News
Number 93 Winter 2009
British Association for Applied Linguistics Registered charity no. 264800
Promoting understanding of language in use.
http://www.baal.org.uk THE BRITISH ASSOCIATION FOR APPLIED LINGUISTICS
Membership Individual Membership is open to anyone qualified or active in applied linguistics. Applied linguists who are not normally resident in Great Britain or Northern Ireland are welcome to join, although they will normally be expected to join their local AILA affiliate in addition to BAAL. Associate Membership is available to publishing houses and to other appropriate bodies at the discretion of the Executive Committee. Institution membership entitles up to three people to be full members of BAAL. Chair (2006-2009) Susan Hunston Department of English University of Birmingham Birmingham B15 2TT email: [email protected]
Membership Secretary (2007-2010) Lynn Erler Department of Education University of Oxford 15 Norham Gardens Oxford OX2 6PY [email protected]
Membership administration Jeanie Taylor, Administrator c/o Dovetail Management Consultancy PO Box 6688 London SE15 3WB email: [email protected] Editorial
Dear all,
Welcome to the Autumn/Winter 2009 issue of BAALNews.
As always, the Autumn/Winter issue of the BAAL Newsletter is a feature-packed one; so much so, in fact that I will not even try to summarise everything contained within these pages. Instead, I would simply like to draw your attention to the fact that this issue contains the inaugural report of incoming BAAL chair Guy Cook. Guy begins by rightly praising his predecessor, Susan Hunston, for the energy and commitment that she brought to her role, and for her many and various achievements as chair for the period 2006 Ð 2009. He then goes on to outline some key issues and challenges that still face applied linguistics as a field of study, and BAAL as an organisation that aims to promote this field. The agenda that Guy’s article sets out should be seen as an exhilirating rather than a forbidding one, however, and I hope you will agree with me that reading his report leaves one with the feeling that there has probably never been a more exciting time to be an applied linguist than the present.
Nicholas Groom Newsletter Editor
1 BAAL Executive Committee
BAAL Executive Committee 2009-2010 Steve Walsh (Publications Secretary 2009-2012) Guy Cook (Chair 2009-2012) Steve Williams (Postgraduate Lynn Erler (Membership Secretary Development and Liaison Officer 2007-2010) (2009-2011)
David Evans (Ordinary Member 2009- 2011)
Tess Fitzpatrick (Ordinary Member 2009-2011)
John Gray (Ordinary Member 2009- 2011)
Nicholas Groom (Newsletter Editor 2007-2010)
Tilly Harrison (SIG Officer 2009-2012)
Valerie Hobbs (Web Editor 2007-2010)
Jim Milton (Treasurer 2009-2012)
Hilary Nesi (Ordinary Member 2009- 2011)
Richard Pemberton (Ordinary Member 2008-2010)
Erik Schleef (Meetings Secretary 2007- 2010)
Paul Thompson (Secretary 2007-2010)
Catherine Walter (Co-opted Member 2009-2010 - CLIE Representative)
2 Chair’s Report
I took over from Susan Hunston as Chair growth of comparatively new areas (e.g. of BAAL at the annual general meeting in medical communication, forensic Newcastle this September. My term will linguistics) new links with established run until 2012. Susan has been an areas (e.g. translation studies, clinical outstanding chair. BAAL has immensely linguistics), and continuing development benefited from her dedicated and expert in more traditional core areas (SLA, leadership, and we all owe her a great language teaching). Such variety deal. She is also a hard act to follow! however carries with it a danger of factionalism and fragmentation. BAAL There have been changes on the should be seen as the natural home for all Executive Committee too. We have lost branches of the discipline, and should Richard Badger as treasurer, John Field as seek to attract a wider representation of SIG officer, Dawn Knight as postgraduate areas than it does at present. officer, Veronika Koller as publications secretary, and ordinary members Lynne 3. Within British universities, applied Cameron, Alice Deignan, and Sheena linguistics is a popular, expanding and Gardner. All have exceeded the call of dynamic area. Yet its success and duty and deserve the thanks of the importance receives inadequate association for their energy, work and recognition. It is often treated as a lodger commitment. within faculties and departments of education, English, linguistics, modern Good leadership has not been able to languages or TESOL. BAAL should solve all problems though. There are campaign for greater institutional perennial issues for BAAL which will be recognition and status for applied increasingly important in the coming linguistics. three years and beyond. These are the main concerns I have for the future. 4. In national academic bodies, applied linguistics has a similarly low profile. In 1. As an applied discipline concerned addition to maintaining our presence “with real world issues in which language where we are already represented, we will is central”, the worth of our field should need to be active in the Academy of be measured in large part by its impact on Social Sciences, and the new University the world outside academia. Yet applied Council for General and Applied linguistics has a poor record in Linguistics. Most importantly of all we influencing public policy and perception. need to campaign urgently and We should seek to increase the profile of energetically for greater representation in BAAL in public, media, political and the coming REF (see below). commercial discussions of language- related issues. From these general points, I move on to more specific one. 2. Applied linguistics is an expanding discipline. Recent years have seen the
3 Response to the REF consultation. In September we responded through the One of Susan Hunston’s legacies to AcSS to a request by the Commons BAAL is the expert panels she established Science and Technology Committee on to respond quickly and effectively to the government’s use of evidence. We consultations and requests. I have been were asked to give an example of how working with one of these panels, and policy could be informed by applied with the Executive Committee, and with linguistic research. Our submission is the BAAL membership, on the BAAL given in full below (Appendix A). response to the REF consultation. By the time this newsletter is published, this will In October we responded to an AcSS call have been submitted to HEFCE by their for an example of social science research deadline of December 16th 2009. which has had a beneficial effect on society to be included in their briefing A key issue for BAAL is the panel documents. (Many thanks to members configuration proposed in the consultation who sent in suggestions in response to my document request on BAALmail.) We submitted http://www.hefce.ac.uk/pubs/hefce/2009/ both a general statement and one specific 09_38/. As in the RAE, applied example (Appendix B). linguistics submissions are likely to be spread across several units of assessment. There are currently seven members of HEFCE seems determined to have bigger BAAL who are academicians of the units, so there is virtually no chance of AcSS. We are making a number of applied linguistics having one of its own, nominations for new ones. nor is this necessarily desirable. We do however need to make a strong case for greater applied linguistics representation Guy Cook in all the relevant units. To do this we 30 October 2009 need hard evidence of the extent and high quality of applied linguistics submissions to the last RAE, and I am currently collecting this to make a case.
Academy of Social Sciences (AcSS). Founded ten years ago, this is now an active and powerful voice for 36 learned societies, speaking on our behalf to government, media, universities, and the public. Deadlines for response are typically very tight, and again the advice of expert panels is crucial.
Responses we have made since I became Chair include the following: 4 Appendix A: BAAL submission to process and the categories have serious Commons Committee on Science and weaknesses. Research has shown self- Technology. (via AcSS) 28 September identification to lead to inaccuracies. 2009. ‘First language’ is not necessarily the same as a child’s main language, home Languages Spoken in the UK and the language, best language, or the language Teaching of English as an Additional with which they identify. Applied Language linguistic research could provide evidence which would enable the government to In an era of globalisation and mass refine its categories and to elicit migration, informed language policy and information more effectively. planning becomes ever more important for democratic, prosperous, and tolerant For the adult population there is no societies. Yet academic research on equivalent mechanism to the PLASC. language is consistently undervalued in Past censuses have missed the opportunity policy. to include a question about languages. It seems likely that any question included in There is for example no reliable data on future censuses will suffer from the same the numbers of speakers of different limitations as the PLASC. Informed languages within the UK, nor evidence- evidence-based advice on how to count based policy on assessing or improving speakers of different languages and to proficiency in English, although both are analyse the results of any study or census crucial to effective educational and social is urgently needed. policies promoting inter-ethnic relations and economic efficiency. This is the case A similarly inefficient use of evidence is for both school pupils and the adult apparent in government policy for the population. teaching and learning of English as an additional language (EAL), both in In schools, the established practice for schools and for adults. Current policy in collecting ethnic and language data falls schools does not separate assessment of short of being ‘evidence-based policy’. EAL proficiency (QCA, 2000; DfES, The Pupil Level Annual School Census 2005) from the National Curriculum (PLASC) collects data on first languages assessment framework for English (as a and ethnic backgrounds. Teachers ask curriculum subject for all pupils). Equal pupils to self-identify both their ethnicity opportunities policy has lead to and their first language and, if there is a mainstreaming of all EAL pupils. This complication, use their own judgment to means that irrespective of pupils’ English assign a category (e.g. Urdu/Pakistani). language knowledge and skills, they are ‘First Language’ is defined as the expected to participate and learn both language to which a child was initially English language and subject content in exposed during early development.’ mainstream classroom activities. This is (Notes to Editors, DCSF, 2008). Both the at odds with research evidence on best
5 provision and denies EAL speakers both Guy Cook, Chair the support and the credit they deserve. British Association for Applied Current EAL policy is a kind laissez faire Linguistics approach loosely based on outdated and 28 September 2009 discredited ideas about language teaching from the 1980s in which exposure to a Thanks to Mike Baynham, Constant new language is seen as sufficient to Leung, Li Wei, Celia Roberts, and James develop proficiency. This is reflected in Simpson for information and advice teacher education policy too. EAL is not offered as a main subject in the PGCE curriculum and no formal teaching References qualification required for EAL in school Department for Children Schools and teaching. Families. (2008). Pupil characteristics and class sizes in maintained schools in English Language provision for adults is England, January 2008 (provisional). similarly at odds with the best current http://www.dcsf.gov.uk/rsgateway/DB/SF research and evidence. R/s000786/SFR_09_2008.pdf Recommendations about the most Department for Education and Skills. effective pedagogy for new immigrants (2005). Aiming High: guidance on and longer term residents have been assessment of pupils learning English as ignored, even when sponsored and an additional language. Nottingham: monitored by government. For example, DfES. the largest study to date on the effective National Research and Development teaching of English to speakers of other Centre for Adult Literacy and Numeracy languages who are migrants to the UK (2007) Effective teaching and learning: was instigated by the National Research ESOL and Development Centre for Adult http://www.nrdc.org.uk/publications_deta Literacy and Numeracy (NRDC), a ils.asp?ID=89 research centre established by Qualifications and Curriculum Authority. government specifically to inform the (2000). A language in common: assessing Skills for Life policy. The research was English as an additional language. closely monitored by the (then) DfES London: QCA. (now BIS). Yet the findings and recommendations in the report (NRDC 2007) appear to have been ignored. Appendix B: BAAL submission to AcSS. 12 October 2009. To sum up, government policy on Benefits to Society of Applied languages and EAL teaching in the UK Linguistics Research appears to be ‘flying blind’. There is a wealth of evidence and research which Applied Linguistics is the branch of the could be drawn upon if proper channels of social sciences concerned with the communication between government and theoretical and empirical investigation academia were established. and amelioration of real-world problems 6 in which language is a central issue. As and assessment of overseas-trained such, its activity spans a wide field of doctors enquiry, and its benefits to society are ¥ developing the use of linguistic many and various, encompassing evidence in criminal investigations to applications in education, language policy establish for example the identity of a and planning, cross-linguistic and cross- speaker or the authorship of a cultural communication, legal document (forensic linguistics). A investigation, information technology and spin-off of this has been software to design. Active and ongoing areas of identify plagiarism enquiry include: ¥ improving the compiling and updating ¥ developing the teaching and learning of dictionaries and other language of additional languages (both English resources through the use of corpus by speakers of other languages and linguistic software analysing multi- other languages by speakers of million word databases of actual English), assessing language-teaching language use methods, materials and resources, and ¥ developing effective translation and informing policy, assessment, teacher interpreting education and student placement ¥ understanding the nature and effects of ¥ the maintenance of minority and persuasive language in the media, indigenous languages through for politics and commerce with a view to example the promotion of improving the effectiveness and complementary schooling and integrity of language use in these areas effective policy and/or public understanding of how ¥ supporting the understanding and language can be used to indoctrinate or development of literacy through for manipulate. example research into the mental processing and social use of written An example of socially beneficial applied language in a variety of contexts, linguistics research is analysis of media and subcultures doctor/patient interaction to inform ¥ enhancing and improving the quality training courses and assessment. For of deaf people’s lives and their example, a research project ‘Patients with contribution to society by furthering limited English and Doctors in General understanding and recognition of sign Practice (PLEDGE) led by Professor Celia languages (deaf linguistics) Roberts of King’s College London looked ¥ advancing techniques in the at communication problems in doctor- assessment and remediation of patient consultations in an area with a speech-language pathologies (clinical linguistically diverse patient and doctor linguistics) population (Lambeth). Initially funded by ¥ developing effective professional and the Sir Siegmund Warburg Charitable workplace communication, through for Foundation, additional funding was then example the analysis of doctor/patient awarded by the NHS London Post- interaction to inform training courses Graduate Deanery to make two DVDs
7 based on the PLEDGE research. The first DVD ‘Doing the Lambeth Talk’ was for GPs with a linguistically diverse patient population, and the second DVD ‘Words in Action’ was for doctors who are have trained overseas and are new to the NHS.
