A history of applied linguistics from 1980 to the present

A History of Applied Linguistics How has Applied Linguistics been defined and how has the field of Applied Linguistics developed over the last 30 years? Who were the leaders that pushed the agenda? What are the core publications in the field? Who are the authors that have been cited most and how is that related to leadership? What were the main themes in research? Why did formal linguistic theories lose so much ground and the interest in more socially oriented approaches grow? What has been the impact of Applied Linguistics on language teaching? Adopting a theme-based approach, this book answers these questions and more and forms a history of Applied Linguistics from 1980 The structure of this book is largely defined by the topics covered in interviews with 40 leading international figures including Rod Ellis, Diane Larsen-Freeman, Henry Widdowson, Suresh Canagarajah and Claire Kramsch Supplemented with questionnaires from a further 50 key applied linguists, this is essential reading for anyone studying or researching Applied Linguistics and will be of interest to those in the related area of English Language Teaching Kees de Bot is Chair of Applied Linguistics and head of department at the University of Groningen, the Netherlands He is the co-author of many titles including Second Language Acquisition (Routledge, 2005) and the co-editor of Language Development Over the Lifespan (Routledge, 2009) This page intentionally left blank A History of Applied Linguistics From 1980 to the present Add AddAdd Add Kees de Bot AddAdd Add AddAdd Add Add AddAdd Add First published 2015 by Routledge Park Square, Milton Park, Abingdon, Oxon OX14 4RN and by Routledge 711 Third Avenue, New York, NY 10017 Routledge is an imprint of the Taylor & Francis Group, an informa business © 2015 Kees de Bot The right of Kees de Bot to be identified as the author of this work has been asserted by him in accordance with sections 77 and 78 of the Copyright, Designs and Patents Act 1988 All rights reserved No part of this book may be reprinted or reproduced or utilised in any form or by any electronic, mechanical, or other means, now known or hereafter invented, including photocopying and recording, or in any information storage or retrieval system, without permission in writing from the publishers Trademark notice: Product or corporate names may be trademarks or registered trademarks, and are used only for identification and explanation without intent to infringe British Library Cataloguing-in-Publication Data A catalogue record for this book is available from the British Library Library of Congress Cataloging-in-Publication Data De Bot, Kees, author A history of applied linguistics : from 1980 to the present / By Kees de Bot pages cm Includes index Language and languages–Study and teaching–History Applied linguistics P61.D44 2015 418.009–dc23 2014037939 ISBN: 978-1-138-82065-4 (hbk) ISBN: 978-1-138-82066-1 (pbk) ISBN: 978-1-315-74376-9 (ebk) Typeset in Goudy by Taylor & Francis Books This book is dedicated to Theo J.M van Els and Richard D Lambert who shaped my future This page intentionally left blank Contents List of figures List of tables Preface xi xii xiii Introduction The 2.1 2.2 2.3 2.4 2.5 2.6 2.7 2.8 2.9 2.10 2.11 informants Demarcation problems Representativeness Gender aspects 12 Race 13 Age 13 Multilingual applied linguists? Educational background 15 Affiliation with AL 17 Influenced by … 21 Influence on … 22 Conclusion 23 14 Defining AL 3.1 An inclusive or exclusive definition? 26 3.2 The autonomy of AL 31 3.3 Unity, fragmentation or compartmentalization? 