Published since May 15, 2013

European Journal of Applied Linguistics

ISSN: 2192-953X

Editors-in-chief: Kristin Bührig, Ildikò Erika Stephanie Risse, Jan D. ten Thije

Founded by: Karlfried Knapp

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About this journal

The European Journal of Applied Linguistics (EuJAL) focuses on the particular concerns of applied linguistics in European contexts, both by addressing problems that are typically relevant for the linguistic situation in Europe, from those on the level of the EU as a pan-national body down to the level of the individual, and by examining topics broached by or discussed in European applied linguistics in particular. In addition to resulting from an epistemological stance, EuJAL is a logical outcome of the regionalization policy of the Association Internationale de Linguistique Appliquée (AILA), supporting the societies' commitment to regionalization by focusing on the European language space and by giving applied linguists from this regional context an adequate forum. EuJAL is part of the joint activities of the European AILA affiliates.

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Volume 11 Issue 1

March 2023

Frontmatter

Publicly Available February 8, 2023

Frontmatter

Page range: I-VI

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Open Access October 22, 2022

Semi peripheral scholars negotiating internationalizing institutional strategies with translingual tactics in academic discourse

Monica Elena Stoian

Page range: 1-25

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Abstract

This article takes a closer look at the complexity of scholarly communication in the specific context of a German University by discussing the relevance of individual discourse tactics of European scholars with a heterogeneous background in communicating in English. The case study featured three scholars from the fields of Neurobiology and Microbiology. The data comes from interviews with the scholars, perusal of their drafts, and policy documents on the publishing expectations in their scientific community. Borrowing de Certeau’s terms strategies and tactics, I treat strategies as belonging to institutions, as manifested in tacit and explicit normative policies on publishing expectations and academic requirements in the name of internationalizing scholarship. Tactics are demonstrated by the dynamic and creative practices of scholars in the discourse practices they adopt to negotiate restrictive policies. While the policies are largely monolingual and monolithic, the practices of scholars draw from their translingual resources and social communicative ecologies. The article demonstrates through a case study that translingual practice can be a resource in negotiating dominant academic conventions for semi peripheral scholars.

Open Access August 10, 2022

The role of language attitudes and ideologies in minority language learning motivation

A case study of Polish migrants’ (de)motivation to learn Welsh

Karolina Rosiak

Page range: 26-52

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Abstract

The present article examines the importance of language attitudes and ideologies for studying motivation to learn minority languages by adults. In the contemporary globalised world, proficiency not only in English, but also in other languages, is necessary in order to communicate internationally and find employment. These may be other ‘major’ state languages, such as French or Spanish. However, in many linguistically diverse or multilingual regions, the local languages are important for increasing one’s own social and cultural capital, social cohesion and occasionally also for their economic values. Hence, it is important to study what motivates people to learn minority and minoritised languages. The L2 Motivational Self System has been developed and used for explaining the motivation to learn English in homogenous educational settings. However, this is only one context in which languages are learned. Drawing on qualitative data obtained among Polish post-2004 adult migrants in Wales, this article discusses the relevance of Dörnyei’s L2 Motivational Self System and integrativeness (Gardner & Lambert 1972) in learning minority languages and the role of more subtle, social aspects of (minority) language learning such as language ideologies. It is proposed that integrativeness and language ideologies are vital in the motivation to learn minority languages.

October 22, 2022

Refugee-background students negotiating academic literacy practices in L2: a dialogical and nexus analytical approach

Kirsi Leskinen

Page range: 53-78

Abstract

This study explored the academic literacies of multilingual refugee-background students who had completed some higher education studies before migrating to Finland. Previous studies have paid little attention to students like them. The research context is a pilot training programme integrating language and content studies. Applying dialogical and nexus analytical perspectives, the study investigated the sense-making processes of two key participants in a Finnish-medium accountancy course that formed part of the programme. The primary data, comprising interviews and video-recorded meetings between the students and their teachers and tutors, were analysed by applying dialogical interaction analysis and narrative analysis in a nexus analytical framework. The results show that the students actively tried to make sense of the target literacy practices. This was observed in negotiations related to the use of technology, norms on authorship and plagiarism, and autonomy in studying. The course was challenging for the students, possibly because their previous experiences and resources had not prepared them for what was expected of them either explicitly in instructions or more implicitly in institutional discourses. This article concludes that structures and practices can be exclusionary if no attention is paid to them and discusses ways of improving inclusiveness in higher education.