Guy Cook Chair, British Association for Applied Linguistics 12.10.2009
Thanks to the many members of BAAL who contributed ideas for this document, to the Executive Committee, and to Celia Roberts.
8 Treasurer’s Report
The first part of this report relates to beginning of the new financial year. The expenditures since 1 June 2009. In the expenditure and income between 25 April second part of the report I raise some and 31 May is covered by the annual issues which come out of the annual report. reports. SIG financial reports Income/ Expenditure between 1 June Some SIGs are not very good at getting 2009 and I September 2009 financial reports to me in time for Income from subscriptions £2,702.92 inclusion in the accounts, despite (£2,696 subscriptions +£6.92 interest) reminders from the SIG Officer and Expenditure £8,090.532 myself. Is there any action we can take to I have not given the expenditure since the address this? period covered by my last report as the financial year ended on 31 May and it was The annual accounts simpler to provide a report from the The news from the annual accounts is
DATE NO AMOUNT Payee Evidence Category 01/06/2009 282 £117.14 Lynne Erler Receipts 11/06/2009 285 £910.00 Newcastle University Letter Conference Expenses 18/06/2009 286 £54.30 Tim Shortis Receipts 18/06/2009 288 £56.30 Tim Shortis Receipts 18/06/2009 289 £1,200.00 Somerton Hotels Invoice Conference Expenses 06/07/2009 290 £2,100.00 Dovetail Invoice Dovetail 14/07/2009 291 £300.00 Martin Bygate Invoices ALAF 17/07/2009 292 £450.00 University of Warwick BAAL/CUP 17/07/2009 293 £67.45 Mahendra Verma Receipts 30/07/2009 294 £161.00 Gabrielle Hogan Receipts ALAF 14/08/2009 296 £20.93 University of Bristol Invoice 14/08/2009 297 £1,376.00 Dalton Invoice 25/08/2009 £77.41 Credit card/DDebit costs Bank charges
9 generally good. We have increased our 3. Our subscription income is down by income by over £20,000 because of the almost 20% (from £25k to £20k). To income from the Swansea conference and what extent does this reflect a drop in donations to the Chris Brumfit fund. subscriptions and what should we do There are a couple of troubling issues about it. 1. The amount of miscellaneous income 4. Printing and publications are up by is up largely because of unidentified £8K. This seems strange. This is a amounts credited to BAAL to BACS. break-down of the figures totalling just 2. The amount we have paid to Dovetail over £15,000. is down. This seems odd.
15/08/2008 188 £1,531.00 Dalton Printers Invoice 10/07/2008 183 £739.00 Dalton Publishers Invoice 10/07/2008 184 £1,136.40 Dalton Publishers Invoice 23/07/2008 187 £2,876.82 Pack-it Invoice 11/09/2008 206 £66.52 Susan Hunston Receipts 16/12/2008 226 £1,226.64 Pack-it Invoice 05/01/2009 229 £1,653.97 Invoice 16/01/2009 236 £100.00 Lynda O’Brien 16/01/2009 237 £110.00 Nicola Taylor 29/01/2009 243 £1,759.00 Dalton Printers Invoice 22/04/2009 256 £1,186.00 Dalton Printers Invoice 22/04/2009 257 £705.86 MPJ Edwards Invoice 17/05/2009 272 £2,002.90 Pack-it Invoice
Notes on the BAAL accounts for the One issue here is that the accountant is year ended 31 May 2009 still treating reclaimed tax from donations to BAAL as miscellaneous 5. Membership subscriptions are down. income. The heading of donations on It is likely that this is partly a reflection our income is an innovation this year of the general economic situation. It is but I would hope that he will be also possible that people are delaying persuaded that reclaimed tax will be taking out a subscription until it gets treated under the head to which I feel closer to the conference and they know they properly belong, donations. if their papers have been accepted. However, it does suggest that we need There has also been some income from to consider carefully any decision to the print version of the proceedings for increase subscriptions. the Cork conference.
6. The amount of miscellaneous income Finally, between March and June this has increased. year the bank credited with amounts
10 which we and they have been unable almost definitely for longer. to identify. 10.The most striking figure in the 7. Expenses for the executive committee accounts is the very high level of meeting are up by two thousand income from the conference at pounds. This partly reflects the fact Swansea. This relates to the good level that more of the committee have been of attendance and the favourable able to attend meetings and also the costings agreed by Swansea extra expenses of the last executive University but in particular to the meeting at Swansea where some efficiency and hard work of the local members of the executive spent two organising committee headed by Tess nights in accommodation at Swansea. Fitzpatrick. In acknowledgement of There is also likely to be an element the work of the committee, the here which relates to inflation. executive allocated £2500 to be used for attendance at the Newcastle 8. Publications and printing costs have Conference. almost doubled. A contributory factor here is that one invoice for 2007/8 This is my last report as treasurer. My job went missing and, because we had no has been made much easier than it record of it, it could not be treated otherwise would have been by the fact under the accounts for that year. This that people have been working so hard to invoice was paid in 2008/9. In produce income for BAAL and the addition, there were some one-off support from people in all parts of BAAL. costs related to the digitisation of our I would like to thank the executive archive. Despite these factors, this is a committee for their support over the last considerable increase and we may three years. I would also like to express need to look at alternative suppliers my gratitude to Dovetail and Jeanie for printing and publication. Taylor for their support and advice. I wish the new treasurer the best of luck. 9. We have a new head this year of income from donations to the Chris Brumfit and the figure on the accounts Richard Badger underestimates the amount here Outgoing Treasurer because it excludes reclaimed taxes and because the bank has mislaid one cheque. I would like to thank Guy Cook for his work in encouraging people to donate to this fund, largely through standing orders. I should also acknowledge the support of Ros Mitchell. This scholarship is now secure for at least six years year and
11 Meetings Secretary’s Report
BAAL 2009 Newcastle The majority of delegates who filled in (3rd Ð 5th September) forms rated the venue as ‘good’ and ‘very good’. Almost all delegates who filled in The conference theme of BAAL 2009 was forms also rated the programme and the “Language, Learning and Context”. quality of sessions as “good” or “very Around 300 delegates attended the good”. The number of papers submitted conference. Plenary speakers were David has increased from last year (see table 1 Crystal (Bangor University), Bethan and Figure 1). 343 abstracts were Benwell (University of Stirling) & Liz submitted to the conference organisers, Stokoe (Loughborough University), and and 186 were accepted this year. The Pauline Rae-Dickins (University of number of accepted papers has decreased Bristol). The conference was organised by somewhat this year (54% this year the School of Education, Communication compared to 69% last year). Poster and Language Sciences (SECLS), and the submission and acceptance has increased Centre for Research in Linguistics and again this year. There was a prize for best Language Sciences (CRiLLS). poster displayed at the conference which went to Tess Fitzpatrick and Jon Clenton Very many thanks and congratulations to from Swansea University for their poster Chris Jenks and other staff and students at “Exploring the usefulness of a test of Newcastle University for a highly productive vocabulary”. successful conference. Delegate feedback forms and emails abound in comments There were three proposed colloquia: such as “very friendly and informative Learning Foreign Languages Across conference Ð very good sessions Ð Contexts, Language and Neoliberalism, excellent plenaries Ð wonderful Multimodal Analysis Ð The State of the experience Ð student helpers and Field. There was one invited colloquium: conference chair were wonderfully Emerging Contexts: Staff-Student helpful and friendly Ð we enjoyed the Presentations. variety of sessions – great conference!”. Five SIG Tracks were organized: ‘Corpus
2004 2004 2005 2005 2006 2006 2007 2007 2008 2008 2009 2009 Sub. Acc. Sub. Acc. Sub. Acc. Sub. Acc. Sub. Acc. Sub. Acc.
Individual 106 69 146 92 232 141 277 100 197 127 246 114 Colloquia abstracts 50 50 41 41 13 13 18 14 8 8 12 12 SIGs 27 22 29 17 47 24 47 17 72 52 50 30 Posters 27 19 11 21 11 22 14 10 21 21 35 30 TOTAL 210 160 227 171 303 200 352 141 298 208 343 186 Table 1: Submitted (Sub.) and accepted (Acc.) papers from 2004 to 2009
12 Figure 1: Submitted and accepted papers from 2004 to 2009
Linguistics’, ‘Language Learning and edited by Steve Walsh, was launched. Teaching’, ‘Gender and Language’, Palgrave sponsored a reception on Friday ‘Psycholinguistics’, and ‘UK Linguistic night at which the BAAL book prize was Ethnography Forum’. announced. The 2009 BAAL book prize was awarded to: Wei, L. and M.G. Moyer BAAL gives two international (eds) (2008): The Blackwell Guide to scholarships (one of which is the Chris Research Methods in Bilingualism and Brumfit award) and ten UK student Multilingualism. Blackwell. The BAAL scholarships. This year there were 46 Gala dinner was held at Newcastle’s Civic international scholarship applications and Centre on Friday night. It was 30 UK applications. A scholar from accompanied Ð not by the usual ceilidh Ð Serbia, Ksenija Bogetic, received the but a disco band from Macclesfield. The International Scholarship, and one from conference closed the following day with Egypt, Muhammad Abdel Latif, was a tribute to Peter Martin and Johannes selected for the Chris Brumfit award. Eckerth, the last of the three plenaries, and closing remarks by several Routledge sponsored a drinks reception representatives of BAAL and Newcastle before dinner on Thursday night at which University. the new journal Classroom Discourse,
As in previous years, the 2009 meeting in Newcastle will result in a CD-ROM with extended abstracts (ca. 1,000 words) of accepted papers and other impressions from the conference. Please send contributions to Steve Walsh ([email protected]) by 18/12/2009.