3.4 AL and TESOL 32 3.5 AL and AILA 32 3.6 Conclusion 34 The 4.1 4.2 4.3 4.4 leaders Criteria for leaders 36 The list of leaders 38 Portraits of the main leaders Conclusion 48 25 31 36 40 viii Contents Most important articles and books in AL 5.1 Most important articles 50 5.2 Most important books 53 5.3 The role of publishers 55 5.4 Conclusion 56 50 Main trends I: theoretical and methodological aspects 6.1 Theoretical aspects 57 6.1.1 Linguistic theories 57 6.1.2 Theory construction and Second Language Acquisition (SLA) 61 6.1.3 The relativist/rationalist debate 61 6.1.4 The growth of Socio-Cultural Theory 62 6.1.5 Foundational sources and reinventing the wheel 63 6.1.6 Definition of concepts 64 6.2 Research methodology 64 6.2.1 Research methods 64 6.2.2 The impact of corpus linguistics 65 6.2.3 Discourse analysis and conversational analysis 66 6.2.4 Critical approaches 66 6.2.5 Neurolinguistics and the neurobiology of language 67 6.2.6 The role of technology 67 6.2.7 Ethics in testing 68 6.2.8 Meta-analyses and overview studies 68 6.2.9 Other research populations 69 6.2.10 International comparisons 70 6.2.11 Generalizability 70 6.3 Conclusion 71 57 Trends II: psycholinguistic, sociolinguistic and educational aspects 7.1 Psycholinguistic aspects: language and cognition 73 7.1.1 The role of input, output and interaction 73 7.1.2 Transfer and cross-linguistic influence 74 7.1.3 Language attrition and language loss 75 7.1.4 Individual differences 75 7.2 Sociolinguistic aspects: language in context 77 7.2.1 Multilingualism and L3 77 7.2.2 Language shift 78 7.2.3 Language and identity 78 7.2.4 The spread of English and English as a Lingua Franca (ELF) 79 73 Contents 7.3 7.4 7.2.5 Variation and variability 80 7.2.6 Language policy 81 7.2.7 The linguistic landscape 83 Educational aspects 83 7.3.1 Vocabulary acquisition 84 7.3.2 Task-based language teaching (TBLT) 84 7.3.3 Teacher education 85 Conclusion 86 Trends III: the dynamic turn 8.1 Complex Dynamic Systems Theory (CDST) 87 8.2 CDST and multilingual processing 90 8.3 Characteristics of CDST-based models of bilingual processing 93 8.4 Code switching (CS) as language production 94 8.4.1 Sources of triggering in code switching 94 8.4.2 CS as a critical state 95 8.5 The analysis of language variation 97 8.6 Individual differences and CDST 99 8.7 CDST and timescales 101 8.8 Concluding remarks 103 The 9.1 9.2 9.3 9.4 9.5 9.6 9.7 9.8 9.9 9.10 9.11 9.12 ix citation game Data sources for citation analysis 106 Using Hirsch’s h-index 108 Number of citations as an indicator 110 A database of applied linguists and their citations 110 The impact of publications over time 111 Factors influencing citation scores 113 Leaders and citations 114 Cronyism, ignorism, Matthew effects and other dubious practices 115 The risk of publication pressures 116 AL journals and their impact 116 More advanced analyses 117 Conclusion 118 10 The impact of applied linguistic research on language learning and teaching 10.1 I don’t know 122 10.2 No application 122 10.3 Negative impact 123 10.4 Little or no impact 123 87 106 122 Appendix The questionnaire Questionnaire on the Sociology of Applied Linguistics 1980–2010 This is part of a study on the Sociology of Applied Linguistics (AL) In this study I want to draw a picture of the development of AL from 1980 until 2010 Major questions are: what were the major trends, what theories emerged and faded, who were the intellectual and organizational leaders in the field, who influenced who and why did the field develop the way it did? For this study I want to interview/get information from a group of people who have been influential in this process In my view you are one of them Below you find a list of issues I would like have your reaction to All information will be treated as strictly confidential What is your educational background (BA/MA/PhD, what universities and when)? How did you get involved with Applied Linguistics? What is your definition of Applied Linguistics? Who are the most important/influential leaders in the field? Why are they important? Who have you been most influenced by and who did you influence in your view? What are the 5–10 most important articles for you over these 30 years? What are the 5–10 most important books for you over these 30 years? What