bluuebunny/crossref_metadata_2025_split huggingface dataset:
Christian, Donna
Authors: Temple Adger Carolyn , Kenyon Dorry , Kreeft Peyton Joy , Rhodes Nancy 
Published: December 2012

Abstract

Donna Christian (1949– ) is among the foremost authorities in the United States on language education and language in education. She began her academic career in mathematics, completing an undergraduate degree at St. Lawrence University with high honors, and went on to study applied linguistics and French at Georgetown University. As one of the first students in Georgetown's sociolinguistics program (PhD, 1978), Christian conducted dissertation research on the dialect of the Appalachian region.
Appalachian Speech
(1976), which she wrote with Walt Wolfram, still stands as the seminal source on this dialect. Christian's collection of American English dialect recordings is available in The Library of Congress American Memory series (
http://memory.loc.gov/ammem/collections/linguistics
). This collection of interviews and other speech recordings, primarily from dialect research and oral history projects, provides a centralized source of North American dialect samples, preserving linguistic resources that might otherwise be lost. Christian taught linguistics and education courses for George Mason University, Georgetown University, the George Washington University, the University of California‐Santa Cruz, and the University of Virginia. In 1979, she received a Fulbright Senior Lecturer award in linguistics and taught for two years at Adam Mickiewicz University in Poznań, Poland.
Citizenship Education
Authors: Byram Michael 
Published: December 2012

AbstractCitizenship education, whether under this label or under some other, such as “civics,”“education civique” or “politische Bildung,” has a long history; the field is also attracting increasing contemporary interest and, therefore, a source of growing academic literature. The recent appearance of aHandbook of Education for Citizenship and Democracymight indicate that there is a settled body of knowledge to which the book provides guidance, but the tendency to polemic in some of the articles indicates that this is not the case. The appearance of collections of essays too in which there is frequent reference to “dilemmas” or to new theories and terms, is another indicator of flux.
Classroom Discourse
Authors: Jocuns Andrew 
Published: December 2012

AbstractClassroom discourse, broadly defined, refers to all of those forms of talk that one may find within a classroom or other educational setting. However, a review of the literature reveals that the context of what makes up classroom discourse as a unit of analysis is quite broad, and perhaps a better way of thinking of this unit is to broaden the scope of the term to discourse in educational settings. The analysis of classroom discourse has evolved from studies that examined teacher and student interaction to a more recent emphasis on learning and identity construction through discourse. The range of topics included within classroom discourse analytical studies has also ranged from such topics as literacy and teacher‐student interaction to a more recent emphasis on multimodal semiotics and interactions in STEM classrooms (science, technology, engineering, and mathematics). In addition the breadth of research on classroom discourse has ranged in scope from microanalytical conversation analysis to Halliday's systemic functional grammar (1978, 1994). While many linguists have fostered the development of classroom discourse, it should also be noted that education research has evolved its own paradigmatic approaches to classroom discourse (e.g., interaction analysis). This selective review will begin by examining some seminal texts in the study of classroom discourse focusing first upon ethnographic studies, then offer a discussion of the influence of conversation analysis in the study of classroom discourse, and finally highlight some recent trends in the study of this phenomenon including knowledge in classroom discourse and research in STEM classrooms.
Clyne, Michael
Authors: McNamara Tim 
Published: December 2012

Abstract
Michael Clyne (1939–2010) was an Australian sociolinguist and sociologist of language who worked in the areas of language contact, code switching, bilingualism and multi‐lingualism, immigrant language maintenance and shift, language education, language policy, and the sociolinguistics of the German speech area. He was a passionate advocate of multilingualism
Cognitive Second Language Acquisition: Quantitative Methods
Authors: Vanpatten Bill 
Published: December 2012

AbstractCognitive second language acquisition (SLA) research encompasses a wide variety of issues and phenomena, including, but not limited to, language processing (including sentence, discourse, and lexical processing), nonlinguistic factors affecting acquisition (e.g., aptitude, motivation), and instructed SLA (e.g., the effects of formal instruction on acquisition, the effects of task orientation on performance). In short, cognitive SLA research can refer to that which is not either purely linguistic or social in nature (“purely” suggesting that there can be overlap between the linguistic, the social, and the cognitive in some cases).
Cohen, Andrew D.
Authors: Ishihara Noriko 
Published: December 2012

Abstract
Being a prolific researcher and an exceptionally extroverted individual, Andrew D. Cohen (born March 14, 1944) is known as a researcher in applied linguistics, teacher and educator in second/foreign language learning and teaching, learner of11 languages (Aymara, Quechua, German, Italian, and Latin, with working knowledge of Spanish, French, Hebrew, Portuguese, and some Japanese and Arabic), vigorous international traveler and lecturer, timely and informative e‐mail responder, energetic squash player (until age 66), cyclist in all weather, enthusiastic trumpeter and guitarist, and father of two children with one grandchild as of 2010. His work encompasses several subfields of applied linguistics, including assessment, bi/multilingualism and immersion education, language learner styles and strategies, pragmatics, and research methodology.
Commercial Translation
Authors: Koby Geoffrey S. 
Published: December 2012