13 BAAL 2010 Aberdeen (9thÐ11th September)
BAAL 2010 will be held at Aberdeen Grampian area boasts dozens of castles, University. The conference theme is coastal roads, golf courses and plenty of “Applied Linguistics: Global and Local”. cultural attractions. We are confident that Plenary speakers are Wilson McLeod it will provide an inspiring conference (University of Edinburgh), Bonny Norton experience too. (The University of British Columbia), Erik Schleef Alastair Pennycook (University of Technology, Sidney), and Tove Skutnabb- Kangas (University of Roskilde).
The conference will be organised by the School of Language and Literature and the Centre for Linguistic Research. Robert McColl Millar is the local organiser. Further members of the LOC include Rob Dunbar, Mercedes Durham, Barbara Fennell, Mark Garner, and Michael Hornsby.
The University campus is located close to the city centre in the historic Village of Old Aberdeen and within easy reach of railway and bus stations. Aberdeen airport is served by regular flights from cities across Britain and Europe, including Belfast, Birmingham, Bristol, London, Manchester, Newcastle, Southampton, and Dublin.
Aberdeen, Scotland’s third city, is known by many names: the granite city, the oil capital of Europe, and the silver city by the golden sands, all of these encapsulating various aspects of the city. Aberdeen has two universities, a 5 star Maritime Museum, a variety of restaurants, coffee shops, tea rooms, and a wide range of cultural, entertainment, and shopping attractions. The Aberdeen-
14 Membership Secretary’s Report
BAAL Membership status on 15th embedded images that make it overlarge October 2009 was as follows: for an email attachment. There is an application form at the back of this 740 individual members; 208 paid a BAALNews for a colleague of yours who reduced rate of which 166 indicated that is not yet a member of BAAL! they were full-time students; 532 paid full rate. Lynn Erler
About 110 members are now paying by direct debit. (Many thanks to them!)
There are now 20 institutional members, the newest being at:
1. The Research Centre at Al-Imam Muhammed Ibn Saud Islamic University in Saudi Arabia; 2. Nottingham Language Centre at Nottingham Trent University, UK; 3. The Sprachenzentrum at Ludwig- Maximilians-Universität, Munich, Germany.
A warm welcome to these and all new members who have joined BAAL over the course of 2009!
By the end of November we begin sending out membership renewal emails. It is greatly appreciated when you renew promptly without further need of us reminding you. Do consider setting up a direct debit, if you haven’t already. It will save BAAL on administration expenses in the long run, thus helping to keep the membership fee quite low, as it currently is. In addition, a direct debit membership is still being offered at a reduced rate. You can email Jeanie Taylor at [email protected] to request a direct debit form. It will be sent in the post as there are
15 BAAL/CUP Seminar
2009 BAAL/CUP Seminar Nottingham) plenary, entitled ‘Turn, turn, Programme Reports turn again’, considered turn construction as the locus of interactional competence Academic Language Corpora and and examined the shaping of speaker Education (ALCE) turns in spoken academic contexts and University of Edinburgh, learner oral examination contexts (e.g. May 7-8, 2009 IELTS, FCE). He looked at the distribution of turn-openers in English This seminar, organised by Joan Cutting native speaker of English and non-English and Bróna Murphy, and held in The native speaker data, comparing casual Moray House School of Education, aimed conversation with academic seminar and ¥ to bring together researchers involved small-group talk and examination data. in both emergent and established Turn-construction is crucial to the academic corpora (written and creation of flow and confluence in talk spoken) as well as linguists, lecturers and is a key feature of collaborative and teachers researching in education, learning. be it language teaching, language teacher-training or continuing Hilary Nesi’s (Coventry University) professional development in language plenary was ‘Genre identification in a awareness, who may be new to corpus of student writing’. The British corpora and its applications. Academic Written English (BAWE) ¥ to explore the possibilities of working corpus contains 2,761 pieces of proficient together with researchers in speech assessed student writing. The BAWE recognition and synthesis, and other designers created a finite list of 13 genre specialists in technological families, within which the genres shared innovation. an educational purpose and key ¥ to provide an opportunity to components, across levels, domains and disseminate the latest developments in disciplines. The genre families have academic language corpora assignments requiring different literacy The seminar strengthened links between skills to achieve different educational institutions and created networks for purposes. The genre classification may researchers to explore ways that corpora inform the work of writing-centre staff can help to study general classroom and EAP teachers. practice and be used as part of language classroom teaching. It attracted 30 Kirsten Ackermann (Pearson plc) participants, from universities in Czech introduced the Pearson International Republic, Republic of Ireland, Italy, Corpus of Academic English (PICAE), Japan, Switzerland, and the UK; there which started 2007 and comprises 36 were two plenary papers and 14 million words from a wide range of individual papers. academic subjects and material relating to students’ extracurricular life. PICAE Mike McCarthy’s (University of contains 77% written and 23% spoken
16 text, covering American, Australian, It raised issues such as concerns about British, Canadian and New Zealand new technology and education, the need English. The word lists will help to to model critical academic behaviour and distinguish EAP from general English, a desire to present oneself as a ‘person’ as and ESAP from EAP. Courses based on well as ‘a tutor’. PICAE could give students a tool for directed- and self-learning, and enable Liam Murray, Elaine Riordan and Fiona comparisons between their own writing Farr’s (University of Limerick) paper was and features of registers and genres. ‘Towards a definition of reflective PICAE could be used to validate learning among third level students: what proficiency tests of academic English. can academic language corpora tell us?’ Joan Cutting and Bróna Murphy They analysed spoken data from student (University of Edinburgh) spoke about teachers discussions, and written data ‘Edinburgh Academic Spoken English from student essays, blogs and online (EDASE) corpus and teaching discussions, and found evidence of applications’. EDASE aims to consist of reflection using lexical and grammatical workshops and supervision tutorials, stance markers (adjectives, adverbs, lectures, conferences and symposia, verbs, etc), level of contribution, task meetings and casual conversations. It will performance (orientation, illustration, be used to study pragmatic features and development etc), and affective the interaction of international students. engagement (interpersonal, pragmatic, The coding system encompasses and motivational). This points to a more interactional features, pedagogical tangible framework for examining the features and participation features. practice of reflection for educational EDASE could guide continuing purposes. professional development of lecturers in good practices. Stergiani Kostopoulou (Trinity College Dublin) talked about ‘Corpus-informed Jane Evison’s (University of Nottingham) curriculum and material development for paper was ‘”Podcast, yeah, we don’t quite English language support in Irish post- know what to call it”’: building identities primary education’. The paper reported on through broadcast audio-recorded the elaboration of curriculum and academic conversations’. The study materials informed by the analysis of a explored the ways in which the podcasters corpus of the most commonly used in the TESOL Talk from Nottingham textbooks for English, Geography, Corpus (TTFN) create, maintain and History, Home Economics, Mathematics, develop their own identities, and that of Chemistry, Biology and Physics in Irish the podcasts. It analysed event labels (e.g. schools, using WordSmith Tools. The ‘podcast’, ‘edition’, ‘show’) and curriculum and materials introduce suggested that they evolve as the English as a Second Language (ESL) podcasters’ construct the podcasts and students to subject-specific language their own understandings of themselves. within the various subjects. The study
17 should raise subject teachers’ awareness useful as a device for encouraging of their subjects’ linguistic repertoires and learners’ noticing. is relevant to learning and teaching beyond the ESL classroom and across Markéta Malá (Charles University in educational systems in Europe. Prague) told us about ‘Participial adverbials in the spoken academic Pei-Chun Liu’s (Lancaster University) monologue’. Participial adverbial clauses paper was entitled ‘Using a corpus as the occur frequently in academic prose and basis for studying academic written rarely in conversation. The distribution genres’. This study focuses on ways that varies according to cognitive complexity. the rhetorical actions in dissertation In lectures in the BASE and MICASE literature reviews (LR) can be defined, corpora, speakers use fixed, lexicalized based on a corpus of 30 Master’s participial constructions or lexico- dissertations in three academic grammatical associations. Bundles such disciplines. The various uses of citations, as ‘what do you end up getting?’, ‘you evaluating words and transition words end up getting cells that frequent point to the occurrence of different LR metastasize’ (MICASE) perform rhetorical actions. The rhetorical actions expressions of stance, organise discourse do not appear in a fixed order and the and have a referential function. An choice of rhetorical actions and sub- understanding of these bundles and their actions vary from discipline to discipline. function could facilitate the understanding This study should help EAP teachers to of lectures for non-native speakers. prepare their students to write academic genres and also teachers in the subject David Oakey’s (University of areas to be aware of their students’ Birmingham) paper was about ‘Isotextual difficulties. comparisons of lexical bundles in research articles across disciplines’. This Tony Lynch (University of Edinburgh) paper discussed methodological issues presented ‘Small and imperfectly formed: relating to the construction of The pedagogic value of a nanocorpus’. comparative written academic corpora Current views of language teaching and suggested a distinction between emphasise focusing on form and helping isolexical comparisons, in which learners to notice lexical chunks in subcorpora containing a similar number discourse. As an EAP teacher preparing of tokens are compared, and isotextual international students for university study, comparisons, in which subcorpora Dr Lynch compiled a corpus of native and containing a similar number of texts are non-native interactions intended to bring compared. It compared lexical bundle useful chunks to learners’ attention. The frequencies between isolexical and data set comprised recordings of isotextual subcorpora of research articles performances of speaking tasks that in different disciplines, and suggested that parallel those done by the learners in their isotextual comparisons reveal more about EAP classroom. The corpus was very the discourse functions of lexical bundles
18 in research articles. The paper concluded appraise which combinations optimise the with a discussion of the implications for understanding for educational goals. pedagogy of these findings. Tomoko Watanabe (University of Edinburgh) spoke about the ‘Frequency of Aisling O’Boyle (Queen’s University English vague language forms used by Belfast) delivered a paper called ‘“Little Japanese learners at different proficiency steps or a foot in the door?” Using a level: an analysis of a spoken EFL corpus of spoken academic discourse in corpus’. The paper dealt with a teacher education programmes’. Her quantitative analysis of English vague corpus consists of audio recordings of language (EVL) forms used by Japanese small group teaching contexts from a learners of English (JLEs) in a speaking university setting taken from a range of test, in the National Institute of subject areas. It was used in an initial Information and Communications teacher education programme to raise Technology Japanese Learner English awareness about language variation and Corpus. It studied the frequency of each language use in context, in a continuing EVL form at various speaking proficiency professional development programme in levels and discussed the features of the the subject area of TESOL, and in a most frequently occurring forms, showing student task investigating the effect of that some forms are not used in a way that task and material on language learner a native speaker of English would. The interaction. Context and location have a findings could inform EVL teaching and bearing on the perceived appropriateness help textbook writers and material of the application of the corpus. designers.
