journal: European Journal of Applied Linguistics

Impact Factor: 1.5

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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Online Submission of Manuscripts

Volume 11 Issue 2

September 2023

Frontmatter

Publicly Available August 29, 2023

Frontmatter

Page range: I-VI

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January 10, 2023

Problems of children’s involvement in interpreter-mediated meetings between their teachers and their parents

Claudio Baraldi, Federica Ceccoli

Page range: 255-282

Abstract

This paper focuses on six interpreter-mediated interactions between teachers, migrant parents, and their children in Italian primary schools, a topic that has not yet been widely examined in the literature on public service interpreting. The analysis draws on audio-recorded interpreter-mediated interactions collected in Italy during a European Horizon 2020 project. The paper shows the barriers that exist in engaging children in these interactions. The difficulties observed are varied and more challenging to overcome than those hindering parental involvement. While Childhood Studies shows that the important enhancement of children’s agency in social contexts needs particular non-hierarchical structures of interaction, in the analysed interpreter-mediated interactions the mutual positioning of teachers, parents and mediators does not allow this enhancement. Thus, the involved children stay silent, they provide minimal responses when addressed, they show feelings of distress, and their few initiatives are not supported by the other participants. The paper shows the reasons for the failure of both teachers’ actions and mediators’ coordination to involve children and support their exercise of agency.

July 5, 2023

A lexical-cognitive approach to the consequences of the coronavirus crisis for the emotions and perceptions of the Spanish population aged 65 and over

Antonio M. Ávila-Muñoz

Page range: 283-311

Abstract

The COVID-19 pandemic has devastated health systems, economies, and societies. Considered a high-risk group, the elderly have been amongst the most affected. Using word association tests, we access the perceptions held by a group of individuals aged 65 and over, pre-stratified by gender and level of education, regarding certain aspects of the situation we now face. We interpret the vocabulary provided during the tests as a network of connections. Thus, we can create the metastructure of the mental lexicon and consider it the reflection of the collective perceptions associated with five cognitive categories: pandemic, old age, society, future , and politics . For this, we use a model that allows us to construct cognitive prototypes based on the theory of fuzzy sets. Previous results warn of the emotional consequences that have affected the entire population. However, we are now also able to prove that the older generation is experiencing unprecedented feelings of loneliness and neglect due to the circumstances. This could exacerbate the worry, fear, and uncertainty imposed on this group by the new normal . Finally, we suggest concrete actions for both health workers in contact with groups of elderly individuals and the research community that generally uses attitudinal surveys.

Open Access May 12, 2023

Family language policy in Swedish-English families: Rhizomatic conceptualisations

Tim Roberts

Page range: 312-340

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Abstract

Although past research has established that family language policies are composed of numerous complex, entangled, heterogenous elements, as of yet, most works grounded within this research paradigm do not attempt to fully embrace this complexity. This article argues that the complexity can be more fully engaged with by conceptualising a family language policy as a rhizomatic system which consists of a multiplicity of temporary assemblages. Drawing on video recordings, interviews, and stimulated recall protocols from a project on the dimensions of language in Swedish-English families, this article aims to consider how interactional episodes within these families can be viewed as an assemblage of material elements, experiences, agential forces, and conceptual discourses. It is argued that through the analysis of multiple assemblages, and through the consideration of the connectivity between such assemblages, that a holistic picture of the rhizomatic structure that is a family language policy begins to be built.

June 14, 2023

A case study examining the Turkish language skills of bilingual children according to adverse teaching conditions

Hülya Sönmez

Page range: 341-373

Abstract

In the research, the effect of adverse teaching conditions on the Turkish listening comprehension, speaking, written expression, and reading comprehension skills of bilingual students was investigated. In the study, some indicators of the basic language skills of bilingual children were examined according to the multi-grade classroom and COVID-19 factors. The universe of the study is bilingual children studying in multi-grade classrooms of primary education in Muş province. The population is made up of sixty-nine third and fourth-year students from four different primary schools. Three questions were analyzed: (1) What is the level of students’ listening comprehension, speaking, written expression, and reading comprehension skills? (2) How is the effect of independent variables (gender, age of acquisition of Turkish, school level, parents’ education, and school) on students’ language skills? (3) How is the relationship between students’ listening comprehension, speaking, written expression, and reading comprehension skills? The study adopted a multiple-case study design. The data were collected using two rubrics and two achievement tests. Data were analyzed using descriptive statistics, multiple group comparisons, nonparametric tests, and correlation. The results revealed findings regarding participants’ listening comprehension, speaking, written expression, and reading comprehension skills. It was observed that the independent variables did not significantly affect the language skills of the participants. According to the findings, students’ language indicators of written expression are weak and relatively inadequate. Alike students’ language indicators of reading comprehension are partially inadequate. On the other hand, the indicators in speaking and listening comprehension skills were observed to be good but partially insufficient. The results show that the performance of bilingual students in multi-grade classrooms on Turkish language indicators observed during the COVID-19 outbreak is not at an adequate level completely.

