bluuebunny/crossref_metadata_2025_split huggingface dataset:
Internalization in Second Language Acquisition: Social Perspectives
Authors: Negueruela‐Azarola Eduardo 
Published: December 2012

Abstract
A social perspective to teaching and learning a second language in the field of second language acquisition (SLA) utilizes the notion of internalization to capture both the social origin of learning—even in private settings—and the non‐mechanistic or simplistic quality of the processes involved in learning and communicating in new languages (Lantolf & Thorne, 2006; Lantolf & Poehner, 2008).
Johansson, Stig
Authors: Lindquist Hans 
Published: December 2012

AbstractStig Johansson (1939–2010) was born in Sweden but later became a Norwegian citizen. He studied at Lund and then at Indiana University, where he received a PhD in linguistics in 1968. After working as a lecturer and research fellow in Lund (1968–76) he was professor of Modern English Language at Oslo University between 1976 and 2008. He was Doctorhonoris causaat Lund University, Sweden (1999), member of the Norwegian Academy of Science and Letters, and honorary member of the Japan Association for English Corpus Studies.
Jones,Daniel
Authors: Collins Beverley , Mees Inger M. 
Published: December 2012

AbstractDaniel Jones (1881–1967), the greatest British phonetician of the 20th century, was born in central London on September 12, 1881. Excelling in phonetic observation and description, and the application of phonetic science to the problems of the real world, Jones always regarded himself as being first and foremost an applied linguist.
Jones, Rodney H.
Authors: Lou Jackie Jia 
Published: December 2012

AbstractRodney H. Jones (b.1959) is currently the Associate Head of the Department of English, City University of Hong Kong, where he has been teaching since 1995 (home page:http://personal.cityu.edu.hk/∼enrodney). Jones received a BA in English Literature from the University of Virginia in Charlottesville, an MFA in Creative Writing from the University of Kansas in Fayetteville, an MPhil in English from City University of Hong Kong, and a PhD in Linguistics from Macquarie University, Sydney. His research interests include youth cultures, computer‐mediated communication (CMC), multimodal discourse analysis, mediated discourse analysis, discourse and sexuality, and health communication.
Language and Globalization
Authors: Hammill Matthew J. , Diniz De Figueiredo Eduardo H. 
Published: December 2012

AbstractThe termglobalizationis used in a wide range of contemporary discussions in academic contexts and as a result has been defined and applied according to the needs of diverse fields such as economics (Bhagwati, 2004), education (Suarez‐Orozco & Qin‐Hilliard, 2004), and cultural anthropology (Appadurai, 1996).
Language Endangerment
Authors: Romaine Suzanne 
Published: December 2012

AbstractOver the past few decades linguists have become increasingly concerned about the problem of endangered languages (Robins & Uhlenbeck, 1991; Krauss, 1992; Crystal, 2000; Nettle & Romaine, 2000; Gibbs, 2002; Abley, 2003, Dalby, 2003).
Language Ideology, Translation/Interpretation, and Courts
Authors: Mazrui Alamin 
Published: December 2012

Abstract
A domain that demonstrates a particularly high incidence of the interplay between language ideology and translation/interpretation is no doubt the law court. The linguistically embedded power relations that are integral to the interactional process between various parties in a law suit often become accentuated when meaning has to be mediated between two or more language varieties through the agency of a court interpreter. Contrary to the common belief that court interpreters are unobtrusive parties in the court process, they can make a significant difference in the outcome of cases partly because of the influence of the respective language ideologies they imbibe (Berk‐Seligson, 2002).
Language of Courtroom Interaction
Authors: Matoesian Gregory 
Published: December 2012

AbstractThe language of courtroom interaction provides an exciting context not only to the study of written and verbal language but also to the analysis of language as a form of copresent communicative practice that integrates language, bodily conduct, and other semiotic resources (see Goodwin, 1994; Manzo, 1996; Matoesian, 2010).
Language Planning and Multilingualism
Authors: Baldauf Richard B. , Kheng Chua Catherine Siew 
Published: December 2012

AbstractAlthough multilingualism can be said to be the societal norm, and monolingualism the aberrant condition, classical language policy and planning (i.e., macro planning) has focused on the latter with the development of a single national language within each polity as its primary goal, i.e., the so called “one nation, one language” policy.
Language Planning: Qin Shihuangdi's Contribution
Authors: Xiaomei Wang 
Published: December 2012

Abstract
Qin Shihuangdi (259–210 BC) was the first emperor of unified China. Although he was a controversial figure in Chinese history, he did contribute significantly to the development of China from different perspectives. One of his contributions to Chinese culture was the unification of Chinese writing, which has drawn debate in the academic field (Chen, 1997, pp. 594–6).
Language Teacher Development
Authors: Bailey Kathleen M. 
Published: December 2012