are the major trends you have noticed over these 30 years? To what extent, and if so how, has AL research led to an improvement of language education? Appendix Definitions of AL from AILA and AAAL AILA Applied Linguistics is an interdisciplinary field of research and practice dealing with practical problems of language and communication that can be identified, analysed or solved by applying available theories, methods and results of Linguistics or by developing new theoretical and methodological frameworks in Linguistics to work on these problems Applied Linguistics differs from Linguistics in general mainly with respect to its explicit orientation towards practical, everyday problems related to language and communication The problems Applied Linguistics deals with range from aspects of the linguistic and communicative competence of the individual such as first or second language acquisition, literacy, language disorders, etc to language and communication related problems in and between societies such as e.g language variation and linguistic discrimination, multilingualism, language conflict, language policy and language planning (source: www.aila.info/en/) AAAL Applied Linguistics itself is an interdisciplinary field of inquiry that addresses a broad range of language-related issues in order to improve the lives of individuals and conditions in society It draws on a wide range of theoretical, methodological, and educational approaches from various disciplines – from the humanities to the social, cognitive, medical, and natural sciences – as it develops its own knowledge-base about language, its users and uses, and their underlying social and material conditions (source: www.AAAL.org) Appendix Index and total number of citations Table A.1 Index and total number of citations Name Bachman Bailey Bardel Bardovi-Harlig Burns Bygate Byrnes Canagarajah Candlin Cenoz Chapelle Cohen Cook Crandal Crystal Cumming Davies De Bot De Houwer DeKeyser Dörnyei Duff Dufva Ellis, N Ellis, R Flynn Freeman Garcia Mayo Gass Genesee Gorter Grabe Gregg Gullberg Hawkins Hulstijn, Hyltenstam Johnson, Karen Johnson, Keith Kellerman Kelly Hall Kinginger h-index 36 31 17 39 25 15 28 33 33 30 34 34 38 61 31 28 36 15 27 53 31 13 54 73 22 35 13 53 54 18 33 16 20 24 30 29 12 25 28 20 16 Number of citations of three most cited publications 4,977 1,467 86 473 862 653 248 1,337 1,956 248 1,060 2,400 1,862 165 9,321 566 439 676 517 534 718 320 95 958 9,471 396 625 141 2,138 1,179 174 981 430 175 633 702 407 622 888 485 235 180 2,829 600 25 403 201 497 185 335 707 222 394 595 1,081 164 5,283 188 375 282 376 528 1,580 314 41 459 5,028 392 472 82 1,255 513 161 904 165 81 490 520 195 549 480 383 166 168 322 366 24 296 139 102 104 332 428 213 316 415 881 115 4,354 186 284 279 172 366 1,297 281 38 384 2,439 156 428 67 717 502 151 823 120 64 393 427 168 258 418 355 159 167 Total 8,128 2,433 135 1,172 1,202 1,252 537 2,004 3,091 683 1,770 3,410 3,824 444 18,958 940 1,098 1,237 1,065 1,428 3,595 915 174 1,801 16,938 944 1,525 290 4,110 2,194 486 2,708 715 320 1,516 1,649 770 1,429 1,786 1,223 560 515 Appendix 143 Table A.1 (continued) Name Knapp Koda Kramsch Krashen Lambert Lantolf Lanza Larsen-Freeman Laufer Lightbown Lo Bianco Long McGroarty McNamara Makoni Mauranen Meara Mitchell Munoz Nation Nicholas Ortega Oxford Pavlenko Pennycook Pienemann Rampton Ricento Robinson Rüschoff Schmidt Schmitt Schumann Seidlhofer Sharwood Smith Shohamy Shuy Singleton Skutnabb-Kangas Soraci Spada Spolsky Swain Tarone Thomas Tucker Tyler van Els h-index 17 25 48 62 14 38 12 38 42 35 15 68 18 24 18 30 38 18 14 45 14 20 65 42 45 24 32 15 34 13 29 32 30 31 26 34 33 12 37 36 28 38 65 40 12 27 17 10 Number of citations of three most cited publications 209 478 3,276 8,710 197 1,265 349 2,618 705 3,094 516 2,618 383 837 324 495 309 1,342 157 2,701 349 1,073 6,269 631 2,073 899 1,675 239 1,268 146 2,950 1,139 1,045 613 684 545 364 608 1,481 505 3,094 1,199 4,977 579 159 1,221 