Journal of Applied Linguistics and Professional Practice <p><strong>Editor</strong> </p> <p><a href="">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> en-US <p>Equinox Publishing Ltd.</p> (Srikant Sarangi) (Ailsa Parkin) Fri, 13 Mar 2020 00:00:00 +0000 OJS 60 Corpus-based empirical approach to professionalism <div>Although research on professional competence has has adopted a number of approaches that have highlighted the importance of practice and values in enacting a professional identity, there is currently no established framework for empirical investigations. Based on a discourse analytic framework, this paper demonstrates how ethical codes in a number of consulting professions (law, accountancy and engineering/surveying) can be analyzed empirically by focusing on the collocation patterns found in the genre. The analysis will focus on how professionals are expected to behave in relation to two identity components in their ideal conducts of behavior: identity roles (or identity shifts) and identity virtues (positive attributes associated with a particular role). The engineering profession is found to have a fairly even representation of most of the identity roles identified: provider to client, unspecified/general, professional peer, employer and professional association. The legal profession places greater emphasis on the roles of provider to client and professional peer, whereas accountancy professionals tend to represent their identity roles more generally, although the role of provider to client remains an important category. With regard to identity virtues, i.e., the ideal dispositions or values displayed, all three professions highlight the primacy of professional standards or competence, with integrity and responsibility also emphasized by some.</div> Kenneth Kong, Phoenix Lam, Winnie Cheng Copyright (c) 2020 Equinox Publishing Ltd. Fri, 13 Mar 2020 00:00:00 +0000 ‘If it’s not written down it didn’t happen’ <div>Social work writing, often referred to as ‘recording’ or ‘paperwork’, is frequently the target of criticism in reviews and public media reporting in the UK. However, despite the many criticisms made and its significance in social work practice, little empirical research has been carried out on professional social work writing. This paper draws on findings from an ESRC-funded study in the UK to offer a baseline characterization of the nature and function of writing in contemporary social work. Drawing on text and ethnographic data, the paper foregrounds three key dimensions: the number of written texts, key textual functionalities and genres; the specific ways in which ‘text work’ constitutes everyday social work professional practice, using case studies from the domains of adults, children and mental health; and the concerns of social workers about the amount of time they are required to spend on writing. The baseline characterization provides empirical evidence for claims made about the increased bureaucratization of social work practice, signalling contemporary social work as a ‘writing-intensive’ profession which is at odds with social workers’ professional ‘imaginary’. The paper concludes by outlining the educational and policy implications of the baseline characterization and calls for debate about the nature of contemporary social work practice.</div> Theresa Lillis, Maria Leedham, Alison Twiner Copyright (c) 2020 Equinox Publishing Ltd. Fri, 13 Mar 2020 00:00:00 +0000 Evidentiality and identity positioning in online disputes about language use in Hong Kong <p>This paper analyses online disputes amongst a group of students about the use of language (Cantonese versus Putonghua) in Hong Kong. Using evidentiality and identity positioning frameworks, we analyse 44 student posts to a proprietary online forum. Particular attention is paid to the construction of a Hong Kong social identity, the various identity positions that underpin such a construction, and how such identity work is supported by the use of evidentiality. The analysis shows that Hong Kong locals are most often constructed as an oppressed, marginalised minority who are denied the right of authentic expression and are subject to a process of politically expedient cultural denigration. The analysis also shows that evidential choices are intimately bound with identity positions at both the discourse-production level and discourse-content level. The paper concludes by discussing the implications of these findings for applied linguistics in Hong Kong’s schools and universities.</p> Jamie McKeown, Hans J. Ladegaard Copyright (c) 2020 Equinox Publishing Ltd. Fri, 13 Mar 2020 00:00:00 +0000 Mediating identities <div>Deaf people’s lives are frequently predicated on working with interpreters. Identity becomes known and performed through the translated self in many interactions with hearing, non-signing people. Taking an interdisciplinary approach in combining interpreting studies, deaf studies, applied linguistics and social research, the ‘Translating the Deaf Self ’ project, funded by the Arts and Humanities Research Council (UK), sought to explore the experience of deaf people and other stakeholders of the lived experience of being translated. Drawing on discourses of identity, representation and trust, this paper gives an overview of the findings from two focus groups with sign language interpreters (n = 7) on their perspectives of the experiences of deaf signers being ‘known’ through interpreting. Social constructionism underpinned our approach to data analysis and the dominant theme of ‘trust’ was examined with reference to a framework for trustworthiness developed by Alan Jones and Samantha Sin. In particular, we focus on the issue of trust in relation to representation, relationships, ability and boundaries. The main findings demonstrate that sign language interpreters are acutely aware of the responsibility they have to represent deaf signers, especially at work, and thus represent their professional-and-deaf identities, and the important role of trust for deaf professionals to feel represented through interpreters.</div> <div>&nbsp;</div> <div>&nbsp;</div> <div><strong>Open Access Attribution: CC BY</strong></div> Jemina Napier, Robert Skinner, Alys Young, Rosemary Oram Copyright (c) 2020 Equinox Publishing Ltd. Fri, 13 Mar 2020 00:00:00 +0000 Announcement Srikant Sarangi Copyright (c) 2020 Equinox Publishing Ltd. Fri, 13 Mar 2020 00:00:00 +0000 Bridging the gap between learning and evaluation <p>The use of non-dominant linguistic repertoires is often not valued in educational practices, let alone in educational assessment. The competences of multilingual learners are traditionally assessed by tests designed for monolinguals that do not represent the true capabilities of multilingual pupils, because their level of language proficiency in the text language does not reflect their wider abilities. Assessment needs to shift from evaluating a pupil in only the language of schooling towards assessment where the full multilingual repertoire can be used to demonstrate knowledge and competences. In this study, assessment preferences of multilingual pupils are explored, both in assessment accommodations for large-scale testing and in classroom-based assessment that is aligned with assessment for learning. Interviews with 35 pupils in fifth-grade of primary education (age 10–11) in Belgium were conducted. Results indicate that accommodations that use pupils’ first languages are not necessarily the most popular ones, that pupils are in favour of portfolios and oral assessments and that they need more feedback. The findings of this study suggest the need for instruction and evaluation to become more integrated, which would be beneficial for all pupils and could be more inclusive of emergent bilinguals rather than treating them as a separate group.</p> Fauve De Backer Copyright (c) 2020 Equinox Publishing Ltd. Fri, 13 Mar 2020 00:00:00 +0000