AbstractTeachers'professional developmenthas been defined as “a process of continual intellectual, experiential, and attitudinal growth of teachers” (Lange, 1990, p. 250). The term refers to teachers' need for “continued growth both before and throughout a career” (p. 250). No matter how well prepared teacher candidates may be at the end of their preservice training, throughout their professional lives they will need to update existing skills and knowledge, and add new skills and knowledge to their repertoires.
Learner Varieties
Authors: Dimroth Christine 
Published: December 2012

AbstractThe notion oflearner variety(LV) refers to a coherent linguistic system produced by a language learner. The term highlights the fact that the standard variety as well as learner languages, dialects, and so forth are but variants of a given language and should not primarily be approached from a perspective of correctness or deviation from the “norm.” The term is often used in the plural (learner varieties) in order to emphasize the dynamic and unstable nature of developing learner languages. It is mainly employed in second language acquisition (SLA) studies but the concept can in principle also be applied to first language (L1) acquisition.
Legal Disputes Over Second Language Instruction in the United States
Authors: Valle Sandra Del 
Published: December 2012

AbstractLegal disputes over second language instruction in the United States began as far back as the World War I era and have continued into the 21st century. For the most part, litigation has pitted language minority parents seeking second language instruction in the public schools for their children as part of a basic, quality education, against school districts or state actors which seek to negate or limit those rights.
Lexical Borrowing
Authors: Daulton Frank E. 
Published: December 2012

AbstractAs seen in ancient Coptic codices containing Hebrew loanwords, virtually every language has increased its vocabulary by borrowing from other languages.Lexical borrowingtypically is the adoption of individual words or even large sets of vocabulary items from another language or dialect. It can also include roots and affixes, sounds, collocations, and grammatical processes. It has profound implications for various aspects of applied linguistics, including sociolinguistics and foreign‐language learning.
Linguistic Diversity
Authors: Grenoble Lenore A. 
Published: December 2012

AbstractAlthough it is somewhat difficult to count languages and to measure linguistic diversity with exact precision, there are estimated to be between 6,000 and 7,000 languages spoken in the world today. Languages can be classified genetically or typologically. Genetic classification involves the relationships of languages from a common ancestor, how they are related in terms of linguistic families. Typological classification involves how languages are more or less similar in terms of type of linguistic structures.
Linguistic Human Rights
Authors: Skutnabb‐kangas Tove 
Published: December 2012

Abstract
If the search engine Google had existed some 30 years ago, searching on the term “linguistic human rights” (in English) would probably have given maximally a dozen hits or so, if any. Today (October 2011), there were around 9,260,000 hits. Even Google Scholar returns 579,000 entries. It seems that the concept resounds with many people. Language endangerment, maintenance, and revitalization and general protection of both users of various languages and the languages themselves are central topics, with both Indigenous peoples and various minorities (urban, rural, national, immigrant, refugee, asylum‐seekers, etc). Linguistic human rights (LHRs) in education combine many of the interests in this multi‐ and transdisciplinary area.
Literacy and Heritage Language Maintenance
Authors: Sook Lee Jin 
Published: December 2012

AbstractHeritage language (HL) maintenance refers to the preservation of an immigrant (e.g., Japanese, Chinese, Hebrew, Russian), an indigenous (e.g., Cherokee, Zuni, Chumash), or a colonial (e.g., Spanish, French, or German from earlier settlers in North America) language (Fishman, 2001).
Literacy and Multicultural Education
Authors: Rosario‐Ramos Enid M. , Nieto Sonia 
Published: December 2012

AbstractMulticultural education has always been concerned with furthering social justice and providing children with a relevant and rigorous education. This concern involves an understanding and appreciation of diversity, the examination of power structures and relationships, a close look at the ideological underpinnings in the construction of knowledge, and the development of culturally responsive pedagogy. Even though we recognize that multicultural education has addressed a broad range of issues related to social justice and education, in this entry we will focus on the links between literacy and multicultural education.
Literacy: Mixed Methods
Authors: A. Baker Elizabeth (Betsy) 
Published: December 2012

AbstractThe purpose of this entry is to briefly describe a study for which mixed methods were best suited. This study examined the growth of two groups of preservice literacy teachers in their abilities to recognize salient features of children's reading development. Quantitative data were used to ascertain growth, while qualitative data were used to situate the learning experiences in which this growth occurred. A purely quantitative study could have revealed growth but little would be known about how that growth occurred. A purely qualitative study could have provided a rich description of two different ways to implement case‐based instruction but would not provide information about the growth of the learners. A mixed design helped to account for both growth of the learners and an understanding of the interventions experienced by each group of learners.
Multilingualism
Authors: Cenoz Jasone 
Published: December 2012

