological features such as rhyme, alliteration and ablaut alternation. The present study investigates English and French speaker preferences for phonological templates in binomials. Elicitation of preferences was carried out using nonsense sequences exemplifying the templates Simple Rhyme (e.g., fiply-biply; fudette-budette), Complex Onset Rhyme (e.g., settip and slettip; ni cougui ni crougi), and Ablaut (e.g., gesky and gosky; fudette-fudotte), which were pitted against each other, e.g., gesky and gosky (Ablaut) versus gesky and glesky (Complex Onset Rhyme). Results of two experiments – the first involving nonce sequences containing disyllabic terms, the second involving nonsense items with monosyllabic constituents – reveal that English speakers prefer Simple Rhyme in items containing disyllabic constituents, and Ablaut for items containing monosyllabic terms. In contrast, French speakers prefer Ablaut in both the disyllabic term and the monosyllabic term conditions. In both experiments, Simple Rhyme is preferred to Complex Onset Rhyme. The experimental results for English align with statistical distributions of phonological templates in the Thun (1963. Reduplicative words in English: A study of formations of the types tick-tick, hurly-burly and shilly-shally. Lund: Carl Bloms) corpus of binomials. Our testing of English and French respondents further reveals that certain preferences are dissimilar across languages. Our findings lead us to propose that constraint rankings for reduplicatives in English and French under Optimality Theory should be sensitive to the number of syllables in constituent terms. In sum, the study of binomial expressions is enhanced by experimental evidence of speakers' preferences when presented with competing sequencing patterns. [ABSTRACT FROM AUTHOR]

Recent work has called for increased investigation into methods used to explore second language (L2) speech perception (Flege 2021). The present study attends to this call, examining a common practice for developing listening prompts in the context of at-home administrations. Vowel perception studies have historically used fixed consonantal frames to determine how well participants can discriminate between target L2 vowels, and the present study compares the effects of employing a fixed consonant-vowel-consonant frame (h-vowel-d) with open (phonologically diverse) consonantal environments using real and nonce words. Thirty-eight Mandarin (n = 31) and English (n = 8) first language speakers participated in a listening experiment and a post-experiment question. Data were framed within Best and Tyler's (2007) Perceptual Assimilation Model-L2. Internal consistency and proportion correct were calculated and a generalised linear mixed model design was used to investigate how well performance with h-vowel-d prompts predicts performance with the more diverse prompt types. Results suggest an inflation of scores for the fixed frame prompt and support the use of diverse words for listening prompt designs. Findings have implications for vowel perception researchers as well as computer (and mobile) assisted language learning developers wishing to inform their designs with relevant empirical evidence. [ABSTRACT FROM AUTHOR]

This study examined the extent to which working memory (WM) capacity and distance-based complexity influenced how second language (L2) learners used morphosyntactic information incrementally during online processing of L2 English long-distance subject-verb number agreement dependencies. The moving-window self-paced reading experiment involved 40 agreement-lacking first language (L1) Thai learners of English and 40 native English speakers. Distance-based complexity was manipulated based on whether the agreement controller and the agreeing verb were intervened by a short-distance subject-extracted relative clause or a long-distance object-extracted relative clause in line with the Dependency Locality Theory. The findings indicated that both native speakers and L2 learners experienced less processing difficulty in short-distance conditions, showing heightened sensitivity to agreement violations. Their sensitivity was, however, modulated as a function of distance-based complexity and WM capacity. The L2 learners' lack of sensitivity in the long-distance conditions was associated with their limited pool of cognitive resources. Consistent with the L1–L2 structural competition account, these findings suggest in relation to morphology learning in SLA that L2 learners may labor under parallel activation during crosslinguistic competition, whereby cognitive resources are insufficient to resolve long-distance agreement dependencies, thus resulting in reduced sensitivity to L2 morphosyntactic violations. [ABSTRACT FROM AUTHOR]

Returnee scholars are regarded as key agents to advance internationalisation in many non-Anglophone countries where internationalisation through the medium of English has raised concerns about the preservation of national language, culture, and identity. This study investigated how eight Chinese returnee scholars used their linguistic repertoires in their professional practice and daily lives and how their language practices interacted with multiple identities. Gathering data from a questionnaire, semi-structured interview, and regular class observations, this study reveals that in research, all participants predominantly used English and many expressed concerns about their Chinese academic writing skills. In teaching and daily lives, most participants embraced bilingualism and were open to translingual practices. The participants' language practices appeared to be linked to their self-conception as competent English users and English-mediated ideal professional identities. However, their bilingual practices did not correspond to a bicultural identity, indicating a disconnect between language use and cultural belonging. Drawing on the findings, suggestions are offered for institution- and state-level authorities to better facilitate the integration of returnee scholars into their home academic communities and to promote academic multilingualism. [ABSTRACT FROM AUTHOR]

