ORCID Profile
0000-0002-2139-8471
Current Organisation
University of Warwick
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In Research Link Australia (RLA), "Research Topics" refer to ANZSRC FOR and SEO codes. These topics are either sourced from ANZSRC FOR and SEO codes listed in researchers' related grants or generated by a large language model (LLM) based on their publications.
Linguistics | Multicultural, Intercultural And Cross-Cultural Studies | Applied Linguistics And Educational Linguistics | Assessment And Evaluation | Language In Culture And Society (Sociolinguistics)
Publisher: SAGE Publications
Date: 11-2004
Abstract: In conversation analysis, prediction, in the form of the projectability of turn constructional units, is a central feature of the ways in which talk is structured in interaction. As such, prediction is an important part of what recipients do when listening to talk in progress. This article will examine a number of instances of collaborative talk in English and French in which both participants produce similar talk at roughly the same time. It will be shown that prediction is being exercised in these utterances to determine not only the form of the next lexical item but also to identify larger syntactic structures. The article will also assess the nature of the resources that participants in interaction draw on in order to be able to make their predictions about their interlocutor’s talk.
Publisher: Walter de Gruyter GmbH
Date: 2006
DOI: 10.1515/IP.2006.003
Publisher: Wiley
Date: 16-03-2022
DOI: 10.1002/TESQ.3026
Abstract: This study aims to investigate how time is coordinated with the professional space of the universities in western China. It examines how the situatedness of English language teachers in institutional spaces influences their understandings of and the value attributed to time and how these impact on how they make changes to their practice following participation in a professional development workshop. Using a combination of observations and interviews, this study identified a preference for adopting teaching techniques that were implemented in less integrated ways and teachers’ discussion of change frequently invoked time pressures as a limiting factor in developing their teaching. The study draws on Bakhtin’s idea of the chronotope to examine how time is constructed within the space of the university and the ways that such constructions give value to time and how it works as a constraint on teachers changing their practice. It argues that culturally constructed understandings of the status of time in academic work limit what teachers feel able to do in changing their practice and constrain possibilities for change.
Publisher: Informa UK Limited
Date: 08-2004
Publisher: Walter de Gruyter GmbH
Date: 1992
Publisher: Informa UK Limited
Date: 2009
Publisher: Informa UK Limited
Date: 12-2014
Publisher: John Benjamins Publishing Company
Date: 30-06-2020
Abstract: This paper will identify the major trends that can be determined from an overall study of recent language policies across Asia. The trends can be seen across three interrelated themes, namely: the promotion and privileging of one language as the national language as part of an attempt to create a nation state, often in polities that are linguistically extremely erse a decrease in the promotion of indigenous languages other than the national language and the neglect of these in education in many countries and the promotion of English as the first foreign language in education systems, often giving other ‘foreign’ languages a minimal role in education. Possible reasons and motivations for these trends will be discussed and countries where exceptions to these trends can be identified will be illustrated. The aim of the paper will be to discuss these trends and to critically evaluate selected language policies. The paper will conclude with predictions for the future linguistic ecology of the region and for the interrelationships of respective national languages, indigenous languages and English
Publisher: Informa UK Limited
Date: 12-10-2022
Publisher: Wiley
Date: 18-02-2013
Publisher: Wiley
Date: 23-09-2019
Publisher: Informa UK Limited
Date: 17-06-2022
Publisher: Informa UK Limited
Date: 23-03-2016
Publisher: Informa UK Limited
Date: 18-02-2015
Publisher: Informa UK Limited
Date: 11-2009
Publisher: Informa UK Limited
Date: 30-03-2017
Publisher: Informa UK Limited
Date: 08-04-2020
Publisher: SAGE Publications
Date: 10-2004
Abstract: This article investigates one aspect of scientific style in French: the use of tenses. It investigates the claims made in the literature that the verb system of scientific French is a temporal. The frequency of tensed finite forms in 10 French language journal articles on biological sciences is examined. The rhetorical function of past and future tenses is examined and six functions of tense choice are isolated. This analysis suggests that tense marking is actually more complex than previous claims have maintained and that tense choice serves to encode (a) temporal, (b) rhetorical, and (c) structural processes in the scientific text. Tense choice is therefore part of the communicative repertoire of the scientific writer, which writers use to create and communicate information, and which is responsive to the rhetorical demands of communicating about science.
Publisher: John Benjamins Publishing Company
Date: 17-07-2023
Publisher: Informa UK Limited
Date: 2009
Publisher: Informa UK Limited
Date: 27-06-2014
Publisher: Routledge
Date: 15-11-2022
Publisher: University of Adelaide Press
Date: 10-2012
Publisher: Elsevier BV
Date: 08-1994
Publisher: Wiley
Date: 12-2020
DOI: 10.1002/ALZ.044125
Publisher: Informa UK Limited
Date: 09-07-2021
Publisher: Walter de Gruyter GmbH
Date: 1997
Publisher: Informa UK Limited
Date: 03-1994
Publisher: Informa UK Limited
Date: 05-2012
Publisher: Equinox Publishing
Date: 11-12-2008
Abstract: The concept of international education in Australia is moving from a discourse of attracting students from other countries to one of concern with internationalising curriculum and pedagogy. This internationalisation is motivated by a reconsideration of the appropriateness of curricula to prepare students for the globalised world of work. If one examines universities’ approaches to internationalisation, however, if becomes clear that the dominant ideology of internationalisation is framed from a English-speaking perspective in which English-language monolingualism is constructed as both the basis for and the content of teaching and learning. The monolingual mindset is characterised by: ? An emphasis on knowledge created in and communicated through English ? Little attention to the linguistic and cultural context in which knowledge will be used ? Neglect of the “non-English” competences and capacities of learners ? Construction of learners’ English second language as a deficit and of English language learning as remediation ? The “invisibility” of the linguistic and cultural context of English ? Little consideration of developing the linguistic resources needed by students to participate in a globalised workplace. ? Perceptions that education offered by Australian institutions in the first language of students is suspect (easy options, low standards of teaching, etc.) ? Little consideration of knowledge and discipline practices as culturally and linguistically contexted. These characteristics demonstrate that internationalisation is discursively constructed as an English language phenomenon and the valued dimensions of international education are located within the value structures of English which determines the flow of knowledge, learning purposes and practices, academic values and the attribution of value to knowledge as a commodity.