Abstract
Commercial translation is the translation of a source text (a written original) into a written target text, generally by a freelance professional translator, for a commercial purpose and for remuneration, often with short deadlines. The translation industry operates largely using an agency model: translation agencies work with clients to determine translation needs, then contract with freelance translators who produce the translation using a “translate‐edit‐proof” model where one translator produces a translation, a second translator in the same language pair (the “editor”) checks for accuracy and revises the translation, and a proofreader checks the target text for correctness. Translation agencies also provide other services to clients, such as desktop publishing. Some professional translators also provide the entire translation service to direct clients.
Comparing Two Independent Groups
Authors: Dronjic Vedran , Helms‐Park Rena 
Published: December 2012

AbstractThis entry deals with research designs in applied linguistics in which two independent groups of participants are compared. First, the concept of independent groups is defined and contrasted with other designs. Then, a number of essential research and statistical terms related to studies involving two independent groups are elaborated on. Finally, appropriate statistical procedures for analyzing data from such research designs are described, and the reader is pointed to a number of useful sources for further reading.
Competition Model
Authors: Li Ping , MacWhinney Brian 
Published: December 2012

AbstractThe competition model (CM) made its debut in Bates and MacWhinney (1982) as a mechanistic explanation of language acquisition. Since its inception, there have been a large number of studies using this framework to account for not only language acquisition but also language comprehension, language production, and impaired language processes. Because the CM distinguishes itself from many other psycholinguistic theories in its emphasis on language variation, the model has been applied to the analyses of many typologically different languages, including Chinese, English, German, Hungarian, Italian, Russian, and Spanish, to name a few. Like other scientific hypotheses, the CM has continued to evolve in order to increase its explanatory power (Bates & MacWhinney, 1987, 1989; MacWhinney, in press). Here we first provide an overview of the model and then discuss its application to the study of second language acquisition.
Computer‐Assisted Language Learning and Machine Translation
Authors: Somers Harold 
Published: December 2012

AbstractMachine translation (MT) is the oldest application of what is sometimes called “language engineering,” and has been around for over 60 years. While not fulfilling the early promise of “fully automatic high‐quality translation of unrestricted texts,” the technology has now reached a stability and a maturity, where developers and experienced users well understand the capabilities and limitations, and, in general, present these honestly to the general public.
Computer‐Mediated Communication and Second Language Development
Authors: Sauro Shannon 
Published: December 2012

AbstractComputer‐mediated communication (CMC) is person‐to‐person communication that takes place via a range of computer‐supported transmission technologies that enable both synchronous real‐time and asynchronous interaction across different modalities. Thus, CMC encompasses such technologies as e‐mail and text chat, blogs, vlogs (video blogs), bulletin boards and voice boards, and Web sites and wikis (a series of interconnected Web pages). Within language learning contexts, certain types of CMC are more prevalent, and accordingly research on language development that occurs during and through CMC reflects this tendency.
Content and Language Integrated Learning
Authors: Marsh David , Frigols Martín María Jesús 
Published: December 2012

AbstractContent and language integrated learning (CLIL) is a dual‐focused educational approach in which an additional language is used for the learning and teaching of both content and language. CLIL involves the use of language‐supportive methodologies leading to authentic learning where attention is given to both the topic and the language of instruction. “Achieving this twofold aim calls for the development of a special approach to teaching, in that the nonlanguage subject is not taughtina foreign language butwithandthrougha foreign language” (Eurydice, 2006, p. 8).
Content‐Based Instruction in English for Specific Purposes
Authors: Brinton Donna M. 
Published: December 2012

AbstractThe field of teaching English to speakers of other languages (TESOL) abounds with a veritable “alphabet soup” of acronyms: English language teaching (ELT), English‐language learners (ELLs), English for general purposes (EGP), English for academic purposes (EAP), English for specific purposes (ESP), and content‐based instruction (CBI), to name just a few. ESP is particularly rich in acronyms that describe its various subdisciplines: English for science and technology (EST), English for business and economics (EBE), English for legal purposes (ELP), English for medical purposes (EMP), English for occupational purposes (EOP), and so on.
Content‐Based Language Instruction
Authors: Ann Snow Marguerite 
Published: December 2012