The ubiquitous nature and diffusion of songs sung in English has meant that a great number of EFL and ESP students are listening to English and acquiring some notions about the language almost subconsciously. Such songs have also been incorporated into English as an L2 practice for, probably, almost as long as English has been taught as a foreign language. However, sometimes they are used as filler exercises or only as an exercise to keep the students happy. Slowly, songs have been gaining more acceptance as a valid didactic tool to be used in various moments of the general English L2 lesson and for various functions (Tegg 2018). This article reports on a project to use songs in English for Specific purposes lessons at an Italian university with students of two Master degree courses (Social Work and Social Policy; Sociology and Social Research). During the English modules, songs from various artists were specifically chosen and language-learning exercises devised around them to be used in almost every lesson for different learning objectives: these included introducing a new subject, presenting and revising grammar, learning individual words or short phrases including idiomatic expressions, as lead-ins to discussions. At the end of the course, the students completed a questionnaire aimed at eliciting their opinions about the use of songs in ESP lessons. The results indicate that the use of popular songs is an effective tool in an ESP lesson and that their inclusion can help motivate students as well as help them learn. [ABSTRACT FROM AUTHOR]

Given the unsettled debate about the role of nativeness and/or expertise in academic writing, we compared the first language (L1)-English expert writers and the Second language (L2)-English (Chinese L1) expert writers with a similar expertise level in the use of stance complement that-clauses. For our analysis, we selected equal numbers of published research articles written by the L1 and the L2 experts in the field of Telecommunications. We found considerable differences between the two groups of writers in terms of frequency, range, and semantic classes of words controlling that-clauses. First, although both the L1 experts and the L2 experts overwhelmingly used verb + that-clauses, they demonstrated relatively different syntactic preferences for stance construction. The L2 experts used more verb + that-clauses than the L1 experts, while the L1 experts utilized more noun + that-clauses. Second, the L2 experts were more likely to express greater certainty towards the claims in that-clauses than the L1 experts. Third, the L2 experts employed a narrower range of words controlling that-clauses than the L1 experts in all the semantic classes. These findings suggest that the nativeness status of academic writers still influences their use of evaluative that-clauses even at an advanced level. [ABSTRACT FROM AUTHOR]

Copyright of Journal of English as a Lingua Franca is the property of De Gruyter and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Copyright of Journal of English as a Lingua Franca is the property of De Gruyter and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

This study investigates interactional practices to negotiate epistemic asymmetries in multinational crisis management training in which English is used as a lingua franca (ELF). More specifically, we focus on exercises that include patrolling as well as other activities in which the trainees move by and interact in a vehicle. These exercises can be seen as "high stakes" environments that make orientation to urgency and safety issues relevant in the coordination of social conduct. Drawing on video recordings and ethnographic field notes from two United Nations military observer courses and using conversation analysis (CA), we examine moments in the exercises where the trainees orient to knowledge-related (i.e., epistemic) asymmetries in the upcoming or ongoing task. The analysis shows how these moments emerge and become solved in the moment-by-moment organization of interaction via utilization of verbal, linguistic and multimodal resources. We illustrate how some moments in the exercises allow the implementation of pre-emptive practices, whereas others call for corrective strategies and halting the ongoing task-related activity. The study sheds light on the situated practices the trainees use to establish mutual understanding and to advance goal-oriented activities in a mobile environment, and it promotes the temporal and sequential organization of social actions as key for collaborative work in crisis management training. [ABSTRACT FROM AUTHOR]

The purpose of this study was to expand upon available research which quantifies the relationship between single word characteristics and L2 listening comprehension. The effect of single word characteristics on L2 listening have been mostly studied in isolation in past research. Furthermore, little research exists on listening comprehension during the first years of L2 acquisition. To begin filling this gap, 172 English L2 novice participants were administered an isolated phrase transcription test in which participants must quickly attempt to transcribe phrases of four to five words they hear only one time. The independent variable word characteristics in this study were part of speech, phrasal position, word length, frequency, and Minkowski3 sensorimotor norms, an embodiment semantic variable. Word transcription probability (i.e., whether a word was transcribed or not) was analyzed using Rasch analysis and hierarchical linear mixed effects regression. Part of speech and phrasal position did not significantly predict word transcription probability. Word length, frequency, and Minkowski3 sensorimotor norms significantly predicted transcription probability. The findings of this study have implications for the creation of listening texts and theoretical models of L2 listening comprehension. [ABSTRACT FROM AUTHOR]