400 263 174 173 1,801 6,755 129 1,003 227 2,077 643 614 122 1,393 119 272 62 330 292 181 51 643 77 384 964 620 1,206 595 504 225 614 127 2,846 608 695 581 654 513 226 461 900 288 612 715 3,659 608 99 211 220 92 161 150 413 5,931 80 600 44 575 612 612 113 1,106 100 205 60 176 292 138 34 353 70 289 808 309 1,061 518 295 223 420 37 1,147 607 367 275 365 229 221 169 500 273 542 417 2,304 512 78 188 178 73 Total 544 801 5,490 21,396 406 2,868 620 5,270 1,960 4,320 751 5,117 602 1,314 446 1,001 893 1,661 242 3,697 496 1,746 8,041 1,560 4,340 2,012 2,474 687 2,302 310 6,943 2,354 2,107 1,469 1,703 1,287 811 1,238 2,881 1,066 4,248 2,331 10,940 1,699 336 1,620 798 428 144 Appendix Table A.1 (continued) Name VanPatten Wagner Wang Weideman White Widdowson Wiley Young h-index 35 23 14 13 46 47 15 25 Number of citations of three most cited publications Total 632 1,062 158 49 1,030 3,279 172 507 624 217 90 40 776 1,479 159 190 622 152 45 36 628 1,410 143 144 1,878 1,431 293 125 2,434 6,168 474 841 Index Entries in bold denote tables; entries in italics denote figures AAAL (American Association of Applied Linguistics): definition of AL 26, 28, 141; linguistic landscape symposia at 83; linguistic theories at 58–9; national origins of attendees 9–10; officers of 37–8, 40–1, 44, 47; and TESOL 8–9, 32 academic status of AL 114, 119, 134, 136 action/perception/evaluation 100 affective filter 76 Afro-Americans 13, 23 age: and language acquisition 75–6; and leadership in AL 13–14, 23, 40; and social media use 68 AILA (Association Internationale de Linguistique Appliquée): congresses of 32–3; definition of AL 26, 141; linguistic landscape symposia at 83; presidents of 27, 40, 44, 45; representatives to 20 American Council on the Teaching of Foreign Languages (ACTFL) 32 Angelis, Paul: description of AL 33; introduction to AL 20 Anglocentrism 80, 123 Annual Review of Applied Linguistics 53, 69, 116 anxiety 100–1, 103 aphasia, bilingual Applied Linguistics (AL): academic programs in 15–17; author’s history with 2–3, 6, 136–8; between humanities and social sciences 106; as community of practice 135–6; critical approaches to 66; description of field 3–5, 133; development of 28–31; empiricism in 49; foundational concepts of 63–4; getting involved in 17–21; influences from adjacent fields 21, 31, 71; interdisciplinarity of 134; languages of scholarship in 9–11, 14; linguistic sophistication in 61; new research populations for 69–70; origins of 1; publication data in 110, 111, 112, 136; relativism and rationalism in 61–2; as scientific discipline 138–9; sub-disciplines of 31–2; tendencies in definitions of 26–8, 33–5 Applied Linguistics (journal): and AILA 33; articles from 51; beginning of 3, 25; changes over time in 118; and development of AL 28; readership of 116; special issue on theory construction 61 Applied Psycholinguistics 116 aptitude treatment interaction 126–7 army method Arts & Humanities Citation Index 106 Aspects of Language Teaching (Widdowson) 53 Australia, national census of 82 Bachman, Lyle: becoming a tester 20; on credibility of AL 29; and international comparisons 70 Bailey, Kathleen: on impact of AL on language teaching 126; and TESOL Bardel, Camilla: on GG 58; on transfer 77; on use of English in academia 14–15 Bardovi-Harlig, Kathleen 17, 61, 109, 111 146 Index behaviorism, and language teaching bibliometrics 108, 113 BICS (Basic Interpersonal Communicative Skills) 45 bilingual education: author’s involvement with 3; effectiveness of 68 bilingualism: and code-switching 95–6; elite 70; and multi-competence 77 ‘Bilingualism as a first language’ (Swain) 76 Bilingualism: Language and Cognition 116–17 bilingual language acquisition 74 bilingual mind 91 bilingual processing 2–3, 87, 93 black boxing 82, 116 book chapters: accessibility of 55; citations of 107, 114; core 52–3 books: citation scores for 111, 114, 119; most important 53–5; numbers published 55, 56 Bourdieu, Pierre 21, 38 Burns, Anne: description of AL 27, 