AbstractWhat is the “content” of second or foreign language teaching? A visitor to a second or foreign language class might observe the teacher teaching a grammar point such as relative clauses, students working in pairs to give directions from a map, or a small group listening to a taped folk tale. In a class at another school, the visitor might find the class reading an article about wildlife trafficking one day, and, in the next class session, participating in an activity in which they read biographies of wildlife traffickers, then state their opinions, using expressions such as “I think _________ should go to jail because __________.” At the end of the two‐week unit, students prepare a poster and make presentations about endangered animals, displaying information on the causes of endangered status and current conservation efforts.
Context in the Analysis of Discourse and Interaction
Authors: Saint‐Georges Ingrid De 
Published: December 2012

AbstractContext is a central concept in the analysis of discourse and interaction in all the major research traditions in applied and sociolinguistics. Early linguistics did not display much sensitivity to it (Scollon, 1998, p. 80) and tended to study utterances in isolation and without reference to context. Today, however, there seems to be a general consensus around the idea that we understand utterances because they fit or make sense within particular situations. Studies of discourse and interaction include some orientation to context, if nothing else because “language is always produced by someone to someone else, at a particular time and place, with a purpose and so forth” (Blommaert, 2005, p. 39).
Conversation Analysis and Gender and Sexuality
Authors: Kitzinger Celia 
Published: December 2012

AbstractGender and sexuality are routinely displayed, negotiated, and constructed through talk‐in‐interaction. The cumulative, empirically derived body of knowledge foundational to conversation analysis (CA) as a discipline is increasingly used in feminist (and other politically engaged) research as a way of engaging with gender and sexuality as part of the politics of everyday life.
Conversation Analysis and Institutional Interaction
Authors: Mondada Lorenza 
Published: December 2012

AbstractWithin the last fifty years, the study of institutional interaction has been carried out by a large number of scholars referring in diversified ways to conversation analysis (CA), ethnomethodology (EM) and workplace studies (WPS). This entry presents the specific approaches of these three related fields, elaborating on their major topics. In the conclusion, their theoretical, methodological, and applied contributions are highlighted.
Conversation Analysis and Language Acquisition
Authors: Hellermann John 
Published: December 2012

AbstractResearchers interested in language in use have used methods from ethnomethodological (EM) conversation analysis (CA) to show convincing evidence for the process of learning as it happens in a turn‐by‐turn manner in sequences of talk (e.g., Garfinkel, Lynch, & Livingston, 1981; Macbeth, 1994; papers in Markee & Kasper, 2004). Recently, theoretical and practical concerns have motivated researchers using CA to consider the possibilities of observing learning beyond individual interactions, to look longitudinally and propose that learning is observable in changes in practices for interaction (Wagner, 2004; Hellermann, 2007) at different points in time. The practical concerns are developmental (how children learn language), pedagogical (how adults learn additional languages), and vocational (how professionals learn their professions). For much of this research, another practical concern is the expectation of making connections between research and practice.
Conversation Analysis and Membership Categories
Authors: Day Dennis 
Published: December 2012

AbstractMembership categorization analysis (MCA) deals primarily with the way we use categories to make sense of and for each other in social interaction. As such, it is one means of explicating the practically oriented, commonsensical, and cultural reasoning of people as they go about their social lives. In particular it focuses on the recognizability of people as certain sorts of people or, more specifically, people as certain sorts of members of society, and how this recognizability is a resource for members in their dealings with each other. And as one of the primary ways in which we “deal” with each other is through language, MCA is often brought to bear on the analysis of how people use language in situations of everyday life.
Corpora in the Teaching of Language for Specific Purposes
Authors: Cortes Viviana 
Published: December 2012

AbstractThe analyses of specialized corpora (i.e., large collections of machine‐readable texts) help describe language in detail, providing data that can be easily transferred to pedagogical contexts. Thus, corpus‐based language analyses have become an invaluable tool in the teaching of, and materials design for, language for specific purposes (LSP), as language learners need to master the specific discourses used in their new language communities to become successful members of those communities.
Coulthard, Malcolm
Authors: Tomblin Samuel 
Published: December 2012

AbstractProfessor Richard Malcolm Coulthard (b. 1943) is an English linguist and prominent figure in applied linguistics who is recognized for his research on discourse analysis. Additionally, through his research, teaching, and consultancy, he has shaped the field of forensic linguistics into a credible subdiscipline of applied linguistics both in the UK and internationally. Coulthard founded the International Association of Forensic Linguists in 1993 and served until 1995 as the founding president. He cofounded the association's journal,The International Journal of Speech, Language and the Law(formerlyForensic Linguistics)which first saw publication in 1994 and which he continued to edit until 2007.
Critical Analysis of Discourse in Educational Settings
Authors: Toh Glenn 
Published: December 2012