Publisher: John Benjamins Publishing Company
Date: 2010
DOI: 10.2104/ARAL1014
Abstract: Australia’s current attempt to develop a process to evaluate the quality of research (Excellence in Research for Australia – ERA) places a central emphasis on the disciplinary organisation of academic work. This disciplinary focus poses particular problems for Applied Linguistics in Australia. This paper will examine Applied Linguistics in relation to this issue of discipline in two ways. First, it will examine ways in which Applied Linguistics has articulated for itself its disciplinary nature. In most formulations of the focus of Applied Linguistics, the emphasis has not been on identifying a discipline, but rather on identifying an area of focus. Such formulations necessarily cover a very erse range of research methods, theories, etc. This approach can be seen as one of emphasising ersity and breadth within the field. Other attempts have been made to characterise Applied Linguistics in more discipline-like terms. Such broad characterisations however conceal a high degree of internal ersity. Applied Linguistics does not appear to be a ‘discipline’ but rather an interdisciplinary field of enquiry. Second, the paper will examine some possible implications of the ersity of Applied Linguistics for how it is positioned through the ERA process.
Publisher: John Benjamins Publishing Company
Date: 31-12-2018
Abstract: Language teaching and learning is commonly considered as a research discipline that resides within the field of ‘applied linguistics’, at least in the way the field is conceptualized by English-speaking academia. However, if we consider language teaching and learning as practice, this fit is not as neat as it at first might appear. Teaching, learning and using an additional language is complex and multifaceted it involves languages, cultures, learning, communication, identities, etc., which in turn are situated academically within a host of disciplines. Research in language teaching and learning is therefore transdisciplinary in the sense that multiple disciplines can provide different lenses through which to understand the same phenomena and to build new understandings of the object of interest. Moreover, as a field in which languages and cultures are inherently brought into contact, language teaching and learning is also at an intersection between disciplines that are conceptualized and developed differently in different languages and academic traditions. For ex le, ‘language teaching’ as a disciplinary area does not map well onto its French translation equivalent ‘ didactique des langues ’. These interactions across academic traditions therefore represent an often-unacknowledged form of transdisciplinarity. This contribution will examine how language teaching and learning can be informed by a transdisciplinary perspective in both these senses. In particular, it will focus on the idea of language learning from an intercultural perspective to examine how multiple disciplines and different disciplinary traditions contribute to shaping understanding of the field it will also consider some of the challenges of bringing multiple disciplines to bear on this understanding.
Publisher: John Benjamins Publishing Company
Date: 2007
DOI: 10.2104/ARAL0720
Abstract: Language learning is frequently justified as a vehicle for promoting intercultural communication and understanding, and language-in-education policies have increasingly come to reflect this preoccupation in their rhetoric. This paper will examine the ways in which concepts relating to interculturality are constructed in Japanese language policy documents. It will explore in particular the ways in which ideologies of nationalism and Japanese identity have an impact on understandings of the nature and purpose of interculturality and how these are developed discursively in Japanese language-in-education policy documents. Language policies construct a discourse of interculturality which focuses on the development of a nationalistic adherence to a particular conceptualisation of Japanese identity, which is unique, homogenous, and monolithic. These themes will be discussed in the contexts of Japanese policy documents relating to foreign language teaching and Japanese language spread.
Publisher: Informa UK Limited
Date: 19-06-2014
Publisher: Informa UK Limited
Date: 09-06-2014
Publisher: Informa UK Limited
Date: 05-2009
Publisher: Informa UK Limited
Date: 07-10-2022
Publisher: Elsevier BV
Date: 1990
Publisher: Wiley
Date: 28-09-2017
DOI: 10.1002/LOM3.10204
Publisher: Informa UK Limited
Date: 05-2012
Publisher: Informa UK Limited
Date: 12-2008
Publisher: Walter de Gruyter GmbH
Date: 2014
DOI: 10.1515/IP-2014-0011
Publisher: Informa UK Limited
Date: 30-04-2009
Publisher: Walter de Gruyter GmbH
Date: 1989
Publisher: Springer Science and Business Media LLC
Date: 09-08-2018
Publisher: Informa UK Limited
Date: 05-2009
Publisher: Cambridge University Press (CUP)
Date: 29-08-2008
Publisher: Informa UK Limited
Date: 18-11-2015
Publisher: Informa UK Limited
Date: 13-02-2015
Publisher: Informa UK Limited
Date: 17-12-2020
Publisher: Informa UK Limited
Date: 12-05-2014
Publisher: Informa UK Limited
Date: 2009
Publisher: Informa UK Limited
Date: 02-2011
Location: United Kingdom of Great Britain and Northern Ireland
Start Date: 2004
End Date: 12-2006
Amount: $78,000.00
Funder: Australian Research Council
View Funded ActivityStart Date: 12-2006
End Date: 12-2010
Amount: $160,000.00
Funder: Australian Research Council
View Funded Activity