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Studies in Applied Linguistics & TESOL (SALT)
Number of Followers: 3

This is an Open Access Journal

Open Access journal
ISSN (Online) 2689-193X
Published by Columbia University

[11 journals]

The Effect of Language Aptitude on Recast-Driven L2 Morphosyntax
Acquisition: An Overview
- Authors: Ruirui Jia
  Abstract: The purpose of this paper is to review several studies on the effects of language aptitude on the recast-driven acquisition of L2 morphosyntax. Recasts are one of the most commonly used forms of corrective feedback in second language (L2) classrooms. It is clear from research that there are a variety of internal and external factors that affect the ability of L2 learners to benefit from recasting. Among those internal factors, working memory and language analytic ability, as two critical components of language aptitude, have gained increasing attention in recast studies. Given L2 learners’ variability in their ability to notice the gap and extrapolate grammatical rules, working memory and language analytic ability may be responsible for learners’ ability to attend to the recasts provided. By reviewing and synthesizing relevant research, the current literature review demonstrates that despite the inconsistent results and the need for further verification, working memory and language analytic ability, in general, tend to mediate recasts-driven L2 morphosyntax acquisition. Also, L2 learners have demonstrated a disposition to draw upon different components of language aptitude at different second language developmental stages and response to different types of corrective feedback.
  PubDate: 2022-06-17
  DOI: 10.52214/salt.v22i1.9905
  Issue No: Vol. 22, No. 1 (2022)
Challenging Dominant Language Ideology in the Adult ESL Classroom: A Case
Study
- Authors: Gabriela Constantin-Dureci
  Abstract: In the United States, dominant language ideology validates the use of Standardized English as the only appropriate linguistic practice (Lippi-Green, 1994; Flores & Rosa, 2015). In educational settings, dominant language ideology manifests through the beliefs in language standardization and monolingualism (Farr & Song, 2011). The present case study investigates how dominant language ideology is manifested in the adult ESL classroom by examining the practices of one ESL teacher. The study employs multiple sources and modes of data (questionnaires, in-person observations, a semi-structured interview, and teaching artifacts) collected over multiple lessons. The study shows that the teacher generally resists dominant language ideology: she views students’ code-switching as a resource, rather than a deficit and does not associate Standardized English with correctness. Accordingly, incorporating language variation in the ESL classroom is viewed as a necessary teaching practice. Nevertheless, the teacher reinforces the notion of the monolingual native speaker as the authority for linguistic expertise and, thus, aligns with the tenets of dominant language ideology. Ultimately, by offering an account of the practices of one ESL teacher, the present study illuminates the ways in which teachers can resist dominant language ideology in the classroom and, thus, engage with critical language pedagogy.
  PubDate: 2022-06-17
  DOI: 10.52214/salt.v22i1.8726
  Issue No: Vol. 22, No. 1 (2022)
Crosslinguistic Influence and Second Language Learning
- Authors: Shan An
  Abstract: The multilingual turn in second language acquisition (SLA) research signals an epistemic reorientation of the field (Ortega, 2014). It manifests the move away from the monolingual bias that measures learner language with the idealized competence of native speakers as the yardstick. In so doing, the focus has shifted to disentangling the cognitive, linguistic, and psycholinguistic mechanisms involved in multilinguals’ language acquisition processes. Crosslinguistic influence (CLI) has been a prominent object of research since the 1980s, and new perspectives have been requested to reflect this multilingual turn (Odlin & Yu, 2016). McManus’s (2022) book, Crosslinguistic influence and second language learning, aims to advance new avenues of theorization and empirical research in CLI to answer the multilingual turn’s call.
  PubDate: 2022-06-17
  DOI: 10.52214/salt.v22i1.9900
  Issue No: Vol. 22, No. 1 (2022)
Readers’ Credits for Volume 22, Issue 1
- Authors: Peter Kim
  Abstract: Studies in Applied Linguistics & TESOL (SALT) would like to thank the following individuals for reviewing the contributions for Volume 22, Issue 1 (2022):
  PubDate: 2022-06-17
  DOI: 10.52214/salt.v22i1.9904
  Issue No: Vol. 22, No. 1 (2022)
Documenting Change from a Conversation Analytic Perspective: Introduction
to the Spring Forum
- Authors: Carol Hoi Yee Lo, Kelly Katherine Frantz
  Abstract: Since its inception, Conversation Analysis (CA), which aims to describe the fine-grained machinery of talk (Sidnell, 2010), has uncovered an impressive range of “member’s methods”—how members of society accomplish social actions. The “lived work” of participants is, in fact, dynamic and complex: Facing new situations and unforeseen contingencies could inform how participants respond to similar situations in the future. And beyond tracing the emergence of new knowledge and practices, our understanding of member’s knowledge can also be extended by charting how novices of a community of practice develop competence and expand their repertoires. After all, novices do not become experts overnight; documenting the trajectories and evolutions of practices can provide important insights into the very process of becoming a competent member.
