Peter I. De Costa – författare

Ethics in Applied Linguistics Research explores how ethical issues are negotiated in different areas of language research, illustrating for graduate students in applied linguistics the ethical dilemmas they might encounter in the research methodology classroom and how they might be addressed. This volume serves to demystify the complex ethical decision-making process by its accounts of renowned researchers’ ethical practices as they transpired on the ground and how they negotiated externally imposed research codes. The collection investigates and records the research practices of prominent international applied linguists from a wide variety of subdisciplines, including discourse analysis, educational linguistics, heritage and minority education, language planning and policy, language and technology, literacy, second language acquisition, second and foreign language pedagogy, and sociolinguistics. By problematizing research practices that draw on a range of methodologies, Ethics in Applied Linguistics Research puts front and center the urgency to prepare the next generation of applied linguists with the tools and knowledge necessary to conduct ethical research in an increasingly globalized and networked world.

Ethics in Applied Linguistics Research explores how ethical issues are negotiated in different areas of language research, illustrating for graduate students in applied linguistics the ethical dilemmas they might encounter in the research methodology classroom and how they might be addressed. This volume serves to demystify the complex ethical decision-making process by its accounts of renowned researchers’ ethical practices as they transpired on the ground and how they negotiated externally imposed research codes. The collection investigates and records the research practices of prominent international applied linguists from a wide variety of subdisciplines, including discourse analysis, educational linguistics, heritage and minority education, language planning and policy, language and technology, literacy, second language acquisition, second and foreign language pedagogy, and sociolinguistics. By problematizing research practices that draw on a range of methodologies, Ethics in Applied Linguistics Research puts front and center the urgency to prepare the next generation of applied linguists with the tools and knowledge necessary to conduct ethical research in an increasingly globalized and networked world.

English Medium Instruction (EMI) is a burgeoning field of interest for researchers and practitioners; however, to date its sociocultural and political implications have not been widely considered. This book addresses that concern by situating EMI within wider sociopolitical contexts of knowledge and language. It foregrounds the notion of 'Critical EMI,' bringing together applied linguists to revisit EMI in higher education from critical sociocultural perspectives. The notion of criticality is conceptualized as an attempt at addressing issues of ideology, policy, identity, social justice, and the politics of English. The chapters explore Critical EMI concerns in diverse settings across five continents, and present insights for the theory, research, policy, and practice of EMI. The book also problematizes the neocolonial spread and dominance of English through EMI. Calling for an explicit and inclusive EMI praxis, it is essential reading for researchers of applied linguistics and English language education, as well as teacher practitioners.

Teacher emotion is a topic of increasing interest in the fields of applied linguistics and TESOL. Bringing together cutting-edge research from an international team of renowned scholars, this book provides a collection of studies that explore this fascinating topic from an extensive range of contexts and perspectives. The volume includes real case studies from educators around the world, providing a fully global overview of teacher emotions. Through linking emotions to personal experiences, identities, and the daily work of language teacher educators, the book provides unique and interesting insights into the professional life of teacher educators. Novel and engaging, this edited collection fosters further debate on the flourishing area of teacher emotion in language education. It is essential reading for researchers and teacher educators in the fields of TESOL and applied linguistics, as well as both early-career and experienced educators, who want to examine the emotional side of their professional work.

This book brings to life initiatives among scholars of the south and north to understand better the intelligences and pluralities of multilingualisms in southern communities and spaces of decoloniality. Chapters follow a longue durée perspective of human co-existence with communal presents, pasts, and futures; attachments to place; and insights into how multilingualisms emerge, circulate, and alter over time. Each chapter, informed by the authors’ experiences living and working among southern communities, illustrates nuances in ideas of south and southern, tracing (dis-/inter-) connected discourses in vastly different geopolitical contexts. Authors reflect on the roots, routes and ecologies of linguistic and epistemic heterogeneity while remembering the sociolinguistic knowledge and practices of those who have gone before. The book re-examines the appropriacy of how theories, policies, and methodologies ‘for multilingual contexts’ are transported across different settings and underscores the ethics of research practice and reversal of centre and periphery perspectives through careful listening and conversation.Highlighting the potential of a southern sociolinguistics to articulate a new humanity and more ethical world in registers of care, hope, and love, this volume contributes to new directions in critical and decolonial studies of multilingualism, and to re-imagining sociolinguistics, cultural studies, and applied linguistics more broadly.