34; on impact of AL on language teaching 130–1 Bygate, Martin: on AL academic programs 17; on conceptual definition 64; on impact of AL on language teaching 122; on interaction hypothesis 74–5; on leaders 36; on linguistics 61; on TBLT 84–5 Byrnes, Heidi: on gender 13; language of work 14; on leaders 37; on psycholinguistics 29; and SFG 57 CA (conversational analysis): author’s interest in 137; of classroom interactions 130; and DST 76; growth of interest in 66, 71; Kasper’s work in 31; and teacher education 85 CAF (complexity/accuracy/fluency) 61 CAL (Centre of Applied Linguistics) 48 CALL (Computer Assisted Language Learning) 68 CALP (Cognitive Academic Language Proficiency) 45 Canada, AL research in 20 Canagarajah, Suresh: on autonomy of AL 31; on impact of AL on language teaching 128; and multilingualism 78; on research focus 30 Candlin, Chris: on learner varieties 74; portrait of 44–5; on real world problems 29 CDST (Complex Dynamic Systems Theory): and bilingual processing 93–4; and code-switching 94–5; criticality in 97; and individual differences 99; main characteristics of 89–90; as paradigm shift 87, 136; research questions in 100, 101; and timescales 101–2; use in AL 87–9; variation and variability studies using 98–9 CEFR (Common European Framework of Reference): and language teaching 128, 132; and native speakers 79–80; publication of 83 Cenoz, Jasone, on impact of AL on language teaching 124 China: AL work in 13; language teaching in 130, 132 Chomsky, Noam 30, 36, 48, 57, 59–60 citation analysis 106–8, 117–19, 136 citation scores: database of 110–11; factors influencing 113–15; variations in 107 citations: distribution over time 113; false hits in 109–10; importance of 120; stray 107 Clahsen, Harald, self-definition of 12 CLIL (Content and Language Integrated Learning): author’s involvement with 3; and language policy 81–2; and language teaching 125, 129–30, 137; recent interest in 70, 86; Widdowson’s work on 42 CLT (communicative language teaching) 42, 123, 127–8, 130 Clyne, Michael, contributions to language policy 82 co-citation analysis 117–18, 120 code-switching 90, 94–7, 103 cognition, CDST perspective on 90–2, 100, 103 Cognition (journal) 116 cognition hypothesis 64, 85 A Cognitive Approach to Language Learning (Skehan) 54 cognitive linguistics 57, 60, 63, 77, 88 cognitive processing 2, 31, 91 cognitive psychology 7, 93–4 cognitivism 125 Cohen, Andrew: on impact of AL on language teaching 123; on important Index books 54; influences on 21; on leaders 37; research into non-English languages 19; on research populations 70; web searches for 109 Cold War, end of 20 communicative language learning 86, 128 community of practice 34, 135–6 compartmentalization 31–2 complex adaptive systems 3, 47, 88 complex systems 89, 91, 98 Complex Systems and Applied Linguistics (Larsen-Freeman/Cameron) 54 complexity theory 2, 41–2, 99, 134 concepts, clear definition of 64 conceptual pointillism 5–6 Constructing a Language (Tomasello) 53 contrastive analysis 74 Cook, Guy: description of AL 33; on impact of AL on language teaching 123; introduction to AL 17 Cook, Vivian, on multilingualism 77 Corder, Stephen Pit 15, 40, 44 corpus analysis 71, 128 corpus linguistics 33, 65–7, 84, 132 Council of Europe 83 Crandall, Jodi: on book chapters 53; on spread of English 79 credit systems 83 critical period hypothesis 42, 76 critical states 95–6 cronyism 115 Cumming, Alister 61, 83–4 Cummins, James 45–6 CWOSTS (Conventional Ways of Saying Things) 84 data-based studies, citation of 114 Davies, Alan: on critical approaches 66; description of AL 26; and ethics in testing 68; h-index of 107; on multilingualism 77 de Bot, Kees, portrait of 43 De Houwer, Annick: on foundational concepts 64; on impact of AL on language teaching 124–5; introduction to AL 18 DeKeyser, Robert: on aptitude 76; on important books 54; on journal publishing 119–20; on language learning 73–4; on variation and variability 80 del Pilar García Mayo, María: