https://journal.equinoxpub.com/JALPP/issue/feed Journal of Applied Linguistics and Professional Practice 2022-04-13T09:30:42+00:00 Srikant Sarangi jalpp@equinoxpub.com Open Journal Systems <p><strong>Editor</strong> </p> <p><a href="mailto:sarangi@hum.aau.dk">Srikant Sarangi</a>, Aalborg University, Denmark</p> <p>This journal has the distinct aim of advancing research and practice in applied linguistics as a principled and interdisciplinary endeavour, reflexively foregrounding applied linguistics as professional practice and reflecting the continuation, expansion and re-specification of the field of applied linguistics as originally conceived. Language teaching/learning, second language acquisition, and the education profession remain important in the journal's remit but not exclusively so, with an active engagement of the journal moving to sites from a variety of other professional domains such as law, healthcare, counselling, journalism, business interpreting and translating, where applied linguists have major contributions to make. </p> https://journal.equinoxpub.com/JALPP/article/view/18940 Reported speech in problem telling 2022-04-13T09:30:42+00:00 Letizia Caronia letizia.caronia@unibo.it <p>Like many institutional interactions, parent–teacher conferences are impregnated with a socially sanctioned distribution of epistemic and deontic rights. However, who has the right to know, to assess and to make decisions is less an overarching structural dimension than an interactional local accomplishment. This paper reports data from a research project on parent–teacher conferences that investigated the interactional constitution of a phenomenon increasingly reported by teachers: loss of authority, the systematic delegitimisation of their role. Adopting a conversation-analysis informed approach to a single case study concerning a nine-year-old child, I describe a specific resource – reported speech in problem telling – displayed by the mother during the dialogic phase of the second conference of the school year. We illustrate how, through this conversational resource, the mother accomplishes epistemic and moral work. After making information from her territory of knowledge more relevant than information provided by the teachers, she (1) provides incontestable evidential bases to her ‘problem trajectory’, (2) makes it prevail over the teacher’s ‘no-problem’ trajectory and (3) undermines the teacher’s epistemic authority by vicariously blaming her work. In the discussion, we suggest that the mother’s interactive competence in doing epistemic and moral work can explain why she succeeds in shaping the teacher’s professional conduct. In making the case for microanalysis-based teacher training, in the conclusion we discuss some applied implications of the study.</p> 2022-04-07T00:00:00+00:00 Copyright (c) 2022 Equinox Publishing Ltd. https://journal.equinoxpub.com/JALPP/article/view/19458 Exploring learners’ agency as a co-regulated construction of autonomous practices 2022-04-13T09:30:35+00:00 Dayra Piedad Ochoa Alpala dayrapiedad8a@hotmail.com <p>This study uses the frame of sociocultural theory to explore the idea that agency is at the root of autonomy and autonomous learning, despite recent trends that instead emphasize self-direction and independence. Agency is here conceptualized in light of co-regulation in a group of 12 university learners who were involved in practices of other-regulation, co-regulation and input-regulation, with their learners framed as agents who both shape and are shaped by sociocultural contexts. The findings reveal the link between agency and the co-regulated practices that emerge within the learning environment, as well as the different manifestations that learners’ agency can take due to their backgrounds.</p> 2022-04-07T00:00:00+00:00 Copyright (c) 2022 Equinox Publishing Ltd. https://journal.equinoxpub.com/JALPP/article/view/19105 Written communicative expertise 2022-04-13T09:30:39+00:00 Dana P. Skopal dana.skopal@gmail.com <p>Good communication skills are seen as a requirement for many professions and form part of a professional’s expertise. Focusing on writing skills, this paper draws on research into the production and reception of public information documents (PIDs) in Australia. To triangulate data from three sources, a multi-perspective framework was adopted. First, the document writers in the organisations were interviewed, and second, the PIDs’ reception was explored through readability testing with members of the public. The third perspective involved analysing the semiotic resource, the published PIDs themselves. Research data revealed that organisational authors adopted specific writing processes and understood that their documents targeted a diverse audience. However, although the content of the documents was accurate, most reader-participants did not find them easy to understand. Building on these preliminary findings, this paper investigates the context and processes of professional writing in the workplace and related connections to the concept of written communicative expertise. I link my findings to issues encountered in my work as a communication consultant. These links highlight the importance of fostering connections between linguists, content area experts and managers in organisations to improve our understanding and training in the skillsets that lead to written communicative expertise.