November 18, 2022

Incorporating multilingualism in German as a Second Language classes for adult Students with Limited or Interrupted Formal Education

Ina-Maria Maahs, Andrea DeCapua, Marco Triulzi

Page range: 79-97

Abstract

Instructional strategies for promoting the potential of learners are critical for effective language education. Especially in the case of migrant students with limited or interrupted formal education (SLIFE), teachers need to leverage existing assets to build learners’ literacy skills and to foster successful second language learning. In this paper, we argue that pedagogical translanguaging can be beneficial for reaching this goal. We present the results of a qualitative study of teachers of German as a Second Language courses for adult migrants in Germany (n=11). We examine how while some spontaneous translanguaging takes place, pedagogical translanguaging is not embedded in the classroom, thereby leaving the multilingual assets of SLIFE mostly overlooked and underutilized.

Open Access August 27, 2022

Development of productive language skills through language exchange in primary schools in Switzerland – An exploratory intervention study

Sybille Heinzmann, Seraina Paul, Robert Hilbe, Nicole Schallhart, Mirjam Egli Cuenat

Page range: 98-131

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Abstract

The present study examined the effect of language exchange activities on the development of productive foreign language skills of primary school pupils. The sample comprised a total of 392 pupils from German- and French-speaking Switzerland, attending 5th and 6th grade. The pupils’ speaking and writing skills were examined longitudinally using a quasi-experimental pre-test post-test design with an intervention and control group. The intervention lasted one school year and included two physical reunions with the partner class, as well as preparatory and follow-up activities. The German-speaking pupils’ productive skills were assessed at the beginning and end of the school year using communicative tasks. The data was analysed by means of multiple regression analysis. Results show that the intervention had a positive impact on the pupils’ speaking skills and their general language competence, as measured by a C-test. However, the intervention had no significant impact on their writing skills. The findings suggest that even short encounters at primary school level with beginners have the potential to spur language development if they are didactically well embedded.

July 13, 2022

Development of writing abilities across languages and school-levels: Room descriptions produced in three languages at primary and secondary school

Mirjam Egli Cuenat

Page range: 132-159

Abstract

This partially longitudinal study focussed on the ability of pupils to write descriptive texts in English and French as foreign languages and German as language of schooling. The teaching of two foreign languages from primary school onwards is compulsory in Switzerland, where this study is situated. The study responds to the urgent need for empirical research on cross-linguistic and cross-level development as a foundation for the improvement of language teaching. Current curricula do provide for the coherent fostering of the plurilingual repertoires of learners, across languages and school levels. But this still stands in sharp contrast to the multiple compartmentalisations and discontinuities induced by the educational system. Letters with spatial descriptions were collected in a quasi-experimental design in the canton of St. Gallen at the end of primary school (Year 6, N=185) and in the first year of secondary school (Year 7, N=218). The texts were analysed in terms of spatial organisation and text length. Moderate but statistically significant correlations between languages were found for both variables. The analysis revealed continuity of the development in the foreign languages, but stagnation in the language of schooling. The benefits of fostering transversally accessible textual patterns through a genre-based approach, in particular for the second foreign language (L3), are discussed.

May 13, 2022

Referral for re-submission: Scholarly Expectations of EFL Applied Linguistics Doctoral Defense Sessions

Alireza Jalilifar, Nadia Mayahi

Page range: 160-189

Abstract

In a challenging criticism-generating oral defense of a doctoral program, examiners evaluate the PhD dissertation so as to confirm its scholarly merit. The main purpose of this ethnographic study was identifying the examiners’ expectations of the viva which was achieved by using a content analytic approach for analyzing the disputation section of two applied linguistics doctoral defense sessions from two accredited Iranian universities in 2019. Despite the similar shortcomings in terms of innovation, development, sampling and treatment, raised by the examiners, one of the candidates passed with distinction while the other was suggested re-submission. This finding suggests that the outcome of a viva, in an EFL context, not only depends on adherence to the conventions of doctoral research but is also influenced by the strictness of the examiners, the candidates’ language proficiency, and negotiation skills in this confrontational communicative event. Findings provide evidence for factors, namely the examiners’ attributes, the doctoral candidate’s attributes, and the dissertation attributes that determine the success or failure of PhD candidates in displaying their claims of scholarship during their defense sessions.