AbstractOne of the earliest references to multilingualism can be found in the book of Genesis, where people who spoke only one language had tried to build a tower “whose top may reach unto heaven” and, in order to prevent this, God made them use different languages: “Go to, let us go down, and there confound their language, that they may not understand one another's speech” (Gen. 11:1–10, King James Version).
Multimodal Teaching and Learning
Authors: Jewitt Carey 
Published: December 2012

AbstractMultimodal perspectives on teaching and learning build on the basic assumption that meanings are made (as well as distributed, interpreted, and remade) through many forms and resources of which language is but one—image, gesture, gaze, body posture, sound, writing, music, speech, and so on (Kress & van Leeuwen, 2001; Jewitt, 2009).
Multimodality and Systemic Functional Analysis
Authors: S. Knox John 
Published: December 2012

Abstract
Multimodality is the study of how multiple communication modes combine to make meaning (e.g., language, gesture, and proxemics; language, image, and layout). But multi‐modality is not a discipline or a theory; it is “a field of application” (Jewitt, 2009, p. 2) which transcends and draws on different disciplines and theories. The recognition that all communication is multimodal has profound implications for applied linguistics, and questions long‐standing assumptions about the nature of language, and how it should be learned, taught, researched, and theorized.
Multiple Regression
Authors: Lee Yong‐Won 
Published: December 2012

AbstractMultiple regression is a statistical technique used to examine which among independent variables are related to a dependent variable, and to explore the forms of the relationships between these variables. Multiple regression can also be used to predict scores of a dependent variable based on the scores of a set of independent variables. An applied linguistic researcher may have some theoretical relationships hypothesized a priori between a dependent variable and a set of independent variables (e.g., between English as a second language [ESL] students' reading proficiency and a set of predictor variables, such as years of Englishlanguage study, aptitude, motivation, gender, etc.). In such a case, multiple regression analysis can be used not only to test or confirm such theoretical relationships among the variables but also to predict someone's ESL reading score given his or her scores on a set of independent variables.
New Literacies of Online Reading Comprehension
Authors: Leu Donald J. , Everett‐Cacopardo Heidi , Zawilinski Lisa , McVerry Greg , O'Byrne W. Ian 
Published: December 2012

Abstract
Literacy has become deictic (Leu, 2000); the meaning of literacy is rapidly changing as new technologies for literacy continually appear and new social practices of literacy quickly emerge.
Ochs, Elinor
Authors: García‐Sánchez Inmaculada M. 
Published: December 2012

Abstract
Elinor Ruth Ochs (1944– ) is a linguistic anthropologist who has devoted her career to the study of discourse structures and grammar in their larger cultural contexts. Always an avid researcher, theoretically innovative, and committed to cross‐cultural ethnography, Ochs has conducted extensive fieldwork on interaction and communicative practices in Madagascar, Italy, Samoa, and the USA. In the USA alone, Ochs has carried out research on topics as diverse as the social construction of scientific knowledge in a physics laboratory, language and social identity, the sociality of autism, language and affect, and the construction of morality as a family discourse practice, among many others. Having accumulated a substantial number of research findings throughout her career, Ochs has made significant contributions to the field of applied linguistics, being perhaps better known for her work on language socialization, narrative, and the analysis of family discourse. A driving impetus in Ochs's work has been her emphasis on the importance of quotidian practices and everyday language use as a rightful locus of inquiry to ground larger concerns about the role of linguistic and cultural practices central to human learning and development throughout the life span.
Paulston, Christina Bratt
Authors: Tucker G. Richard 
Published: December 2012

Abstract
Christina Bratt Paulston has been a prolific contributor to the applied linguistics literature for more than 40 years with contributions ranging from her early work on teaching English as an additional language (e.g., Paulston & Bruder, 1975) to her subsequent work in the general area of sociolinguistics with a special focus on diverse aspects of language education policy and planning.
Phonology: Mixed Methods
Authors: Isaacs Talia 
Published: December 2012

AbstractA growing number of researchers in the area of second language phonology have employed a mixed methods approach to better understand the research problem and to strengthen the quality of their inferences or interpretations (e.g., Zielinski, 2008; Derwing & Munro, 2009). However, not all published mixed methods phonological studies are explicitly labeled as “mixed methods,“ which may make them difficult to locate in tables of contents or online searches. Furthermore, the authors may not emphasize their reasons for using more than one method or describe the research design in much detail. The following is an example of a mixed methods study situated within the subdiscipline of second language (L2) phonological research. The focus is to address the rationale for integrating quantitative and qualitative methods, to discuss the nature of the mixing that occurred in the data collection and analyses, and to emphasize how quantitative and qualitative data were converged to yield rich empirical outcomes relevant to the research purpose.
Politeness in Computer‐Mediated Communication
Authors: Taleghani‐Nikazm Carmen 
Published: December 2012