This book provides readers with an in- depth understanding of the methodological tools that have to date been implemented within World Englishes (WE) research. It serves as a tool to allow for better methodological rigour in interpreting prior research, as well as in conducting future research in this important area of sociolinguistic investigation. This book explores various methodological tools, ranging from corpus analysis to ethnography to questionnaires, demonstrating how such approaches have been used to address a wide range of empirical topics common to WE research. With chapters dedicated to specifi c methodological approaches and demonstrating these approaches in context, readers are provided with the knowledge necessary to both pursue future empirical inquiry as well as consider existing research from a critical perspective. The book will also explain the similarities and differences that exist between WE and English as a Lingua Franca (ELF) and English as an International Language (EIL).

This book provides readers with an in- depth understanding of the methodological tools that have to date been implemented within World Englishes (WE) research. It serves as a tool to allow for better methodological rigour in interpreting prior research, as well as in conducting future research in this important area of sociolinguistic investigation. This book explores various methodological tools, ranging from corpus analysis to ethnography to questionnaires, demonstrating how such approaches have been used to address a wide range of empirical topics common to WE research. With chapters dedicated to specifi c methodological approaches and demonstrating these approaches in context, readers are provided with the knowledge necessary to both pursue future empirical inquiry as well as consider existing research from a critical perspective. The book will also explain the similarities and differences that exist between WE and English as a Lingua Franca (ELF) and English as an International Language (EIL).

This book brings to life initiatives among scholars of the south and north to understand better the intelligences and pluralities of multilingualisms in southern communities and spaces of decoloniality. Chapters follow a longue durée perspective of human co-existence with communal presents, pasts, and futures; attachments to place; and insights into how multilingualisms emerge, circulate, and alter over time. Each chapter, informed by the authors’ experiences living and working among southern communities, illustrates nuances in ideas of south and southern, tracing (dis-/inter-) connected discourses in vastly different geopolitical contexts. Authors reflect on the roots, routes and ecologies of linguistic and epistemic heterogeneity while remembering the sociolinguistic knowledge and practices of those who have gone before. The book re-examines the appropriacy of how theories, policies, and methodologies ‘for multilingual contexts’ are transported across different settings and underscores the ethics of research practice and reversal of centre and periphery perspectives through careful listening and conversation.Highlighting the potential of a southern sociolinguistics to articulate a new humanity and more ethical world in registers of care, hope, and love, this volume contributes to new directions in critical and decolonial studies of multilingualism, and to re-imagining sociolinguistics, cultural studies, and applied linguistics more broadly.

This book presents the results of research that focused on international students receiving writing instruction on a US university campus. It explores how the students developed their foreign-student identities and their own ways of grappling with the unique issues they encountered as they worked to improve their academic literacy skills. The book extends the theoretical horizons of language socialization research by integrating insights from other disciplinary frameworks, such as a translingual approach, multilingual literacies and writing center theory, to explore international students’ university experiences. By adopting these varied lenses, the book provides readers with a more holistic, integrative and ecological understanding of students’ language and literacy development. The authors also investigate how a translingual pedagogy informs language instructors and literacy instructors in facilitating multilingual students’ academic literacy development across a variety of codes, registers, genres, modes and media.

This book presents the results of research that focused on international students receiving writing instruction on a US university campus. It explores how the students developed their foreign-student identities and their own ways of grappling with the unique issues they encountered as they worked to improve their academic literacy skills. The book extends the theoretical horizons of language socialization research by integrating insights from other disciplinary frameworks, such as a translingual approach, multilingual literacies and writing center theory, to explore international students’ university experiences. By adopting these varied lenses, the book provides readers with a more holistic, integrative and ecological understanding of students’ language and literacy development. The authors also investigate how a translingual pedagogy informs language instructors and literacy instructors in facilitating multilingual students’ academic literacy development across a variety of codes, registers, genres, modes and media.

This critical ethnographic school-based case study offers insights onthe interaction between ideology and the identity development of individualEnglish language learners in Singapore.