November 24, 2022

Structural and functional markers of language signify the symptomatic effect of depression: A systematic literature review

Anbu Savekar, Shashikanta Tarai, Moksha Singh

Page range: 190-224

Abstract

Human behaviour is encoded and decoded through language. The latter acts as a marker in conceptualising the symptomatic effect of depression and stress. Based on this premise, this study reviewed the results and findings of both qualitative and quantitative research literature on the discourse of depressive patients and which was published between 2010 to 2020. A total of 80 research articles were examined and evaluated for interpretation using the Framework of Preferred Reporting Items for Systematic Review and Meta-Analysis (PRISMA). Out of these, 25 articles were finalised for analysis and synthesis. The findings on linguistic indicators correlating to depression were interpreted based on (i) prevalent linguistic markers, (ii) the research design, (iii) the significance of the context, and (iv) the limitations of findings across studies that foil establishing the generalizability of linguistic markers. Although function and content words (first-person singular pronouns, negative emotional words) as markers are strongly associated with cognitive symptoms (self-focused attention) of depression, results across studies vary. It is observed that depressive individuals also used the third-person singular (he, she) and plural pronouns (they) while accusing others of referring to negative affect. These findings contribute to the literature on mental health by establishing a correlation between linguistic features and psychological symptoms of depression.

November 24, 2022

Structural and functional markers of language signify the symptomatic effect of depression: A systematic literature review

Anbu Savekar, Shashikanta Tarai, Moksha Singh

Page range: 190-224

Abstract

August 10, 2022

Persuasive attack strategies in media discourse: A case study

Rawan Alkhalidi, Sharif Alghazo

Page range: 225-254

Abstract

This study explores the persuasive attack strategies used by participants in the ‘Opposite Direction’ program to attack actions and characters. In particular, the study examines the differences (if any) between the attack strategies directed at actions and those at characters. To this end, 299 utterances which were taken from 30 episodes were analyzed quantitatively using SPSS Base and qualitatively by adopting Benoit’s and Dorries’ (1996), Legge et al.’s (2012), and Benoit’s and Glantz’s (2017) frameworks. The analysis shows that the participants attacked actions more than characters and that these attacks were accomplished by means of two main strategies: 1) increasing the perceived responsibility for the act and 2) increasing negative perceptions of the act. The former was enhanced by using three sub-strategies and the latter by seven sub-strategies. Furthermore, the study found that the participants attacked characters by utilizing two main strategies: 1) enhancing perception that the target possesses a trait and 2) enhancing perception that the trait is offensive. The former was enhanced by means of four sub-strategies and the latter by two sub-strategies. The study provides implications for media and political discourse analysts and researchers of how persuasive attacks are conducted in interactive programs.

Ahead of Print / Just Accepted

Ahead of Print / Just Accepted

Volume 11 (2023)

Issue 1

Volume 10 (2022)

Volume 9 (2021)

Volume 8 (2020)

Volume 7 (2019)

Volume 6 (2018)

Volume 5 (2017)

Volume 4 (2016)

Volume 3 (2015)

Volume 2 (2014)

Volume 1 (2013)

Agenzia Nazionale di Valutazione del Sistema Universitario e della Ricerca	CA
Cite Score	1.5
Journal Citation Indicator	0.53
SCImago Journal Rank	0.401
Source Normalized Impact per Paper	0.846

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Please submit your manuscript online to: http://mc.manuscriptcentral.com/eujal.

Personal data: Authors should not mention their names in the manuscript and make sure that authorship is kept anonymous.

The journal operates a blind peer review that takes approximately 3-4 months via the online submission system.

Form of manuscripts: Scholarly articles published in EuJAL will usually have a length of about 60,000 characters, including references, spacing and punctuation. Authors should follow the De Gruyter Mouton journal style sheet but with one change: While the standard style sheet stipulates, under "Special attention", that authors should have their "contribution carefully checked by a native speaker", EuJAL simply expects authors to submit manuscripts written in an English which is intelligible to a wide international academic audience, but it need not conform to native English norms.

Abstracts and keywords: Submitted articles should include at least three abstracts of about 200 words / 1,600 characters (including spacing and punctuation) each: one in English, one in German, and one in Spanish. To underline the Europeaness of EuJAL, authors who are native speakers in another European language other than these three may also add a fourth abstract in their mother tongue. The total number of words for all abstracts should not exceed 800. At minimum of 3 keywords should also be provided in the respective languages.