May 13, 2023

L2 Polish developmental sequences in an intercomprehension context

Jacopo Saturno

Page range: 374-409

Abstract

This paper describes the results of a research project aiming to document the acquisition sequence of a set of L2 Polish morphosyntactic structures. In order to verify the hypothesis that acquisition sequences are largely independent of the learner’s L1, data were collected among two groups of learners, i. e. speakers of typologically and genetically distant languages relative to Polish, on the one hand, and speakers of East Slavic languages (Belarusian, Russian, Ukrainian), on the other hand, all of which are lexically and grammatically very close to the target language. Data were obtained through a survey and an Elicited Imitation Task.While Slavic learners systematically achieved higher performance than their non-Slavic counterparts, the acquisition sequences of the two groups proved to a large extent comparable. These results suggest an interaction between a general processing advantage deriving from a close relation between the L2 and one’s L1, on the one hand, and universal acquisition constraints, on the other hand.

May 26, 2023

Figurative language and ‘doing interculturality’ in a lingua franca

A case study from a study-abroad context

Esko Johnson

Page range: 410-433

Abstract

Research has shown how, in a narrative event, people give meanings to and conceptualise their experience in figurative language. The aim of this case study was to explore the figurative language which emerged in the flow of mobile students’ narrative accounts of interculturality. Pragmatic features of talk, including those specific to the lingua franca, were analysed in the participants’ use of figurative language. The data of the exploratory study derived from mobility project interviews conducted with South Korean student teachers at the beginning and end of their short-term stays in Finland. The results revealed, among other things, that metaphors of movement and force were used for ‘doing interculturality’, when the interviewees constructed themselves, others and events in figurative language in the context of the mobility project interview. Using oppositional metaphor (e.g., free-strict) as well as metonymy and hyperbole, the participants presented their views on school education, society and people in the two contexts. By exploring the narrators’ strategies for telling and their discursive construction of roles and positions, it was possible to analyse in more detail the interplay of figurative language and the narrative construction of interculturality.

July 15, 2023

School Trajectory of Elementary Newcomer Students: Early Tracking System and Norm Accommodation

Emmanuelle Le Pichon, Sergio Baauw, Sohee Kang, Jacob Vorstman

Page range: 434-459

Abstract

The increase in the number of newcomer students in countries across the world has underscored the importance of effective transition strategies in education. Many students encounter difficulties in acquiring academic knowledge due to initial limited language skills in the school language. Implementing appropriate strategies to facilitate this transition has shown positive outcomes. However, some obstacles remain to be addressed for newcomer students. In the Netherlands, standardized tests are utilised to monitor the academic progress of all students and determine the appropriate educational pathway. Our study, based on longitudinal assessment data from 51 newcomer elementary school students and 74 of their classmates, sheds light on how this system interacts with the transitions of newcomers. While newcomer students made greater progress compared to their peers, we found that their results were influenced by the application of test norms designed for younger age groups. The insights from this study provide valuable perspectives on educational pathways for newcomer students and prompt us to reconsider the implications of norm accommodation for these students. It highlights the needs to implement practices that enable newcomer students to effectively pursue their academic aspirations.

Open Access July 6, 2023

How I live [participate] now: Re-negotiating social belonging and linguistic participation in book-group discussions

Angelica Granqvist

Page range: 460-487

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Abstract

This paper focuses on how Gabriella, an upper-secondary student in Sweden, re-negotiated social belonging and linguistic participation in book-group discussions involving students in the school subjects Swedish and Swedish as a second language. Gabriella immigrated to Sweden due to forced migration. As a Swedish language learner, she worried that her language proficiency was regarded as insufficient by her peers. Within the frame of linguistic ethnography, and with the aim of identifying Gabriella’s trajectory of participation in book-group discussions over time, audio-recorded group discussions about the novel How I live now, interview data, and observational fieldnotes were analyzed by means of an epistemic stance analysis. Building on learning as participation, it was possible to unfold how Gabriella went from a passing participant to a driving force. Her trajectory of participation was spurred by the content of the novel and a sense of epistemic responsibility to share her first-hand experience of war, while her classmates responded with silence. From an educational perspective, this paper emphasizes the importance of classrooms as contact zones where students are not only provided with rich opportunities to gather around literature that stirs up questions of what it means to be human, but more importantly, it accentuates the need for literary education to include responsive practices to help students accommodate each other as co-learners.

Ahead of Print / Just Accepted

Ahead of Print / Just Accepted

Volume 11 (2023)

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)

Journal Impact Factor	1.5	2022, Journal Citation Reports (Clarivate, 2023)
5-year Journal Impact Factor	1.2	2022, Journal Citation Reports (Clarivate, 2023)
Journal Citation Indicator	0.70	2022, Journal Citation Reports (Clarivate, 2023)
CiteScore	1.5	2022, Scopus (Elsevier B.V., 2023)
SCImago Journal Rank	0.617	2022, SJR (Scimago Lab, 2023; Data Source: Scopus)
Source Normalized Impact per Paper	0.839	2022, CWTS Journal Indicators (CWTS B.V., 2023; Data Source: Scopus)
Agenzia Nazionale di Valutazione del Sistema Universitario e della Ricerca	CA	2022

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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, Germany)
Gualtiero Boaglio (University of Vienna, Austria)
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)
Rita Franceschini (University of Bolzano, Italy)
Maria del Pilar Garcia Mayo (University of the Basque Country, Spain)
Li Wei (University College London, UK)
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:
Grégory Miras (Université de Lorraine)

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