Displaying a strong competence in English as a second language (L2) is a major advantage for university graduates in personal development and career advancement. There are limited studies that have explored how the implementation of English-Medium-Instruction (EMI) in non-Anglophone universities can affect students' academic English proficiency. This mixed-method study explores how both the learners' variables (motivation and L2 learning strategies) and the medium-of-instruction policy implemented at secondary and university settings can contribute to students' success in academic English learning at a bilingual university in Hong Kong. The findings of a large-scale questionnaire reveal that the effect of medium-of-instruction in students' secondary school education is not a significant predictor of students' academic English language proficiency at university. The findings suggest that university students who previously attended secondary schools which adopt medium-of-instruction other than English tend not to be disadvantaged in improving their academic English proficiency. Institutional factor (i.e. provision of EMI lectures at university) and learners' variables, including students' L2 strategy use and motivation, are statistically significant predictors of the student's English language proficiency. The implications for higher education policy in Hong Kong and worldwide will be discussed. [ABSTRACT FROM AUTHOR]

Although task complexity effects on L2 oral production have been widely studied in teaching contexts, their application to task-based language assessment and pragmatic language use remains underexplored. Since pragmatic competence is part of effective communication and interactional abilities and is context-dependent, an investigation of the relationships among task complexity, pragmatic language use, and paired speaking test performance is needed. This study examined the effect of the resource-directing and resource-dispersing dimensions (the number of elements, causal reasoning demand, and planning time) of Robinson's task complexity construct on fifty-two intermediate-level English as a Second Language (ESL) learners' rapport-building language use during two decision-making tasks as the achievement test in an EAP program, and the relationships between rapport language use and three dimensions of paired speaking test performance: collaboration, task completion, and style. The results showed that frequency and variety of rapport-building language use did not significantly differ between the two tasks. However, the study found that only in the simple task did different types of rapport-building language have statistically significant positive or negative relationships with different dimensions of paired speaking test scores. Specifically, greeting language use had a strong or close to strong positive relationship with collaboration and style scores, whereas agreeing language had a strong negative relationship with collaboration scores. Additionally, thanking language had a strong negative association with task completion scores. The findings further suggest that task complexity effects learners' production of rapport-building language in terms of alignment with their peer interlocutors and formality of style, and also impacts raters' perceptions of paired speaking task performance. The findings highlight the importance of task effects, paired oral assessment rubrics development, and rapport-building language instruction. [ABSTRACT FROM AUTHOR]

In this study, we tested the possibility that different word orders engender different processing preferences. Our key hypothesis was that a head-initial language like English (SVO) allows more prediction compared to a head-final language like Japanese (SOV). In Experiment 1, English and Japanese native speakers completed a cloze task in which they heard a sentence fragment (SV_ in English and SO_ in Japanese) and had to complete it with the word they thought best. We assessed cloze probability of the words produced and voice onset times. Experiment 2 examined written completions in English, in which we compared the cloze probabilities in SV_ fragments versus OS_ fragments. Following the central hypothesis, this experiment allowed us to determine (within language) whether there is more prediction from a noun and verb compared to two nouns. Finally, in Experiment 3, we compared written completions in English and Japanese, in which the stimuli given to participants were identical (SV_ in English and S_V in Japanese). Results across all three experiments were consistent with greater prediction in English. We argue that prediction is one important factor in processing, that it is relied on more in English than in Japanese, and that prediction will be especially favored in languages like English in which the verb regularly precedes its direct object. [ABSTRACT FROM AUTHOR]

The aim of the study was to compare the use of formulaic language, here called multiword structures, in advanced L2 English speech of two Swedish groups with a group of first language (L1) speakers of English. One Swedish group was resident in London and one in Stockholm, thus implying different degrees of exposure to English. Three categories, notably multiword phrases, multiword utterances and metalinguistic multiword structures, were investigated by comparing quantity and distribution. The groups completed two oral tasks, a role play and a retelling task. The results of the Swedish group resident in London were similar to the L1 English group on all measurements of multiword structures in the role play. In the retelling task multiword phrases were significantly fewer in both second language (L2) groups compared to the L1 English group, although there were L2 individuals within the L1 speaker range. Another question concerned the extent to which the three groups used multiword structures which were equivalents, i.e. transferable between English and Swedish. In the retelling task both Swedish groups produced significantly more equivalents than the L1 speakers. The implications of these findings are discussed. [ABSTRACT FROM AUTHOR]

This introduction to our special issue surveys some of the current work undertaken by scholars on the island of Puerto Rico and abroad that document the language forms, uses, and ideologies of language in the U.S. territory. We provide the "total linguistic fact" (Silverstein 1985) of what it means to speak English and Spanish in Puerto Rico, Census projections of language use, self-reported data and actual documented work on the form and social uses of languages. We provide the sociohistorical context of the history of both Spanish and English on the Island, language policies across time, and how these have played out and been contested in real time. Setting the scene for our special issue, we ask our readers to think critically on the status of contact languages in globalized times, ideological shifts of language practices, and the intimate ties between language and identity. [ABSTRACT FROM AUTHOR]

Copyright of International Journal of the Sociology of Language is the property of De Gruyter and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)