AbstractComputer‐mediated communication or CMC refers to a rapidly growing means of online communication through which people interact with each other by language, usually typed on a keyboard and read on a computer screen. CMC includes chat, computer messages, e‐mail, computer conferencing, forums, and online bulletin boards. Some communication modes, such as chat, computer conferencing, and computer messages, allow people to interact in real time (i.e., instant messaging), while others are rather fixed in terms of the response time. CMC has become an important part of our daily lives and participants increasingly use this medium to establish and maintain social relationships. In comparison with face‐to‐face conversation, CMC represents a modified speech exchange system where physical bodies, and paralinguistic cues such as intonation, facial expression, and gesture are not available. In the past 20 years, researchers and educators have become particularly interested in this new medium and how it influences language use. While focusing on the similarities and differences between features of ordinary conversation and online communication, these studies have analyzed and described the ways technological constraint limits the interactional resources, the linguistic choices participants make when communicating via CMC, and the ways they adapt their language to the new medium (Jones, 1995; Herring, 1996, 2002; Harrison, 2000; Schönfeldt & Golato, 2003). Some studies focused on sociological or sociolinguistic aspects such as gender, community, and identity (Jones, S. 1995; Jones, Q., 1997; Baym, 1999) in e‐mail communication (e.g., Herring, 1996), Web discussion boards, and Web chats (Baym, 1999; Herring, 1996), whereas other studies examined mainly linguistic elements of CMC and comparing the language used in CMC with oral and written forms of communication (Jones, 1997; Herring, 2001). Other groups of studies explored how CMC might be used effectively for pedagogical or business purposes (e.g., Al‐Shalawi, 2001).
Postcolonial Studies
Authors: Talib Ismail S. 
Published: December 2012

AbstractThere is a certain unexplained aura that is associated with the word “postcolonial,” and trying to explain what it means results in the acknowledgment either that it has a growing open‐ended collection of meanings, or that what it means in specific contexts is banal and less complicated than what seems to be the case on the surface, and another term might do just as well.
Post‐Editing of Machine Translation
Authors: Koby Geoffrey S. 
Published: December 2012

AbstractPost‐editing of machine translation is an activity in which a translator compares a source text with a translation produced by an automated process (machine translation or MT) and edits it to make it acceptable for its intended purpose. Post‐editing (PE) is a standard feature of any serious commercial MT system, and is similar to revision of human translation (HT).
Pragmatics and Cognition
Authors: Escandell‐vidal Victoria 
Published: December 2012

AbstractWhen in the mid‐1980s pragmatics (roughly, the study of the use of language in human communication) met cognitive science (the study of human mental abilities and processes, particularly those related to the management of information), a new and fruitful field was created, dealing with the mental skills and subsystems underlying our ability to communicate.
Pragmatics and Culture
Authors: Huth Thorsten 
Published: December 2012

AbstractWhile phonology (sound system), morphology and lexis (word formation and the inventory of words), syntax (sentence formation), and semantics (meaning) describe the discrete combinatorial system underlying language, pragmatics situates that very system in social context. The following is concerned with how pragmatics provides insight into culture, defined here as the shared conventions of speaking and interaction in a given language community.
Pragmatics of Lingua Franca Interaction
Authors: House Juliane 
Published: December 2012

AbstractThis entry looks at the pragmatics of today's most important lingua franca: global English. In the first part, the concept of “lingua franca,” the nature of English as a lingua franca (ELF), and the role ELF has come to play in a globalized world are described. Second follows a review of several empirical studies on the pragmatics of ELF, and finally some conclusions are drawn.
Pragmatics of Stance
Authors: Haddington Pentti 
Published: December 2012

Abstract“Pragmatics” is here understood broadly as the study of how language and talk are used in discourse and how their use is influenced by nonlinguistic factors. “Stance” refers to the ways in which speakers talk and use language to express different kinds of positions, attitudes, and feelings. Taking a stance in speech or in writing is a predominant and multifaceted feature of language use and it has been studied broadly.
Psycholinguistic Approaches to Vocabulary
Authors: Sunderman Gretchen , Campbell Alicia 
Published: December 2012

AbstractA psycholinguistic approach to vocabulary is aimed at understanding how individuals store words in their mental dictionary, how they retrieve those words, and how their level of proficiency in each language affects lexical processing. The cornerstone of psycholinguistic approaches to vocabulary is the use of behavioral methods to measure how quickly (using reaction times in milliseconds) and accurately individuals process language. The nature of the questions and the experimental tasks vary when investigating individuals at beginning stages of bilingualism (i.e., language learners) and more skilled individuals (i.e., proficient bilinguals).