Anne O’Keeffe (Mary Immaculate Joan Cutting and Bróna Murphy, College) and Steve Walsh (Newcastle The Moray House School of University) spoke to ‘Appropriate Education, methodologies for investigating University of Edinburgh classroom discourse’. This paper evaluated approaches to studying corpora Key Themes in Intercultural of classroom interaction: conversation Communication Pedagogy analysis, interaction analysis, discourse University of Sheffield, July 9-10, 2009 analysis, critical discourse analysis and corpus linguistics. Drawing on empirical The seminar, organised by Jane Woodin, classroom interaction data from the Gibson Ferguson, Valerie Hobbs and LIBEL corpus as case studies, it assessed Lesley Walker, (School of Modern the relative merits and shortcomings of Languages & Linguistics and School of the various approaches and looked at the English, University of Sheffield) aimed to ways in which understandings can differ bring together those working in according to which approach is adopted. It intercultural communication pedagogy also scoped out the usefulness of largely Ð though not exclusively - in the combined approaches to analysis so as to
19 higher education sector. It drew There were two keynote speeches, seven inspiration from the growing number of 40 minute presentations and 3 Ð 4 hours of courses with an intercultural element, discussion over the two days either in from stand-alone modules and training plenary or small groups to allow for courses to Masters’ degrees. plenty of engagement with the seminar The seminar proposed some questions, content. Cambridge University Press also which had arisen from the BAAL 2008 arranged a ‘vox pop’ for their new conference colloquium on ‘Discourses Applied Linguistics website. Communication and Interculturality’ as a starting point, namely: Helen Spencer-Oatey’s (University of ¥ What contribution can a discourse Warwick) keynote speech ‘Developing approach make to the ‘Global People’: insights from learning/teaching of intercultural International Partnerships’on the first day communication? described experiences from setting up the ¥ How far is intercultural eChina-UK programme, and the main communication necessarily issues which this long-term collaborative interdisciplinary in nature? And what project needed to face. This included are the implications for communicating about the project itself, teaching/learning? such as goal priorities, communication ¥ How can the mismatch between mechanisms, identifying common ground textbook accounts of intercultural and building relationships. Identified as encounters and the reality of such fundamental to any intercultural project encounters be best developed from an with international partners was the need to educational perspective? plan for the establishment of shared ¥ Within SLA, how easily does an knowledge within the project planning intercultural approach sit with syllabi itself. whose main focus is on language learning? Tony Young (University of Newcastle) reported on the results of research into There were 27 seminar participants, with intercultural communicative competence teachers and researchers from a variety of and English language teachers’ beliefs pedagogical contexts, both from the UK and practice in three countries, raising the and elsewhere. It was well-attended by issue that while teachers Ð both native and postgraduate students, two of whom gave non-native English speakers Ð papers. Participants came from the enthusiastically welcomed an intercultural Universities of Aveiro (Portugal), approach, they found obstacles to its Balamand (Lebanon), Birmingham, practical integration into their teaching. Durham, Huddersfield, Melbourne Richard Fay (University of Manchester) (Australia), Manchester, Newcastle, offered a reflexive account of the Nottingham Trent, the Open University, difficulties of setting up intercultural Sheffield, Warwick and Westminster, and courses with either a lack of institutional Cambridge University Press. support or over-interference in the content
20 of courses in an institutional attempt to dialogic approach to intercultural ‘internationalise’ the curriculum. communication. She offered some examples of intercultural Jane Woodin (University of Sheffield) teaching/learning activities in the light of provided evidence from research into Bakhtin’s concept of dialogism and post- tandem learners’ identification of their structuralist theory. Adam Brandt language learning partner as native or non- (University of Newcastle) presented a native speakers, using this to raise some microanalysis of skypecasts in an issues relating to the implications of a shift international discussion group to show from a native-speaker role model to that of how the relevance of interculturality in the intercultural speaker. Sonia Galluci these interactions changed on an ongoing (University of Birmingham) focused on basis. His findings explored the ways in the Year Abroad experience and in which cultural identities were drawn upon particular the role that emotions play in as interactional resources by interactants sojourners’ intercultural sensitivity who contested, negotiated and co- development and attitude to difference, constructed culture and cultural practices. arguing for the importance of considering Carmen Lucas (University of Averiro) emotional development. reported on research into early years communication development and the Mike Byram’s (University of Durham) implications for intercultural keynote speech ‘Intercultural communication pedagogy. She argued that Communication Pedagogy as Training and this vital point in children’s lives is ripe for Education’, on the second day, focused on the development of intercultural teaching courses in ‘intercultural competence and proposed that communication’(IC) in institutions such as intercultural sense is created progressively universities and suggested we consider and implicitly within children’s identities, how the teaching of IC relates to the preserving their own identities at the same general purposes and aims of formal time. institutions of education such as universities who, because of their funding Issues which were discussed in relation to and relationship to the state, have a the seminar questions led to the responsibility to society as well as having identification of two major foci within their own autonomy and freedom to intercultural communication pedagogy: educate as they consider appropriate. He that of pedagogy itself and that of analysis considered the concepts of ‘Bildung and of intercultural interactions and in Liberal education’, ‘criticality’, ‘education particular a consideration of what is it that for citizenship’ and ‘training and makes an interaction intercultural in itself. education’ and the dichotomy between There was also some discussion around them with reference to the teaching of IC. theoretical positions in intercultural communication pedagogy, such as the Celia Thompson (University of replacement of the native speaker role Melbourne) considered the value of a model with that of the intercultural
21 speaker, and the implications for was vociferous support for the suggestion pedagogic practice. by Tony Young (Newcastle) to set up of an Intercultural Communication SIG within Questions were raised as to the need to BAAL; this is now underway. define more clearly central concepts such as intercultural awareness, and the concept Jane Woodin of criticality. It was acknowledged that School of Modern Languages and intercultural communication pedagogy is a Linguistics pedagogy for change within the person; University of Sheffield with this was wide recognition of the need for framed and conceptualised experiential learning, and the need for a supported Connecting discourses: process-oriented approach to intercultural Academic and Professional development. Ethnographic approaches were highlighted as relevant for this, as Worlds well as calls for working together more University of Warwick, May 15-16, closely across the traditional training- 2009. education divide. This seminar was co-ordinated by Steve Discussions were also held around the Mann and Sue Wharton. C.K. Jung was need for clarification of key terminology web co-ordinator, and the supporting within intercultural communication field, committee was made up of Tilly Harrison, and how it links to other research areas Duncan Hunter, and Stefanie Stadler. Fei within applied linguistics such as L2 Chuang and Tim Kelly helped with acquisition. Further areas for research uploading films and powerpoints to the within the field were identified, among conference website. Approximately 27 which were: people attended, from institutions in Austria, Hong Kong, New Zealand and the further work on identification of UK. establishing common ground in intercultural pedagogy, and further work Introduction on the implications of intercultural interaction research for the pedagogy of The objectives of the seminar were to intercultural communication. engage in cross-disciplinary discussion on comparative studies of intercultural the following issues: pedagogy ¥ Written and spoken communication in continuing exploration of the relationship professional contexts of the IC pedagogy to other more ¥ Professional identity in established areas within applied communication events linguistics. ¥ Studies of professional genres via work based learning One immediate outcome of the seminar ¥ The integration of professional genres into academic contexts 22 ¥ The role of universities in professional contexts. We discussed the professional communication training ways in which professional bodies and ¥ The teaching of transferable discourse institutions can communicate discourse skills in universities needs to universities, and the extent to ¥ What discourse analytic tools are which universities can teach transferable useful for studying communication discourse skills. Various presentations events in different disciplines and focused explicitly on the conditions for professional settings successful collaboration between contexts. ¥ Accounts of successful collaboration between academic and professional Plenary speeches institutions in the area of professional communication. Srikant Sarangi opened the seminar with a In the field of Applied Linguistics there talk entitled Bringing together has been renewed international interest in communities of interest: applied professional communication and in the linguistics and professional discourse analysis of texts produced in institutional studies. He argued for a view of contexts. Many professionally orientated professional discourses as knowledge programmes at both under-graduate and based expert systems, rather than as post-graduate levels are designed to examples of language for specific purpose. prepare students for professional practice Such an understanding of professional (e.g. business, engineering, medicine, and discourse brings a number of challenges teaching). This seminar asked questions for the applied linguist, who needs to work about the relationship between the in long-term collaboration with users of a discourse used and produced in professional discourse in order to professional settings and those produced characterise it appropriately. Such in university settings. collaborative relationships enable a richer view of situated practices. To illustrate The recently established Professional and such a relationship, Sarangi discussed an Academic Discourse Research Group established partnership in the field of (PAD) at University of Warwick is genetic counselling research. The stages of particularly interested in understanding the project have raised a number of issues the situated nature of written and spoken about the respective roles of discourse text production and use, and the analysts and professional insiders in the implications for those involved in interpretation of recorded events, and the associated language events. In hosting a dissemination of such interpretations in seminar at this time we aimed to promote different professional communities. the role of discourse analysis in raising awareness of the nature of professional Meredith Marra began the second day of talk and writing. the seminar with a talk entitled Teaching them to fish: harnessing discourse We also sought to explore the nature of analysis in workplace communication communication between academic and skills training. As the title suggests, a
23 major focus of the discussion was particularly at the notion of the doctor as pedagogic: Marra reported on the ongoing teacher, and the influence of this notion on evaluation of a course designed to advance discussions of professional the workplace communication skills of communication in medicine. migrants to New Zealand. The course is underpinned by a large corpus of María Stella Martinez Contreras reported workplace interaction data collected and on an interdisciplinary problem-based analysed by the project team at Victoria learning course used in the department of University of Wellington. Its aim is to Systems Engineering of the University of foster discourse analysis skills among Applied Sciences, Austria. The course is participants, so that they can critically intended to embed English language reflect on their interactions at work and learning with the learning of Engineering engage in an action research style process content matter, requiring students to work to identify and address their development with language specialists, Engineering needs. faculty members and representatives of local companies. The collaboration raises Papers interesting issues for the teaching of professional communication, and an Almut Koester presented a paper on behalf interim evaluation of the project has of herself and Jeanette Littlemore. Her suggested new directions which will now focus was figurative language in the be explored by the team. context of workplace and academic interactions: the functions it can serve in Tim Rapley presented a study of communication and the barriers it can multidisciplinarity in action within the present to second language speakers. She context of paediatric rheumatology. He presented data from studies in two reported on ethnographic fieldwork different contexts, offering insights into undertaken in physical examinations in the prevalence of figurative language and children’s outpatient clinics and explained the strategies used by second language the analytic tools he used to represent the speakers to engage with it. simultaneous and multimodal behaviours of members of the medical team, patients Adrian Stokes focused on the professional and parents. Using these tools, he reported identity of medical doctors. He reported on the roles taken by different on recent consultations by the GMC which professionals, and the nature of the aim to revise understandings of what it collaboration and interaction observed means to be a medical professional. Part of between them during these consultations. this process involves research into the wide range of professional and academic Barry Stierer discussed ongoing research genres with which doctors need to engage, into the everyday workplace writing of and the research has highlighted aspects of university lecturers. The goal of the the role of discourse in constructing research is to gain an understanding of professional identity. Stokes looked writing as an instantiation of professional
24 practice; methods used included an perceptions of reflective practice. It examination of documents and interviews suggested that student teachers needed to with those who had worked with them. be persuaded of the value of RP and to be Stierer argued that such research offers a given tools for conducting it. Walsh new way to understand some of the argued that the inclusion of reflective relationships between professional and writing in assessment can be counter- discoursal practices, and specific productive, leading student teachers to professional identities. undertake reflection primarily for display.