Please note

Before submitting your article please have a look at our Publication Ethics Statement and our copyright agreement
Once your article is accepted you have the option to publish it open access.
Our repository policy allows you to distribute 30 PDF copies of your published article to colleagues (the PDF has to include the information that it is an author's copy). Please also feel free to distribute the link to the online abstract
If you have any general questions please visit our FAQ page for journal authors

Hybrid Open Access

Authors have the option to publish their article under an open access license. The standard article processing charge for a hybrid open access article is 2,000 Euro (plus VAT if applicable). Please note that corresponding authors from institutions with which we have a transformative agreement, can publish open access without paying the fee. More information on the eligible institutions and articles can be found here.

Editorial

Editors
Kristin Bührig
University of Hamburg, Germany

Stephanie Risse
Libera Università di Bolzano, Italy

Jan D. ten Thije
Utrecht University, The Netherlands

Founding Editor
Karlfried Knapp
University of Erfurt, Germany

Editorial Board
Peter Auer (University of Freiburg)
Kees de Bot (University of Groningen, The Netherlands)
Jasone Cenoz (University of the Basque Country, Spain)
Jereon Darquennes (Université de Namur, Belgium)
Annick De Houwer (University of Erfurt, Germany)
Guus Extra (Tilburg University, The Netherlands)
Rita Franceschini (University of Bolzano, Italy)
Maria del Pilar Garcia Mayo (University of the Basque Country, Spain)
Folkert Kuiken (University of Amsterdam, The Netherlands)
Li Wei (University College London, UK)
Rosa Manchon (University of Murcia, Spain)
Anna Mauranen (University of Helsinki, Finland)
Daniel Perrin (Zurich University of Applied Sciences, Switzerland)
Barbara Seidlhofer (University of Vienna, Austria)
Johannes Wagner (University of Odense, Denmark)

Advisory Board
To represent the interests and involvement of the European AILA affiliates in the journal, it has an Advisory Board with the AILA Europe Coordinator as chair and one representative nominated by the AILA affiliates from each European region that actively participate in AILA Europe.

AILA Europe Coordinator:
Aleksandra Gnach (ZHAW School of Applied Linguistics)

Austria - Verband für Angewandte Linguistik (VERBAL):
Ulrike Jessner (University of Innsbruck)
Belgium - Association Belge de Linguistique Appliquée (ABLA):
Laurent Rasier (Université de Liège)
Estonia - Estonian Association of Applied Linguistics (EAAL):
Martin Ehala (University of Tartu)
Finland - Association Finlandaise de Linguistique Appliquée (AFinLA):
Hannele Dufva (University of Jyväskylä)
France - Association Française de Linguistique Appliquée (AFLA):
Marie-Françoise Narcy-Combes (Université de Nantes)
Germany - Gesellschaft für Angewandte Linguistik (GAL):
Bernd Rüschoff (University of Essen)
Greece - Greek Applied Linguistics Association (GALA):
Marina Matthaioudaki (Aristoteles University Thessaloniki)
Ireland - Irish Association for Applied Linguistics (IRAAL):
Lorna Carson (Trinity College Dublin)
Italy - Associazione Italiana di Linguistica Applicata (AItLA):
Laura Gavioli (University of di Modena and Reggio Emilia)
Netherlands - Association Néerlandaise de Linguistique Appliquée (ANéLA):
Ad Backus (Tilburg University)
Spain - Asociación Española de Lingüística Aplicada (AESLA):
Javier Pérez Guerra (Universidad de Vigo)
Sweden - Association Suédoise de Linguistique Appliquée (ASLA):
Camila Bardel (Stockholm University)
Switzerland - Association Suisse de Linguistique Appliquée (VALS/ASLA):
Martin Luginbühl (University of Zurich)

(Deutsch)

Online ISSN: 2192-953X
Print ISSN: 2192-9521
Type: Journal
Language: English
Publisher: De Gruyter Mouton
First published: May 15, 2013
Publication Frequency: 2 Issues per Year
Audience: Institutional Libraries and Researchers of Applied Linguistics within a European Context
Keywords: Applied Linguistics, Sociolinguistics, Language Planning, Language Policy, Multilingualism, Language Learning, Europe, EU