  PubDate: 2022-06-17
  DOI: 10.52214/salt.v22i1.9896
  Issue No: Vol. 22, No. 1 (2022)
“It’s Not Scientific Enough”: Analyzing the Development of Academic
Criticism in a Graduate Student Writer
- Authors: Kelly Katherine Frantz
  Abstract: Academic criticism is a fundamental feature of scholarly discourse. It plays a key role in scientific theory building, whereby ideas are iteratively challenged and redrafted (Kuhn, 1962, 1970). It is also how individual scholars create a research space (see the CARS model, Swales, 1990) and establish themselves as members of the research community. Thus, for graduate student writers, the ability to engage in this practice is important for academic success and socialization into the discourse community. However, by definition, students are novices, so they may struggle to assume the role of disciplinary authority required to evaluate others’ works (Dobson & Feak, 2001; Hyland, 2002). Several scholars have explored the linguistic and rhetorical features of academic criticism (Hyland, 2000, 2002; Thompson & Yiyun, 1991) and how it varies across disciplines (Hyland, 2000; Salager-Meyer & Ariza, 2003), often with educational goals in mind (Belcher, 1995; Swales & Feak, 2004). And while some researchers have analyzed criticism in student texts (Cheng, 2006), we know little about how this practice develops over time. Additionally, given that existing studies focus on written criticism, we have yet to explore the nature of spoken criticism and how it is shaped in and through interaction. Thus, this paper adopts a conversation analytic framework to examine how a graduate student writer formulates spoken academic critique during writing consultations and how these formulations change over time.
  PubDate: 2022-06-17
  DOI: 10.52214/salt.v22i1.9897
  Issue No: Vol. 22, No. 1 (2022)
Tracing Changes in a Gun Control Q&A: The Story of “One Hundred Round
Magazine Drums”
- Authors: Di Yu
  Abstract: In recent years, the US society has witnessed a sharp growth in political divide, particularly between those holding conservative and liberal views (Pew Research Center, 2014, 2017). Among the multitude of issues that the American people find divisive, the issue on gun regulation has been one of the most controversial ones (Pew Research Center, 2021) wherein attitudes towards guns vary drastically and are divided along partisan lines. Citizens take to platforms of civic participation such as town hall meetings to express concerns about such divisive issues and seek accountability from politicians. This analysis focuses on one such instance and documents how, with the focal issue of high-capacity firearms, both the citizen and politician adjust their next actions in this gun regulation discussion. Specifically, we observe how the citizen reformulates the notion of gun rights while the politician shifts the perspectives of his responses.
  PubDate: 2022-06-17
  DOI: 10.52214/salt.v22i1.9898
  Issue No: Vol. 22, No. 1 (2022)
Socialization of Appropriate Classroom Behavior: A Micro-Longitudinal
Conversation Analytic Account
- Authors: Sean Hughes
  Abstract: According to Garfinkel and Sacks (1970), linguistic development is a fundamental tool by which children become competent members of society. While socialization in the home is key to children’s acquisition of cultural norms, school is another important setting in which children are socialized into their cultural environment (Schieffelin & Ochs, 1986). In this paper, I employ conversation analysis (CA) to examine how young children are socialized towards appropriate classroom behavior by a teacher’s upgraded use of directives, embodied directives, and finally, metacommentary. Specifically, this study focuses on the strategy one teacher uses within the span of a single class to get a misbehaving student to physically move back to her partner during group work.
  PubDate: 2022-06-17
  DOI: 10.52214/salt.v22i1.9899
  Issue No: Vol. 22, No. 1 (2022)
An Interview with APPLE Lecture Speaker Dr. Paul D. Deane
- Authors: Peter Kim, Jorge Beltrán, Soo Hyoung Joo
  Abstract: On February 25, 2022, the Studies in Applied Linguistics and TESOL (SALT) journal had the great pleasure of interviewing Dr. Paul D. Deane, the invited speaker for the 2022 APPLE Lectures Series hosted by the Applied Linguistics and TESOL Program at Teachers College, Columbia University. Dr. Deane was kind enough to take the time to speak about his research, his work on scenario-based assessment, automated scoring and his thoughts on cognition and L2 assessment.
  PubDate: 2022-06-17
  DOI: 10.52214/salt.v22i1.9901
  Issue No: Vol. 22, No. 1 (2022)
An Interview with APPLE Lecture Speaker Dr. John McWhorter
- Authors: Shan An, Ashley Beccia, Kelly Katherine Frantz, Carol Hoi Yee Lo
  Abstract: On May 9, 2022, the Studies in Applied Linguistics and TESOL (SALT) journal had the great pleasure of interviewing Dr. John McWhorter, the invited speaker for the 2022 APPLE Lecture Series hosted by the Applied Linguistics and TESOL Program at Teachers College, Columbia University. Dr. McWhorter kindly took the time to speak about his work on language change, dialects, and language use. He also shared his career trajectory, tips for connecting with a wider audience, and advice for junior scholars.
  PubDate: 2022-06-17
  DOI: 10.52214/salt.v22i1.9902
  Issue No: Vol. 22, No. 1 (2022)