Duncan Hunter focused on the Marga Menendez Lopez and Doris development over time of the language Dippold examined the pressure on and content of a particular professional language degree programmes in the UK publication, English Language Teaching to demonstrate their relevance for the Journal. He argued that the journal over world of work. They examined possible time could be seen as representing and conflicts between an academic or a instantiating an identifiable professional professional communication approach to discourse, and went on to discuss key language degrees in the UK, and reported changes that it had undergone. He on a programme at the University of looked in detail at the transformation of Surrey which aims to overcome this the journal in the early 1980s, exploring potentially problematic divide. They both the evidence of transformation and argued in favour of an approach to the possible reasons for it. professional communication which is based on sociolinguistic principles and on Fiona Copland examined the notion of fostering reflection on the part of professionalization in the context of students. initial teacher training in TESOL. Using data collected for a study of the post- CK Jung looked at the Engineering observation feedback conferences laboratory report in both the professional between trainers and trainee teachers, she and academic context. Under the theme of discussed the values and behaviours ‘what is the worst that could happen’, he which were made most salient. explored the very different consequences Combining this data with a discussion of of failure in academic and professional interviews with trainers and trainees, she contexts. By emphasising the quasi-legal showed how features of the post nature of the professional laboratory observation feedback talk help to foster report, he opened up a discussion of those an identity as a TESOL professional. genre features which can, or can not, retain meaning across contexts. Steve Walsh reported on a comparative study of reflective practice in two teacher Jo Angouri and Stephanie Schnurr looked education courses. The study indicated a at models of interactive decision-making gap, in both contexts, between student- presented in materials for learners of teachers’ and teacher-educators’ Business English. They contrasted the
25 relatively unproblematic representations found in such materials with data from decision making interactions collected in workplace contexts. They concluded with proposals about how such research can feed back into training models, therefore offering a richer experience to those participating in such training.
Both days of the seminar concluded with a wrap-up session in which themes emerging from the day were discussed. In addition, there were two poster presentations. Olga Zayts and Stephanie Schnurr’s poster presentation was titled “Organisations here are just not interested in this” Or are they? Negotiating ways of giving feedback to professionals in Hong Kong. Veronika Koller’s poster was titled “Connecting academic and professional discourses in an undergraduate course on corporate communication”.
Post-conference dissemination
Many details of the papers given at the seminar, including extracts from plenary speeches and powerpoint slides from presenters, can be found on the seminar webpage. The plenaries can be found at: http://www2.warwick.ac.uk/fac/soc/al/r esearch/groups/pad/events/baal_cup_2 009/ The other papers and poster presentations can be found at: http://www2.warwick.ac.uk/fac/soc/al/res earch/groups/pad/events/past_events/200 90515/prog/papers
26 SIG Report
Language Learning and (University of Aberdeen). Nina Spada’s Teaching SIG Annual Meeting talk, entitled ‘The Case for Integrated or Isolated Form-Focused Instruction: Views The Language Learning and Teaching from L2 Teachers and Learners’ opened SIG held its 5th annual meeting on 6 and the two-day conference, addressing the 7 July 2009 at the Manchester question of whether it is better to draw Metropolitan University. learners’ attention to language form in lessons that are isolated from The theme of the conference was communicative or content-based ‘Exploring the Interfaces: Interrelating interaction or in activities where form learning theories, policy and practitioner focus is integrated within communicative perspectives on foreign and second practice, a theme germane to all the issues language learning in the UK’. This was outlined above that we had intended the intended to address the relationship conference to address. Our second invited between different perspectives on talk by Susanne Niemeier, entitled language learning and teaching with a ‘Applied Cognitive Grammar as an EFL particular focus on how these have an teaching paradigm Ð Focus on aspect impact upon practice in the UK at a time teaching’ drew our attention to cognitive when languages have arguably a higher and a usage-based approaches to the profile than ever before. The call for teaching of grammar, drawing on a papers highlighted some key issues, German EFL context. On the second day, including the introduction of languages in Do Coyle gave our third invited talk, primary schools, cross-curricular Strategic Classrooms and Meanings approaches in primary and secondary Matter: the effects of conceptualising schools, the use of ICT, the development language as a learning tool’, looking at of the plurilingual agenda, the learner and teacher perceptions of opportunities for international links and learning through another language and the innovation in assessment at all levels. It way language is used in CLIL (content also stressed the importance of critical and language integrated learning) engagement with research for the future classrooms. This was illustrated by the directions of language learning and teaching of science through a foreign teaching in the UK. It was envisaged that language in a UK classroom. we might explore how a range of cognitive and/or socio-cultural The three plenary speakers provided an perspectives on language learning could excellent framework for the 18 individual inform these debates. papers that were presented in two strands. These covered a range of topics relevant Invited plenary talks were given by three to the conference theme, and focussed speakers, Nina Spada (OISE, University upon classrooms both within and outside of Toronto), Susanne Niemeier the UK in a range of languages. There (University of Koblenz) and Do Coyle were also two poster presentations. Additionally, on the second day we were
27 delighted to have the UK Project on Language Learner Strategies (UKPOLLS) present a symposium ‘Researching the Interface between the Social, the Cognitive and the Pedagogic: The Case of Language Learner Strategies’. The researchers presented salient characteristics of current classroom practice and compared national curricula, policy documents in a UK context before giving individual paper inputs of empirical research carried out in British secondary schools in relation to language learner strategies. Two discussion sessions proved to be a successful way of allowing delegates to share views and raise further questions.
The conference attracted 55 participants within and beyond the SIG as well as from outside BAAL itself. A particular feature of this 5th conference was the presence of delegates from the UK MFL sector from the spheres of both language teaching and language teacher education.
Finally, the closing of the conference allowed us to thank Martin Bygate as the outgoing convenor for all his hard work and dedication, and to welcome Suzanne Graham as his replacement.
The conference was organised by Gee Macrory and Lesley Lancaster, both Manchester Metropolitan University Institute of Education.
Gee Macrory ([email protected])
28 Other Reports, News and Notices
AILA Board Meeting Report Jyväskylä University in Finland. A Junior Research day will also be held, This is a summary report of the main on 18/19 March, in Münster, issues that were discussed at the AILA Germany. More information on these International Board Meeting held in events will become available on the Limerick, on 16-17 June 2009. AILA website shortly. It is also planned to start a European Journal of The AILA website
29 with friends and strangers (David Barton). The research is going in many different All sorts of vernacular practices have directions. We use the internet to find moved online and been enriched by this; support when a child appears to be the boundary between online and offline developing abnormally and we draw upon has become fuzzy and blurred with each the expertise of others around the world shaping the other. with similar experiences (Laurel Kamada). Several studies show how As tourists we write about our across the world smaller languages are experiences, even parodying them and finding niches to thrive on the internet and distancing ourselves from being identified languages which were hardly written, like as tourists when snapping away at the Luxembourgish, are now used Tower of Pisa (Adam Jaworski & Crispin extensively, changing their statuses and Thurlow). Stance is also apparent when the ideologies around them (Melanie we come across internet sites like Wagner). StuffWhitePeopleLike. We are uncomfortable with the issues of race and Internet research is covering all sorts of class we are confronted with and engage sites and uses of language. There are new in serious reflection and discussion methodologies needed (Jannis (Shana Walton & Alexandra Jaffe). On Androutsopoulos) to research this PostSecrets we anonymously make the multimodal world (Theo van Leeuven). In private public and learn things about a stranded conference it is impossible to people which we didn't know (Alexandra cover everything, but this was an exciting, Jaffe). We can trace the history of some of important and friendly conference for these practices back to the use of understanding research on the rapidly postcards in Victorian times (Anthony changing forms and uses of language Guneratne). which we are all experiencing.
As skateboarders we mix modes to project Abstracts can be perused at ourselves on YouTube videos as we would http://www.com.washington.edu/LIM/. like to be, linking with boarders around This was the third Language in New the world to promote the sport (Rodney Media conference; the first two were held Jones). Videos we make on our mobile in Leeds and the next one will be held in phones are taken up by mainstream media Limerick, Ireland in 2011. in systematic, but fast changing ways, and challenging the notion of media David Barton professional (Nuria Lorenzo-Dus & Annie Bryan). We invoke audiences in complex ways when YouTube comedy videos fuse Language and Gender in African Contexts and confuse Korean, Arabic and English (Elaine Chun & Keith Walters). Creativity The final Seminar in the 'Language and is valued here and in other online spaces. Gender in African Contexts' series is planned for April 13-15 2010, at Obafemi
29 Awolowo University, Ile Ife, Nigeria. Fiona Copland, Treasurer (2008- Details of the programme, registration 2010)r and accommodation have not yet been Max Spotti, Ordinary Member (2008- finalised, but if you are interested, feel 2010)r free to contact Yisa Yusuf Sara Shaw, Ordinary Member (2009- ([email protected]) or Jane 2011)r Sunderland ([email protected]). Janet Maybin, Co-opted Member Further details will soon be posted on the (2009-2010)r r BAAL List. We hope that this Seminar will be as international as possible. Some On behalf of the Committee I would like small within-Africa travel bursaries will to thank the outgoing Convenor, be available for presenters. Ben?Rampton, for his tremendous contribution to the Forum since its Jane Sunderland formation in 2001. Under his outstanding leadership the Forum has become a vibrant research community of 250 New UKLEF cooordinating committee members across Europe, the US and elsewhere. Ben has been the driving force At the UK Linguistic Ethnography Forum behind numerous initiatives, and I'm sure Annual General Meeting in Birmingham he will continue to be an active member earlier this month, various new officers of the Forum. I would also like to thank were elected to the Coordinating Vally Lytra, outgoing ordinary member, Committee of the SIG. The incoming for all the work she's done for the SIG. Convenor is Jeff Bezemer, of Imperial She has been involved in LEF from the College London. Tom van Hout, of Ghent start, and joined the Coordinating University College, Belgium, is incoming Committee in 2004.r r Communications Secretary, and Sara Shaw, of University College London and Jeff Bezemer The Nuffield Trust, is incoming Ordinary UKLEF Convenor Member. The Coordinating Committee has co-opted a third Ordinary Member, Janet Maybin, of the Open University.
The Coordinating Committee members are now as follows:r r
Jeff Bezemer, Convenor (2009-2011)r Tom Van Hout, Communications Secretary (2009-2011)r Frances Giampapa, Meetings Secretary (2008-2010)r
29 Obituaries
Johannes Eckerth 1965 -2009
Johannes Eckerth joined the Department of Educational & Professional Studies at King’s College in April 2008. A charming man, blessed with great vitality, he made an immediate impact on his new colleagues and went on to play a key role in stimulating discussions about classroom language teaching and learning issues amongst members of the department’s Languages and Literacy Research Group. Johannes was a very able scholar, enthusiastic about his subject, and rapidly gaining an international reputation as a researcher in the field of second language acquisition in general, and task-based learning and teaching in particular. He was a fertile source of innovative ideas for new ventures, and set up several collaborative research projects with co-researchers both within King’s and in the international applied linguistics community Sadly, some of these may not now come to fruition.
As a colleague and as a teacher, Johannes was inspirational. No matter how busy he was with his research commitments, he always had time for others. To his staff peers, he was supportive beyond the call of duty, ever willing to discuss and exchange ideas. To his students, he was a charismatic teacher who always willing to devote time to giving advice and guidance.
Johannes was a humane, rounded, sociable guy. He had many other interests outside applied linguistics. He greatly enjoyed walking and hiking in the countryside, and especially loved, for his time at Portland State University, the big landscapes of America. Because of this we suspect he sometimes found living in densely populated London a bit trying. However, as a multilingual inter-nationalist, he relished the multicultural nature of the capital.
Johannes was the main driving force behind the decision that King’s should host the annual conference of the BAAL Language Learning and Teaching SIG in July 2010. The event will now be dedicated to his memory. His sudden death, after a very short illness, came as a terrible shock to us all, and his loss will be an enormous one, both professionally and personally. His warmth and good humour will be greatly missed.