AbstractCritical analyses of discourses in education are fundamentally affected by the fact that much of education, whether as an academic field or enterprise, is born of ideologies that result in inequitable practices, power differentials among people of different race, culture, gender, class, and socioeconomic differentiation. The need for discourse and discursive practices to be critically analyzed in education settings stems, moreover, from the understanding that education can never be free of values and ideology.
Critical Analysis of Multimodal Discourse
Authors: Leeuwen Theo Van 
Published: December 2012

AbstractThe term “critical analysis of multimodal discourse” suggests a merger of two distinct fields of applied linguistics: critical discourse analysis and multimodality. At present it cannot be said that such a merger has taken place. Unlike critical discourse analysis and multimodality, the “critical analysis of multimodal discourse” is not—or not yet—a field with its own conferences, journals, edited books, and so on. Although some critical discourse analysts focus on multimodal texts and some multimodal analysts take a critical stance, they are in the minority, in both fields, despite the increasingly important role of multi‐modal discourse in many social and political contexts, especially since the emergence of the Internet. It is therefore best to separately survey multimodal work within the tradition of critical discourse analysis and critical work within the tradition of multimodality; and to then assess whether—and if so, to what degree—a coherent field of study has begun to emerge, even though it does not as yet have a clear academic identity of its own.
Critical Applied Linguistics
Authors: Makoni Sinfree , Makoni Busi 
Published: December 2012

AbstractThe term “critical” when used with reference to poststructuralist and postmodernist scholarship is neo‐Marxist and influenced by Derrida (1970) and Foucault (1970). Critical scholarship is “restless” (Pennycook 2004) as it questions assumptions made in the parent discipline. Criticality is a process of engaging with power and social inequality both within and outside applied linguistics. Nonetheless, critical applied linguistics (CAL) is not opposed to power but to its effects. CAL is skeptical of concepts such as the native speaker, language, identity, and agency.
Critical Discourse Analysis and Critical Applied Linguistics
Authors: Mahboob Ahmar , Paltridge Brian 
Published: December 2012

AbstractCritical applied linguistics studies ways in which education, regulation, and the study and use of language relate to the realization, maintenance, and reproduction of the distribution of power in society. The critical move in applied linguistics focuses on issues of power as it is enacted, reproduced, and resisted through fields associated with language studies, such as language policy and planning, language codification, language teaching, language learning, and language testing. The purpose of this work is not only to understand and explain how power is constructed and exercised through language, but also to change the practices and empower those who are at risk from oppressive practices. Work that attempts to achieve these goals in applied linguistics has a “critical” perspective, even if it is not always labeled as such (Pennycook, 2010). Some of this critically oriented work predates the adoption of the term “critical” in applied linguistics, while others followed in response to a call by Pennycook in his 1990 article “Towards a Critical Applied Linguistics for the 1990s”:
Critical Discourse Analysis of Popular Culture
Authors: Duff Patricia A. , Zappa‐Hollman Sandra 
Published: December 2012

Abstract
Critical discourse analysis (CDA) is an approach to discourse analysis that has evolved over the past several decades. It is associated with work conducted since the 1980s by European linguists Norman Fairclough, Ruth Wodak, and Teun van Dijk and their colleagues but has become quite interdisciplinary as a scholarly practice. CDA also has its North American counterparts with their own interpretations of, and orientations to, critical discourse studies, a broader term, in the work of Gee (2004), for example, as well as scholars in other parts of the world (e.g., Australia, Asia). Traditionally, critical discourse analyses have examined formal media such as newspapers and oral, written, and visual (graphic) political discourse in other venues. However, CDA is also being applied to the analysis of popular culture texts, as illustrated in this entry, but generally by scholars in cultural studies and related fields, rather than in applied linguistics. Most of the work looking critically at popular culture (or “pop” culture, as it is also referred to in the literature) in applied linguistics investigates classroom practices involving, but not centrally concerned with the analysis of, pop culture texts. In what follows, we first provide a brief overview of CDA, followed by a discussion of its application to pop culture.
Crosslinguistic Influence in Second Language Acquisition
Authors: Odlin Terence 
Published: December 2012

AbstractThe phrasecrosslinguistic influence(CLI) is roughly synonymous with other terms, most notablylanguage transferandinterference, in that all refer to the influence of one language upon another, most typically in cases of second language acquisition (SLA). These terms continue to be used widely, but in each case the expression is really a cover term for a wide range of phenomena. For that reason, secondary terms are often used, such aspositive transferto refer to the facilitating effects of one language in acquiring another (e.g., of Spanish vocabulary in acquiring French) andnegative transferto refer to divergences due to some differences between the target language and a source language (most typically the native language of the learner). Still another cover term often used issubstrate influence, but this is found mainly in historical or sociolinguistic studies of language contact, such as work on the influence of certain African languages on the development of creoles in Surinam (Migge, 2003).