</p> 2022-04-07T00:00:00+00:00 Copyright (c) 2022 Equinox Publishing Ltd. https://journal.equinoxpub.com/JALPP/article/view/22760 Theorizing the speaker and speakerness in applied linguistics 2022-04-13T09:30:13+00:00 Joan Pujolar jpujolar@uoc.edu Bernadette O'Rourke Bernadette.ORourke@glasgow.ac.uk <p>In this Forum Discussion paper, we put forward the concept of ‘speakerness’ and discuss how this notion can be of relevance to the professions associated with language teaching and learning. By ‘speakerness’ we understand the processes through which social actors get defined by their language practices. We connect this concept with the ongoing debates around so-called ‘non-native’ speakers of English, which have clear implications for ‘non-native teachers’. We revisit these debates by widening the scope; that is, by making connections with another controversy around speakerness, namely that around the so-called ‘new speakers’ of European minority languages. By aligning the two strands of debate, we argue that they respond to common trajectories of nation-building and colonial expansion articulated through the ways in which nationalist and colonialist discourses have constructed languages and deployed them as means of state and colonial rule. After tracing the historical origins of the notion of ‘native speaker’ and summarizing the debates on ‘non-native speakers’ and ‘new speakers’, we point to the ways in which a critical engagement with the concept of speakerness can throw light on other sociolinguistic areas in which the issue of speaker legitimacy is often recruited to naturalize inequalities of race, class or gender.</p> 2022-04-07T00:00:00+00:00 Copyright (c) 2022 Equinox Publishing Ltd. https://journal.equinoxpub.com/JALPP/article/view/21089 Rights to Speak 2022-04-13T09:30:31+00:00 Mike Baynham M.Baynham@education.leeds.ac.uk <p><strong>Vignette</strong></p> <p>Around the time I was preparing to write this commentary, I attended a poetry event in Glasgow celebrating Palestinian poetry. Due to unforeseen circumstances I was asked to step in and read the English translations, unprepared, in place of a distinguished Scottish poet/translator, alongside a Palestinian poet, Iyad Hayatleh, who read Arabic originals from an anthology followed by his own poems in the language and then a short story he had written in English. The anthology contained poems from a range of Palestinian poets with translations into Standard English with occasional Scots English expressions (e.g. ‘two wee hands’) and into Scots and Gaelic and Shetlandic. All the translations I in fact read were into this occasionally Scots-inflected Standard English.</p> <p>Iyad read from the anthology in the first part of the reading, and I read the English translations in my southern English accent. So far, so conventional. In the second part of the reading, however, it turned out that Iyad’s poems in Arabic were to be followed by his own translations of them into English. At this point it seemed to me rather odd that I should be reading Iyad’s own translations. So when he had finished reading the first poem and handed the manuscript over to me to read, I suggested to him that he should read the English (there having been no time before the reading to plan this). At this point, however, he indicated that he would rather not, so I carried on reading the English. After this Iyad went on to read his short story, which is an account of his experience of seeking asylum, his reading in English creating a very powerful effect in the room.</p> 2022-04-07T00:00:00+00:00 Copyright (c) 2022 Equinox Publishing Ltd. https://journal.equinoxpub.com/JALPP/article/view/21090 The complex simpleness of being bilingual 2022-04-13T09:30:28+00:00 Li Wei Li.Wei@ucl.ac.uk <p>.</p> 2022-04-07T00:00:00+00:00 Copyright (c) 2022 Equinox Publishing Ltd. https://journal.equinoxpub.com/JALPP/article/view/21091 On speakers and users 2022-04-13T09:30:24+00:00 Enric Llurda enric.llurda@udl.cat <p>.</p> 2022-04-07T00:00:00+00:00 Copyright (c) 2022 Equinox Publishing Ltd. https://journal.equinoxpub.com/JALPP/article/view/21092 What does it mean to be a legitimate speaker? A rejoinder to ‘Theorizing the speaker and speakerness in applied linguistics’ 2022-04-13T09:30:20+00:00 Claire Kramsch ckramsch@berkeley.edu <p>.</p> 2022-04-07T00:00:00+00:00 Copyright (c) 2022 Equinox Publishing Ltd. https://journal.equinoxpub.com/JALPP/article/view/21382 Speakerness, for what? – A response to the rejoinders 2022-04-13T09:30:17+00:00 Joan Pujolar jpujolar@uoc.edu Bernadette O’Rourke Bernadette.ORourke@glasgow.ac.uk 2022-04-07T00:00:00+00:00 Copyright (c) 2022 Equinox Publishing Ltd.