Nick Andon Alan Fortune Constant Leung Ursula Wingate
Tim Johns: 1936 Ð 2009
Tim Johns, who died earlier this year, was an inspiring teacher, an original researcher and scarcely capable of an uninteresting observation. He will be deeply missed by colleagues, friends and students from around the world.
A Cambridge history graduate, he worked for a spell in the Home office (which left him unable later to enjoy Yes, Minister as being too close to the truth), taught English at a language school, gained a Diploma in Applied Linguistics from the thriving department at Edinburgh, and taught in Czechoslovakia before coming to Birmingham where he worked
29 for thirty years, and maintained connections after his retirement. This bare outline however conveys nothing of the man himself.
In his professional life, he was a constant pioneer, an early promoter of EAP; an originator in team teaching, the inventor of micro-concordancing, which set out to do in a miniature way (originally on a Sinclair Spectrum) what John Sinclair was doing in a massive way on the University mainframe in developing the Cobuild project. Their thinking was similar, but they started from opposite ends of the scale. From Tim’s work emerged data-driven learning, with the development of pedagogical principals and materials based on concordance output – “every student his own detective”. Thus was highlighted the idea of language learning as problem-solving, an approach which could be appreciated by engineering students, for example, as one shared by their own discipline. Tim also developed the notion of reciprocal learning, where student A, a native speaker of language X, would be twinned with student B, a native speaker of language Y, each learning the other’s language. A set of exercises focusing on particular language difficulties (subjunctives, prepositions, and the like) was developed in each language, on which the students worked together, acting as both learners and informants. The pilot sessions were not inconsiderably assisted by the availability of wine.
Alongside all this pioneering development was Tim himself. Ceaselessly enthusiastic, shrewd, humorous - his laughter often emanating from his office when working with a student (probably the aha-moment of a discovery) - intellectually extremely sharp, dedicated to his students, excellent social company with a great store of anecdotes, his interests ranging from wild mushrooms and food to jazz and the writings of Arthur Ransome. He was a valued colleague whose advice was often sought and freely given. He was good at making connections. On a small personal note, we once had a coffee-time discussion about the verbs don and doff, and how the verb endings appeared to have migrated from the do- element to the end of the cluster; I mentioned dout as another example from my childhood, in the sense of extinguish. Tim immediately came in with “I always wondered about the meaning of Mrs Doubtfire – clearly the ‘b’ is wrong!”.
After retirement he developed an appetite for cruises, going around Cape Horn on one in waves that would not have been out of place on a duckpond, and making friends with the penguins. He was often off to Colindale newspaper library (“you can get a £5 ticket if you leave Selly Oak station by 6!”) to carry out research into Arthur Ransome’s writings and early reviews of his books. At his death he had plans to work on redeveloping the literary pages of the allthingsransome site which he had originally developed (whose tribute to his work for them is headed Si monumentum requiris circumspice), and had just started an Honorary Fellowship at Aston University where he would have further developed his computer-based approach.
Tim’s senior lectureship was pretty much thrust upon him. He never had any desire for personal academic advancement. His ambition was to do useful things well, and to develop for others’ benefit the insights that he had so often been the first to have. Philip King
29 Tongue-in-cheek
Grammar: widening the scope
(As World Englishes take centre stage, it is no longer appropriate to insist that learners simply master the limited range of grammatical features found in the so-called ‘standard’ languages. In a welcome initiative, the Chilton Research Association for Psycho- Pedagogical Orientation is producing a range of materials designed to widen the scope of grammar teaching. The following sample lesson from ‘Grammar ain’t as hard as what you think’ (Didcot Academic Press, forthcoming) introduces students to a useful structure that is common not only in southern US speech, but in many other English varieties world-wide.)
Double modals: you might better revise your ideas
Double modals are used in many varieties of spoken English. The most common are: might could, might should, might oughta, should oughta. Examples: We might could get tickets for tomorrow night. We might should mosey down and see old Polly. You might oughta check the oil. Somebody should oughta do something about that kid. Exercise 1 Put the beginnings and ends together.
BEGINNINGS ENDS 1. Maybe we might oughta A. fry up some of that pork after the Bible meeting. 2. We might could B. rescue granpaw from the burning whiskey still. 3. You might should C. smoke that stuff while you’re playing poker. 4. You shouldn’t oughta D. put your panties back on before the Minister gets here.
Note also the structures had oughta and might better (like had better, but more polite). Examples: People had oughta learn to talk right. You might better get out of town while you can.
Exercise 2 Put in words from the box with had oughta or might better.
be do put untie
29 1. You kids ………… Aunt Mildred. 2. The government ………… something about them pointy-headed perverted red commie homosexual university professors. 3. Do you think we ………… the alligator back? 4. You ………… more careful who you shoot.
Like other modals, all of these structures can be followed by perfect infinitives. Examples: We might should’ve opened the gate before we druv out. I hadn’t oughta’ve done that.
Exercise 3 Make sentences with might should’ve. 1. Lucille totalled the pickup. (stop at the red light) 2. BJ got et by a bear. (read the notice) 3. Donny had a real bad trip. (buy better stuff) 4. Mary-Lou’s pregnant again. (get him to write down his name)
More complex combinations exist, but students should avoid using these until they reach a more advanced level. Example: He might woulda hadn’t oughta brung his horse into the church. Sentences with a perfect progressive passive infinitive are uncommon. Example: I thought the hogs might oughta’ve been being fed, but I didn’t rightly reckemember.
Michael Swan [email protected]
29 Book Reviews
Jackson, J. (2008) Language, identity length studies have sought to capture the and study abroad. London: Equinox. real lived experience of study abroad, ISBN 978-1-84553-142-3. 270 pp. among them de Federico 2005, Dervin £16.99. 2008, Ehrenreich 2004, Kinginger 2008, Papatsiba 2003, and Pellegrino Aveni Study abroad Ð the phenomenon of 2005. Gains in fluency or vocabulary, undertaking part of a university degree which themselves are by no means course in another country Ð is as old as automatic, can seem almost trivial universities themselves, but its serious compared to the profound challenges to study dates back only a couple of decades. identities and cultural understandings Enhanced language proficiency remains which living and studying in a new the prime motivation for student mobility, context can provoke. and the most frequent research topic for applied linguists, although recent Jane Jackson’s study of Hong Kong educational research has expanded Chinese students in the UK addresses beyond second language acquisition both linguistic and interdisciplinary topics to embrace the full gamut of issues. She uses ‘sociocultural learning outcomes. The literature is still perspectives to address the nature of plagued by a lack of definition and of language learning, identity agreed terminology. While most (re)construction, and the development of published statistics refer to the millions intercultural communicative competence who undertake whole-programme study and intercultural personhood in L2 abroad, most studies focus on within- sojourners’. The book opens with a rapid programme mobility, where the sojourn of history of how introspective techniques anything from four weeks to two years is opened up the field for linguists, while an integrated part of a higher education specialists from other disciplines used degree course. Even within-programme surveys to explore the psychology, the study abroad encompasses widely social networks and the re-entry problems different experiences, from the carefully of sojourners. After a brief literature controlled North American programs, review, Jackson takes two chapters to where students travel with their friends, present the theoretical contexts. Those their teachers and their academic familiar with ZPD, CoP, INT, SCT, structures, to the independent European liminality, double objectification, models, themselves ranging from the Bakhtin, Bourdieu and Vygotsky may skip Auberge espagnole ERASMUS romp to this concise yet exceptionally clear and career-enhancing work placements and helpful presentation of relevant and assistantships offering total immersion. related concepts, which does nonetheless trigger two reflections: firstly, that Study abroad perhaps embodies the social theories are useful only insofar as they turn in SLA more fully than other research help understand or explain observed domains. Since Murphy-Lejeune’s New phenomena; and secondly that theorists’ Strangers of 2002, several in-depth, book- taste for jargon, coinages and the
29 humptydumptification of terms (reflected Ada, Cori, Elsa and Niki (all in Jackson’s lavish but justified use of pseudonyms) record their very individual inverted commas) itself echoes the power journeys. Each and access issues so prevalent in study evidences the unrealistic expectations, abroad encounters. initial euphoria, intercultural incidents, homesickness, culture shock, linguistic In subsequent chapters, Jackson is careful exploration, cultural insights and to interweave theoretical reflections with misunderstandings, gradual adaptation, students’ narratives (and Ting-Toomey’s sadness at leaving, re-entry problems and Identity Negotiation Theory emerges as post-sojourn reflection on personal and most perhaps the most valuable for study linguistic gains which exemplify study abroad research), but the contrasting abroad narratives. Yet each also illustrates stories are themselves fascinating enough the individual nature of the experience of to retain most readers’ attention. otherness which makes qualitative study abroad research so much more fascinating Short stays are becoming both more than merely cognitive accounts, and adds popular and more researched, and detail to the high individual variability Jackson’s book tells of four female Hong which characterises so many studies. Kong students undertaking a five-week visit to England. The brevity of the actual Ada, whose host family failed to stay is countered by meticulous pre- and acknowledge her Hong Kong Chinese post-sojourn support. Jane Jackson’s role identity, found the cultural differences too as both programme coordinator and great to enable her to feel secure, to build researcher - a role in which she carefully any relationships, or to use her English balances emic and etic approaches - gives much Ð although she did record some her unique access for this very rich linguistic and cultural gains. Cori’s ethnographic study. admiration for Westerners became more critical and nuanced, while her self- Jackson’s study, following her insightful sufficiency, allied to an instrumental pilot studies of earlier cohorts, is orientation to English and low willingness meticulously conducted. Exceptionally, to communicate, limited her language she follows her subjects from well before gains and made her more aware of her the period abroad until well after their Chinese heritage. Elsa experienced the return, including close observation during same miscommunications and perceived their stay in the English Midlands. By hostility as her peers, but showed greater regular data collection, and the ability to reflect objectively, and greater triangulation of qualitative and determination to use English in social quantitative measures, she is able to build situations. Consequently, her language convincing and detailed narratives against improved and she grew affectively closer which to test the theoretical positions on to her host community, to the extent that language, culture and identity (re- return to Hong Kong brought awareness )construction explicated previously. of a more hybrid identity. Niki too
29 overcame the initial psychological place in Oslo in June 2006. The book is challenges of functioning in the new edited by an internationally renowned context, and determined participation in social scientist, Professor Birgit Brock- social interactions with her hosts led to a Utne, and a linguist, Professor Ingse virtuous circle of improved proficiency, Skattum, both from Norway, but with vast enhanced self-esteem and self-efficacy, experience of working and researching in less utilitarian notions of English, and Africa. Most of the chapters in the book deeper appreciation of both British and are written by African scholars from Chinese cultures. different countries. Research from seventeen African countries is reported in The reader will want to know, as with all the book: Botswana, Ethiopia, Ghana, ‘first-person’ narratives, exactly whose Kenya, Madagascar, Malawi, Mali, voices are being heard. To an extent, Mozambique, Niger, Nigeria, Senegal, Jackson’s effectiveness as programme South Africa, Swaziland, Tanzania, coordinator undermines her role as Uganda, Zambia and Zimbabwe. The researcher: few pre-sojourn students in main theme that runs through the book is the literature show Elsa’s spontaneous that quality education can only be ‘awareness of the relational nature of possible if learners are taught in a identity’, and the sojourners’ accounts and language they understand. In my view, the especially analytical reflections book has convincingly argued this point sometimes seem to be filtered through her with a combination of solid scholarship theoretical framework. Nonetheless, this and a voice of African scholars talking book stands as a highly original and about challenges of language in education substantial addition to the body of study in their own countries. abroad research, essential reading for linguists interested in identity and The book consists of 17 chapters; an intercultural issues, and fascinating for all introductory chapter by the editors and 16 those who enjoy accounts of meetings chapters divided into 4 parts. Part 1 deals with otherness. with General Considerations on Language and Education and has 4 chapters. Part 2 Jim Coleman, The Open University. is on Language as a Means of Instruction and as a Subject in Formal Education. Brock-Utne, Birgit and Stattum, Ingse This is the biggest Part with seven (eds), 2009. Languages and Education chapters reporting on research in Mali, in Africa: a comparative and Madagascar, Ethiopia, Botswana, Zambia transdisciplinary analysis. Oxford: and Tanzania. Part 3 is on Language Symposium Books. 356pp. US$ 64.00 Standardization and Harmonization. It has paperback. ISBN 978-1-873927-17-5 4 chapters, three of which are on standardization and harmonization of This book is a selection of papers Shona language/dialects, especially in presented at the Language and Education Zimbabwe. The other chapter is on in Africa (LEA) conference that took harmonization of Nguni languages in