on GG 58; on impact of AL on language 147 teaching 127; on multilingualism 78; in Spanish AL community 14 developmental transition 98 Dewaele, Jean-Marc 40, 67, 88, 126–7 discourse analysis 42, 66, 132, 137 discourse communities, and linguistic terms 14 Discourse Strategies (Gumperz) 54 Dörnyei, Zoltán: and CDST 88, 103; on impact of AL on language teaching 128; as influence on others 22; introduction to AL 19–20; on leaders 37; on motivation 76, 99; portrait of 47 DST (Dynamic Systems Theory): de Bot’s work on 43; Dörnyei’s work on 47; and L2 development 3; and language attrition 75; and psycholinguistics 71; variable rigor in 63; variation and variability in 80–1; see also CDST Duff, Patricia: on impact of AL on language teaching 125; introduction to AL 19 Dufva, Hannele: on discourse analysis 66; on impact of AL on language teaching 129; introduction to AL 20 Dutch language teaching 124 dynamic systems 89–90, 98, 102 dynamic turn: and multilingual processing 94; as paradigm shift 87, 103, 136 dynamical systems 95, 102 dyslexic learners 70 Edinburgh series 44 educational authorities 82 educational linguistics 60 Edward Arnold (publishers) 2, 54–5 ‘Effectiveness of L2 instruction’ (Norris/ Ortega) 45, 51, 72, 112 EFL (English as a Foreign Language) 18–19, 23, 124 electronic publication 53, 55 ELF (English as a Lingua Franca) 66, 79–80, 87, 134 Ellis, Nick: citation score of 111; portrait of 43; and UB 60 Ellis, Rod: on CDST 88–9; citation score of 119; on conceptual definition 64; on GG 59; on leaders 36; on meta-analyses 69; portrait of 46 embedded systems, interconnectedness of 88, 90 148 Index emergentism 43, 88, 99 emotions: and cognition 100–101; and language learning 76; physiological indicators of 102 Emotions and Multilingualism (Pavlenko) 54 encyclopedias 69 English language: AL focus on 19–20, 32; AL work in 10, 14–15, 23; global spread of 79; innovation in teaching 123–4; school children’s proficiency in 81 Erasmus exchanges 126 errors: increases in 97; tolerance for 125, 128; variation as 98 ESL (English as a Second Language) 18–19, 23, 81, 123, 131; see also TESOL ESP (English for Special Purposes) 42 European Journal of Applied Linguistics 25 European Union, language policy of 81–2 Genesee, Fred: immersion research of 20; on impact of AL on language teaching 130; on individual differences 76; and language policy 82–3; on research populations 70 genre analysis 19, 132 Georgetown 15–17, 57 German language, AL work in 10–11 Germany, language teaching in 125 GG (Generative Grammar) 57–60, 66, 136 Google Scholar 107–10, 109, 116, 118, 120n1 Google Scholar Citations 108 Gorter, Durk: description of AL 33; on impact of AL on language teaching 129; on technology 68 Grabe, William: description of AL 27; on impact of AL on language teaching 126; on key resources 138; on leaders 36–7; on linguistic theories 58, 60; on SCT 63 grammar teaching 41, 123–4 feedback, internal 91 feedforward 91–2 feeling of knowing 92 Finnish Association of Applied Linguistics (AFinLA) 20 first language, impact on SLA 80; see also transfer first language acquisition 9, 73–4 first-language education 79 fluency, focus in language teaching on 85 Flynn, Suzanne 59, 78 foreign language teaching: collaborative environment in 85; early start of 81–2; history of research on 1; innovation in 124, 132 form-focused instruction 45, 126 formal linguistics 58, 71, 134 Foucault, Michel 21, 82 fractals 102 France, AL community in 14 Freeman, Donald: introduction to AL 18; on language teaching 85 Hall, Joan Kelley 28, 58, 68, 83 Halliday, Michael 45 Handbook for Applied Linguistics (van Els et al.) 54 Handbook of Second Language Acquisition (Doughty/Long) 42, 54, 69 handbooks 4, 12, 63, 69, 109 Hawkins, Roger 58 heritage learners 70 h-index 12, 107–11, 112, 117, 119 HistCite 52 Hodder Education 55 Hong Kong 13 How Languages are Learned (Lightbown/ Spada) 54 Hulstijn, Jan: on impact of AL on language teaching 128; on language policy 83; on linguistic