Education Commons^™

Exploring The Impacts Of Genai On English And Applied Linguistics: Implications For A Future-Ready Journal, Jasper Roe

Journal of English and Applied Linguistics

Since publishing our review in JEAL on AI-powered writing tools in 2023, a lot has changed, and will continue to change in the field of English and Applied Linguistics. Primarily, this is a result of the ‘AI Spring’ that global industrialised society is currently experiencing. In this editorial, I will discuss my perspective on some of the major developments over the last year in reference to teaching and research with GenAI, and attempt to chart what seems to be the most salient points of these technologies for our journal, in the hope that it will stimulate discussion, argument, experiments and …

Deconstructing Standard English Ideology: Elements Of Equitable And Inclusive Language And Literacy Education For Our Times, Gricelda Carbajal

Electronic Theses, Projects, and Dissertations

ABSTRACT

This thesis argues for the deconstruction of the standard English ideology, which holds that standard English is inherently superior to other English varieties. It examines the ideology’s detrimental effects on those who speak and use nonstandard English varieties, mostly minorities and people of color, who are linguistically profiled and marginalized because of the ways they speak. The ideology can also generate intensified reactions to perceived grammar and usage errors in those who subscribe to its prescriptivist views, and can promote judgments and stereotypes which impede communication and connection between people. To help dismantle the standard English ideology, the author …

‘I Don’T Speak Singlish’ – Linguistic Chutzpah And Denial In The Elt Classroom, Luke Lu

International Journal for Research in Education

In Singapore, dominant narratives of Singlish as ‘bad English’ and an impediment to acquiring the Standard co-exist with discourses about Singlish as a marker of Singaporean identity. One consequence of such competing discourses has been characterised as a polarity between linguistic anxiety about Singaporeans’ proficiency in Standard English on the one hand, and rationalised confidence in using both registers appropriately on the other [that Wee (2014) terms ‘linguistic chutzpah’]. This paper examines a third phenomenon that is neither exclusively anxiety nor chutzpah in a specific site where metapragmatic evaluations of Englishes abound – the ELT classroom. Drawing on data from …

An Interventionist Approach To Language Study Abroad: Exploring Metalinguistic Awareness In The Acquisition Of Spanish Through Digital Portfolio Documentation And Expert Mentorship, Meredith Mcgregor

Electronic Thesis and Dissertation Repository

Language study abroad offers the possibility of acquiring a multitude of competencies, linguistic and otherwise. While historically study abroad research has emphasized linguistic gains in isolation, it has gradually moved towards a more sociocultural approach whereby individual factors and intercultural competencies are seen as integral to the process of acquiring knowledge of a language. With remaining gaps in the literature, and as new instruments emerge, so too do new opportunities for tracking and measuring learning outcomes in innovative ways. The present study, framed by the intervention hypothesis and sociocultural theory, utilizes the social media platform Google+ as a space to …

Aspect Comprehension And Processing In Narratives By Native Spanish Speakers, Hannah Riddle

School of Education and Leadership Student Capstone Theses and Dissertations

Aspect is fundamental to expressing time and sequence of events in narratives. In second language acquisition literature little is known about how English aspect is comprehended. This study manipulates aspect in narratives and compares comprehension of Spanish speakers to English and Arabic speakers. English and Spanish have morphosyntactic aspect, Arabic does not. This study examines aspect comprehension in 18 native Spanish speakers, using 16 narratives to capture moment-to-moment and off-line processing. Results show that Spanish speakers comprehend aspect more like English speakers in the moment-to-moment processing, where Arabic speakers do not. Spanish speakers did not comprehend aspect like English speakers …

"Ewondo In The Classes, French For The Masses." Mother-Tongue Education In Yaoundé, Cameroon., Parker Henry

Independent Study Project (ISP) Collection

Cameroon is home to over two hundred eighty native languages coming from three language families, making it one of the most linguistically diverse countries on Earth. Despite this, native languages hold very few domains in Cameroonian society. In recent years, several experimental programs have begun to implement native languages in schools citing that children learn best in their mother tongue. Among these include ELAN-Afrique, an initiative put forth by La Francophonie with the main aim of helping students better learn French by way of their mother tongue. This paper seeks to differentiate the benefits prescribed or expected by overhead actors …

How Esol Teachers Become Aware Of Communicative Peace, Josette Leblanc

MA TESOL Collection

This paper examines the implications that the relationship between teacher language awareness and communicative peace may have on educational programs for teachers of English for speakers of other languages (ESOL). The evaluation begins by analyzing proposals set out by the applied peace linguist Francisco Gomes de Matos, who suggests that ESOL teachers should teach communicative peace as an element of communicative competence, and also that education programs should provide training to support this approach. By juxtaposing current literature on structural and linguistic violence with Gomes de Matos' classroom techniques, the hypothesis is made that teachers who would teach communicative peace …

Recognition Of Student Input In Computer-Assisted Language Learning, Carol Chapelle, Joan Jamieson

Carol Chapelle

Computerized instruction has captured the interest of many educators as a means of individualizing language study for their students. The quality of this individualization is maximally dependent on the degree to which a computer can understand what the student communicates to it usually by typing a message on the keyboard. This article provides an overview of this student communication, or input: its types, its recognition, and some uses of its recognition. A general understanding of the potential of student-computer interaction will enlighten those who are examining Computer Assisted Language Learning (CALL) lessons for use in their curriculum. Some of this …