29 Southern Africa. Part 4 reports on instruction, in Tanzania only Kiswahili, research Beyond Formal Education and the national language, is the only has 4 chapters. “mother-tongue” allowed in the school system. Although it is claimed that 99% of In the introduction, the editors have Tanzanians speak Kiswahili (Chapter 1, succeeded in paving a roadmap that p.34), a claim which is not supported by coherently guides the reader into the any empirical evidence, it is also true that book. They have also made a very good in remote rural areas in Tanzania there are analysis of the transdisciplinary nature of children who go to school without any the book. So, although the book is very knowledge of Kiswahili. These children extensive in terms of geographical are disadvantaged at least during the first coverage and the range of topics, there is few months of schooling. Admittedly, a common thread that runs through it. their disadvantage is not comparable to What I wish to do below is to highlight that of learning through English. the main issues that come out clearly in the book. Thirdly, there are practical problems of developing technical vocabulary, First, there is a consensus throughout the harmonizing orthography and producing book that the mother-tongue (or another didactic materials. These are discussed in language that the learner understands) is several chapters (e.g. chapters 3, 5&6). the best medium of instruction. Empirical evidence from Tanzania (Chapters 2 and Fourthly, it should be understood that 12), and Ethiopia (Chapter 9) among language is a necessary but not sufficient others, shows clearly that using Kiswahili condition for quality education. Hassana in Tanzania and different mother tongues Alidou (chapter 4) refers to the need for in Ethiopia enables learners to understand teacher training to be strengthened. In my different lessons, while using English is opinion, this is important, but there other an impediment to learning. Furthermore, aspects that need attention as well. Things there is evidence that using the mother that are taken for granted in developed tongue as a medium of instruction does countries like desks, school lunches make not prevent learners from learning a a lot of difference between quality foreign language. education and mediocre education. So does class size, availability of didactic Secondly, while there are similarities materials, etc. across countries, there are also differences in terms of the challenges that these Last but not least, language issues need to countries face. These differences are due be seen within the wider context of socio- to historical reasons and the political economic and political power play. dispensation in different African Martha Qorro (chapter 2) and Hassana countries. For example, whereas in Alidou (chapter 4) allude to this, but I countries like Mali and Ethiopia they have think this should have been more salient several mother-tongues as media of than it has been in the book. As Martin-
29 Jones and Heller (2001: 2-3) point out: Casmir Rubagumya Department of Foreign Languages and Linguistic practices are central to Literature struggles over controlling the University of Dodoma, Tanzania production and distribution of resources and over the legitimation Reference of relations of power…Debates over Martin-Jones, M. and Heller, M. (eds) linguistic norms and practices are, in 2001. Voices of Authority: Education and the end, debates over controlling Linguistic Difference. London: Ablex resources. Publishing
I believe it is this phenomenon that has so Language Complexity as an Evolving far prevented the use of African languages Variable. Studies in the Evolution of in education, despite research evidence Language 13. Edited by Geoffrey showing it is the right thing to do. Sampson, David Gil and Peter Trudgill. 2009. Oxford: Oxford University Press. One would have liked to see at least some ISBN 978-0-19-954522-3. Hardback token commitment to using an African £65, Paperback £22.99. Pp. 309. language in a book like this. The editors explain this glaring absence in terms of The editors to this book need no high costs of interpretation and translation introduction, they are all prominent (chapter 1, p.17). This is hardly linguists. The have collated nineteen convincing! If it was possible to include 3 papers which challenge a long-held chapters in French in this volume, why assumption in linguistics; namely, that no was it difficult to have, for instance, language is more complicated than chapters 2 and 12 in Kiswahili? The another. The preface explains how the authors of these two chapters could have papers were the outcome of a particularly easily written their papers in Kiswahili. At successful workshop convened at the the very least, why was it not possible to prestigious Max Planck Institute for have abstracts at least in one African Evolutionary Anthropology at Leipzig in language? I think we need to put our 2007. Each paper argues that complexity money where our mouth is. in language is not invariant, but an evolving variable. If true, this strikes at Some very minor editorial errors: the the very heart of Chomsky’s claims for a President of Uganda is called Museveni, universal grammar. In this review, I shall not Muzeveni (p.19). On page 27 there is not be able to cover each chapter for a repetition of some words. reasons of space. However, I stress, all are of a consistently high standard. Overall, this is a very good book and I enjoyed reading it. In the first, Geoffrey Sampson provides the historical background to the assumption that languages are equally
29 complex. He believes that linguists were provoking argument that like most of the more careful in how they stated the papers in this book draws evidence from differences between languages before the language or research findings rather than post-Bloomfieldian era. He quotes Sapir, seeking theoretical support. Bloomfield and Boas to prove his point. He then detects less and less care until, In chapter 3, Walter Bisang introduces the with the rise of generative grammar, this notion that there is a trade-off Ð notion of equal complexity became complexity in one part of a language enshrined as a linguistic universal and compensated for by simplicity in another. thereafter went unquestioned. He cites On this question, his opinion is at three arguments that generativists use to loggerheads with Gil (p. 24) who does not support it and rebuts them with recent believe overt grammatical simplicity is findings. First, he cites Deutscher who compensated by hidden complexity. found no finite complement clauses in his Bisang describes how certain languages study of classical Akkadian; next, he cites may be simple in terms of case differences among individuals’ levels of agreements, but argues that there is competence; and, lastly, complexity complexity in pragmatic matters (p. 38 & growth during individuals’ lifetimes. p.49). He draws support from two Asian Some of the support he draws for his languages Ð Khmer and Late Archaic argument comes from researchers who Chinese Ð to show that sometimes less is have contributed to this volume (e.g., more. Everett and Deutscher). It is a good opening chapter. Chapter 4 is by Östen Dahl. He compares Elfdalian and Swedish to find out if it is In chapter 2, David Gil asks ‘How much possible to identify the points at which grammar does it take to sail a boat?’ The they differ in complexity. Elfdalian is an answer is much less than you think. He endangered vernacular spoken by about argues that the level of grammatical 3,000 persons in Älvdalen in the Swedish complexity needed for contemporary province of Dalarna. He begins by culture, technology and civilization is no offering a timely explanation of what is greater than that of an idealized language meant by ‘complexity’ before comparing prototype he calls Isolating- the main grammatical categories of these Monocategorial-Associational Language dialects. He shows that Elfdalian has a (IMA). Basically, he is questioning the more complex morphology while correlation between language complexity Swedish has a more complex syntax. The and that of society. He discusses Riau important conclusion he reaches is that Indonesian, a language he describes as ‘overall complexity of the syntactic relatively close to an IMA language. component of a language is not easily Despite its grammatical simplicity, he measured’ (p.62). This is not a negative sees few drawbacks to its communicative conclusion, but rather an honest power and wonders why most languages admission. Measurement of complexity is are grammatically complex when they do problematic. not need to be. Gil’s is a thought- 29 Chapter 5 is entitled ‘Between Chapter 7 is on ‘Sociolinguistic typology simplification and complexification: non- and complexification’ and it is by Peter standard varieties of English around the Trudgill. He argues that factors such as world’ and it is by Benedikt Szmrecsanyi language isolation, tightness or density of and Bernd Kortmann. The research task social networks and small speech here is to find out the extent to which community sizes contribute to variety type correlates with complexity complexity. Although it is very difficult to variance. From the point of method, this is quantify any of these factors, they made a clever move. In the last chapter, two good sense to me. The years I spent dialects were compared, now it is the turn compiling an English-Japanese dictionary of four dozen varieties of English. made me think even Japanese could even Obviously, it is going to be easier to make fit into his description. During the comparisons between varieties than Tokugawa Period a 150-year period of different languages. Glossing over the isolation was imposed on the country and details, the findings show complexity the number of foreigners living here was variance among varieties of English relatively small until the Asian bubble (p.76). Low-contact, traditional L1 burst. The speech community is huge, but vernaculars were more complex on all social networks are very tight. Although counts than high-contact L1 and L2 the complexity rating for Japanese is not varieties of English. high in Joanna Nichols’ survey of linguistic complexity in chapter 8, the Chapter 6 is by Matti Miestamo and on focus of the chapters is on syntax and not ‘Implicational hierarchies and factors such as different speech registers grammatical complexity’. He uses the or complicated writing systems. notion of hierarchy revealed by Greenberg’s implicational universals as a The following chapters I shall mention measure of complexity. For example, only in passing. Chapter 9 by Kaius here’s the hierarchy for number: Sinnemäki is about ‘Complexity in core (singular) < plural < dual < trial. If a argument marking and population size’. language has one of these categories, it Chapter 10 written by John McWhorter is will also have those to the left of it. Again, about how a single, small Saramaccan the method is very good: a specific, word shows us how a creole develops common-sense notion of complexity is complexity. Chapter 11 ‘Orality versus investigated. Those languages that are literacy as a dimension of complexity’ is higher on the hierarchy are more by Utz Maas, and in chapter 12 Ngoni complicated in respect of this particular Chipere writes about ‘Individual grammatical category. Miestamo chooses differences in processing complex two pairs of hierarchies for investigation Ð grammatical structures’. In chapter 13, agreement and case, and verbalization and Fred Karlsson tackles the ‘Origin and copula. He concludes by weighing up the maintenance of clausal embedding pros and cons of the method. complexity’. He places the emergence of complex forms of clausal embedding in a
29 historical perspective and argues that they the craving for a formula and frustration coincide with the advent of writing. In the at how the differences between languages next chapter, Ljiljana Progovac writes prevent easy comparison. My own feeling about ‘Layering of grammar: vestiges of is that this frustration is not necessary. All protosyntax in present-day languages’. that is needed is to draw philosophical She provides three sets of data and argues conclusions regarding diversity. I am not that they support an evolutionary account suggesting that this book is the right place of the development of syntax. Chapter 15 for that, but, if that were done, is an interview with Dan Everett whose formularization will be put into proper work on Pirahã, a language spoken by perspective. about 200 people living in the Amazon rainforest, has attracted much attention Chapter 18 is written by John A. Hawkins because he claims it does not have and entitled ‘An efficiency theory of subordinate clauses. The next is by complexity and related phenomena’. Eugénie Stapert and entitled ‘Universals Hawkins is best known for his thesis on in language or cognition? Evidence from ‘Early Immediate Constituents’ (1994). English language acquisition and Pirahã’. He recognizes the intractable nature of complexity and believes some of its Chapter 17 is written by Guy Deutscher problems can be solved ‘if metrics of who is best known for his book Syntactic complexity are embedded in a larger change in Akkadian (2000). In that book, theory of efficiency’ (253). And this is just he said there were no finite complement what he does. He begins with ‘trade-offs’ clauses in the earliest stages of Akkadian. because he believes there’s evidence for He discovered them developing out of them and presents an impressive case. But non-recursive structures much later. The a health warning Ð this last chapter is not chapter is entitled ‘“Overall complexity”: for the weak-hearted. There are lots of a wild goose chase?’ He, as well as other technical terms Ð theta-role assignments, contributors, is sceptical of finding a argument structures, etc. Ð and it is not definition of complexity that will allow easy reading. Try this: ‘I have argued that measurement. He suggests a bottom-up MaOP competes with EIC and Minimize approach that compares only those Domains in head ordering asymmetries’ subsystems of languages in which the (p.264). But, before you reach for the parts can be counted. But he cites several drinks cabinet, remember that’s the cost of reasons why even this method will not be being at the cutting edge of linguistics. ‘amenable to summation’ (p.249). He comes to the conclusion that it is In the conclusion, the editors sum up by impossible to compare any two languages saying that an axiom that has gone for overall complexity. He doesn’t think unquestioned for almost sixty years is the term ‘overall complexity’ is now challenged. A crucial tenet of meaningless, it just eludes quantification. Chomsky’s claim for a universal grammar was that all languages exhibit a recursive In this chapter as well as others, we feel function. The evidence from both Everett
29 on Pirahã and Deutscher on Akkadian disprove this. Once more in the brief history of linguistics, the pendulum swings. I’m sure Boas, Sapir, Bloomfield, Harris, and Jakobson would have applauded, and I can’t help feeling how much better this kind of linguistics is than speculating upon alleged cognitive processes. This is what linguistics is really about Ð languages. Highly recommended.
