Abstracts Archive

Bridging competing ideologies: From utilitarianism and social division to communicative action in French Higher EducationMarc Deneire, ATILF-CNRS, Université de LorraineIn a large scale survey that I conducted in French universities in 2013 concerning the teaching of English, a clear dichotom...

The ECLE network comprises researchers from different disciplines who share a common interest in investigating affective/emotional aspects of language learning and teaching. Members draw on different methodological (qualitative and quantitative) and epistemological (pedagogical, socio-linguistic and...

Return migration from the United States to Mexico has increased over the past fifteen years. This phenomenon affects youth who face problems when continuing their education in Mexico, such as bureaucratic procedures, lack of social networks and linguistic challenges that affect their school performa...

In the Castilian-Spanish-dominated sociolinguistic terrains of Galicia, this paper examines the rise of grassroots-level actors or agents in the form of parents who have decided to contest the government's low-intensity language policy models through various bottom-up efforts. The term low-intensity...

While the field (and the world) has changed since Pennycook's (1990, 2001) call for critical applied linguistics, what remains is the "uneven world" (Pennycook, 2022) in which we live, learn, and teach. With the goal of bringing more balance into this uneven world, critical language teachers must ex...

This qualitative multiple case study explored the usage of a cutting-edge methodology, retrodictive qualitative modelling (RQM) (Dörnyei, 2014), in complex dynamic systems theory (CDST) research in Applied Linguistics. By tracing the motivational dynamics of four high-proficiency and low-proficien...

This study investigates the changes and recent development of English education in the most closed-off country North Korea with its own Juche (i.e., self-reliance) ideology advocated by Kim Il Sung, founder of North Korea, analyzing the characteristics of secondary English textbooks p...

While earlier research in FLP has focused on parental perspectives, recent work includes the child agency and their experience with FLP in multilingual families. This work extends the notion of the linguistic landscape to the private family domain and uses an innovative methodological approach of "h...

In Content and Language Integrated Learning (CLIL) programmes, non-linguistic content knowledge is taught, learned and assessed in an additional language. Assessment in CLIL is arguably as important as teaching and learning, because CLIL assessment can reveal students' achievements in both content a...

Language acquisition, initiated in family interactions, continues for some children in daycare settings with less familiar interlocutors, including peers (Marcos et al., 2004). For the young child, these interactional contexts can be challenging (Cordeiro, 1999): number of participants; adult attent...