Peter Sharpe Ex-professor of linguistics, now freelance writer.
References Deutscher, G. 2000. Syntactic change in Akkadian: the evolution of sentential complementation. Oxford: Oxford University Press. Hawkins, John A. 1994. A performance theory of order and constituency. Cambridge: Cambridge University Press. Sharpe, Peter. 2006. Kodansha’s Communicative English-Japanese Dictionary. Kodansha International: Tokyo.
29 Publications Received
The following books have been received Coffin, C. (2006) Historical discourse: for review. If you would like to review The languages of time, cause and one of these books, or any other books of evaluation. London: Continuum. your interest, please contact Dr Guoxing Yu, the Reviews Editor, Graduate School Copley, B. (2009). The semantics of the of Education, University of Bristol, 35 future. New York: Routledge. Berkeley Square, Bristol, BS8 1JA. Your review should be submitted as an email Cruttenden, A. (2008) Gimson’s attachment in MS Word to pronunciation of English. London: [email protected] within two Hodder Education. months of receiving the book. Crystal, D. (2009). Just a phrase I’m Anderson, W. & Corbett, J. (2009) going through: My life in language. Exploring English with online corpora: London: Routledge. An introduction. Basingstoke: Palgrave MacMillan. Fine, J. (2006). Language in psychiatry: A handbook of clinical practice. London: Bousfield, D. & Locher, M. (2008) Equinox. Impoliteness in language: Studies on its interplay with power in theory and Griffiths, P., Merrison, A. J. & Bloomer, practice. Berlin: Mouton de Gruyter. A. (eds) (2009). Language in use: A reader. Abingdon, OX: Routledge. Burns, A. & Richards, J. C. (eds) (2009) The Cambridge guide to second language Halliday, M.A.K. & Greaves, W. S. teacher education. New York: Cambridge (2008) Intonation in the grammar of University Press. English. London: Equinox.
Carl, J. & Stevenson, P. (eds) (2009) Harrington, K., Litosseliti, L., Sauntson, Language, discourse and identity in H., & Sunderland, J. (2008) Gender and central Europe: The German language in a language research methodologies. multilingual space. Basingstoke: Palgrave Basingstoke: Palgrave Macmillan. Macmillan. Hasan, Ruqaiya (2009) Semantic Christie, F. & Martin, J. R. (eds) (2007) variation: Meaning in society and in Language, Knowledge and Pedagogy. sociolinguistics. The collected works of London: Continuum. Ruqaiya Hasan. Volume 2. (Editor: Webster, J.) London: Equinox. Codo, E. (2008) Immigration and bureaucratic control: Language practices Heisig, W. J. & Richardson, T. W. (2009) in public administration. Berlin: Mouton Remembering simplified Hanzi: How not de Gruyter. to forget the meaning and writing of Chinese characters. Book 1. Honolulu:
29 University of Hawaii Press. Miller, J. (2008, 2nd Ed.) An introduction to English syntax. Edinburgh: Edinburgh Heisig, W. J. & Richardson, T. W. (2009) University Press. Remembering traditional Hanzi: How not to forget the meaning and writing of Norris, J. M. (2008) Validity evaluation in Chinese characters. Book 1. Honolulu: language assessment. Frankfurt: Peter University of Hawaii Press. Lang.
Jewitt, C. (2009) The Routledge Oxford Flashlight Series 1 Teacher’s and handbook of multimodal analysis. student’s book, workbook and Abingdon, OX: Routledge. worksheets. (2007). Oxford: Oxford University Press. Jones, C. & Ventola, E. (eds) (2008). From language to multimodality: New Rosenhouse, J. & Kowner, R. (2008). developments in the study of ideational Globally speaking: Motives for adopting meaning. London: Equinox. English vocabulary in other languages. Clevedon: Multilingual Matters. Labeau, E. & Myles, F. (eds) (2009). The advanced learner variety : The case of Salaberry, R. (2008) Making past tense in French. Bern: Peter Lang. second language acquisition: a theoretical model. London: Continuum. Lodge, K. (2009). A critical introduction to phonetics. London: Continuum. Sampson, G., Gil, D. & Trudgill, P. (eds.) (2009). Language complexity as an Martin, J. R. & Rose, D. (2008) Genre evolving variable. Oxford: Oxford relations: Mapping culture. London: University Press Equinox. Schellekens, P. (2007). Oxford ESOL Matsuda, P., Ortmeier-Hooper, C. & You, handbook. Oxford: Oxford University X. (2006) The Politics of second language Press. writing: In search of the promised land. West Lafayette: Parlor Press. Unsworth, L. (2008) New Literacies and the English curriculum: Multimodal Mayr, A. (2008) Language and power: An perspectives. London: Continuum. introduction to institutional discourse. London: Continuum. Walkinshaw, I. (2009). Learning politeness: Disagreement in a second McGregor, W. (2009) Linguistics: An language. Bern: Peter Lang. introduction. London: Continuum. Wodak, R., de Cillia, R., Reisigl, M. & Mc Laughlin, F. (2009) The languages of Liebhart, K. (2009, 2nd ed). The urban Africa. London: Continuum.
29 discursive construction of national identity. Edinburgh: Edinburgh University Press.
Yoshida, R. (2009) Learners in Japanese language classrooms. London: Continuum.
29 Information for Contributors
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29 BAAL Funding Summary
Below is a summary of available BAAL funding to help promote Applied Linguistics. For more details and application forms, see http://www.baal.org.uk/funding.htm .
Award Maximum Number Closing Date Contact amount available
Annual BAAL Conference Covers 10 31 March Meetings UK-based PG registration Secretary Scholarship fee
Annual BAAL Conference Meetings Overseas £1,000 2 31 March Secretary Scholarship
Applied 25 Feb Linguistics £250 4 25 June BAAL Activity Fund 25 Sept Secretary
BAAL BAAL International £1,000 1 31 March Secretary Link Award
BAAL/CUP BAAL/CUP Seminars £450 3 15 Oct Seminar Coordinator
30 How to join BAAL
Please complete the form over page and send it to: Dovetail Management Consultancy PO Box 6688, London SE15 3WB phone 020 7639 0090 fax 020 7635 6014 e-mail [email protected] marking the envelope ‘BAAL subs’. This form is also available on the web: http://www.baal.org.uk Associate Members Please apply in writing to BAAL Executive Committee or via the e-mail address given. Subscription rates Individual - £40 Reduced rate (students, retired, unemployed) - £15 Individual by Direct Debit - £38 Institutional (up to 4 persons in the institution) - £120 Associate (e.g. publisher) - £125 Supplement for airmail delivery overseas - £15 Supplement for surface mail delivery overseas - £5
BAAL membership includes membership of BAAL Special Interest Groups (SIGs) and/or of the postgraduate group. You will automatically be subscribed to the baalmail list unless you tell us otherwise. Payment must be included with your membership application/renewal form (overleaf). Cheques should be made payable to ‘BAAL’. Alternatively you can pay by credit card (below) or direct debit. If you wish to pay your annual fee by direct debit please email Jeanie Taylor at [email protected] and request a direct debit form from her.
Please debit £ ...... to my VISA/Mastercard (we are not able to take American Express)
Card Number: Expiry date:
Your name (as on the card) PLEASE PRINT: Signature:
Address to which the card is registered:
Email address or daytime telephone in case of queries:
31 Application and registration form
Full name and title: Male / Female (please circle)
Email address: Year of birth: I do not want to subscribe to the Address for mailings: e.mail discussion list baalmail (please tick if applicable)
Current or most recent post held and institutional address:
Type of membership (please circle) * individual * reduced rate (student, retired or unwaged) Are you a student? YES NO * supporting institution * associate
Please complete this part if you are paying the full rate. I consider myself a social scientist - Yes / No (please circle) This is to enable BAAL to calculate the annual membership fee it pays to the Academy of Learned Societies for the Social Sciences.
For a future database it would be useful to have the following information:
First degree (title, institution, Further degree(s) (title, institution subject, year) subject, year)
Professional qualifications (title, Membership of related institution, subject, year) organisations
Recent publications
32 THE BRITISH ASSOCIATION FOR APPLIED LINGUISTICS
The aims of the Association are to promote the study of language in use, to foster interdisciplinary collaboration, and to provide a common forum for those engaged in the theoretical study of language and for those whose interest is the practical application of such work. The Association has over 750 members, and awards an annual Book Prize.
BAAL web page: http://www.baal.org.uk
BAAL e-mail list: [email protected]
To subscribe, go to http://lists.leeds.ac.uk/mailman/listinfo/baalmail
CLIE (Committee for Linguistics in Education) e-mail list: [email protected] To subscribe, send the message subscribe edling email address to [email protected] without a subject or signature
BAAL postgraduate e-mail list: [email protected] To subscribe, send the message join baalpg firstname surname to [email protected] without a subject or signature
BAAL postgraduate information: http://www.jiscmail.ac.uk/lists/baalpg.html Contents Editorial1
Executive Committee
Chair’s Report
Treasurer’s Report
Meetings Secretary’s Report
Membership Secretary’s Report
BAAL/CUP Seminar Reports
SIG Report
Other Reports
Obituaries
Tongue-in-cheek
Book reviews
Publications received
Information for contributors
BAAL funding summary timetable
How to join BAAL
BAAL Application and registration form
British Association for Applied Linguistics
c/o Dovetail Management Consultancy Ltd PO Box 6688, London SE15 3WB [email protected]
ISSN 0965-5638