theories 60; on research methods 62 Garfield, Eugene 106, 119 Gass, Susan: description of AL 27; on leaders 36; portrait of 43–4; on research populations 70 gender, and leadership in AL 12, 13, 23 generalizability 70–1 identity, and language 78–9, 138 ignorism 115 immersion education 40, 70, 130 informants: answering questionnaire 38; citations of 142–4; educational backgrounds of 15; influences on 21–2; as influences on others 22; lists of 10, 11; selection of 9–12, 14 information processing approach 92–3, 103 Index InJAL (International Journal of Applied Linguistics) 116 input: role of 73–4; and vocabulary acquisition 84 input hypothesis 74 The Input Hypothesis (Krashen) 54 interaction, as default speaking situation 91–2 interaction hypothesis 42, 66, 74–5 Interaction in the Language Curriculum (Van Lier) 54 interlanguage: leaders in 39, 44; moving away from 74 internal reorganization 90, 95 International Journal of Bilingualism 116 International Journal of Multilingualism 78 An Introduction to Second Language Acquisition Research (Larsen-Freeman/ Long) 54 introspection 63, 137 IRAL (International Review of Applied Linguistics) 51–3, 116 Israel, language testing in 82 Israel/West Bank, language landscape in 83 Italy, AL community in 14 iterative adaptation 89, 100 JCR (Journal Citation Report) 117 John Benjamins Publishing: AILA cooperation with 33; AL publications of 55, 56; handbooks and encyclopedias 69 Johnson, Karen: on Firth/Wagner article 30–1; on foundational sources 63; on teacher education 85; web searches for 109 Johnson, Keith, on impact of AL on language teaching 128–9 journal articles: and book chapters 53; citation score fixing in 115–16; citations of 110, 114, 116; contributing to PhDs 113; core 50–2, 56 Journal of Multilingual and Multicultural Development 117 Journal of Second Language Writing 117 journals: backlogs in publishing 113; impact factors of 116–17, 118, 119–20; most important 52, 53 Juffs, Alan: on impact of AL on language teaching 130; introduction to AL 18; on overviews and meta-analyses 68–9; responses to interview 38 149 K-12, as research population 20, 70 Kasper, Gabrielle 31–2, 36, 85 Kellerman, Eric: and contrastive analysis 74; description of AL 27–8; h-index of 108 Kinginger, Celeste, on language teaching 84, 123, 131 Klein, Wolfgang 58, 74, 123, 137 Knapp, Karlfried: on CDST 88; on impact of AL on language teaching 122, 125; introduction to AL 19 Koda, Keiko 129 Kramsch, Claire: and foreign language learning 134; language of work 14; on outside influences on AL 31; portrait of 40; on psycholinguistics 29 Krashen, Stephen: citation score of 119; description of AL 27; influence of 130–1; on language learning 73; portrait of 44 labels, exponential growth of 64 LAD (Language Acquisition Device) 59, 67, 73 Lambert, Wallace 40, 48 language: authentic 65; as CDS 90–1; mutually constitutive with use 88; neurobiology of 47, 67; as social phenomenon 60 language acquisition: and AL 27; order of 77–8 language aptitude, testing 76 language attrition 2, 43, 75, 137 Language Awareness 117 language competences, articulation between levels 81 language development: and CDST/DST 43, 87–8; emotions in 76; individual differences in 75–6, 90, 97–9, 103; Schumann’s work on 47–8; and SOC 96; time series analysis of 71 language learners: errors made by 44; international comparisons of 70; nonliterate 69–70; varieties used by 74 Language Learning (journal) 28, 45, 51, 53, 116 language loss 75, 78 language pathology language policy: and language shift 78; research and politics in 81–3; Spolsky on 46; and teaching 135 language processing, CDST view of 91–3 language shift 75, 78 150 Index language teaching: and AL 27–9, 83–4, 122–31, 135; AL leaders’ work in 134; informants’ background in 17–20; varieties of 83–4; see also CLT; foreign language teaching; second language teaching Language Transfer in Language Learning (Gass/Selinker) 54 language varieties 126 languaging 41, 57, 64 Lantolf, Jim: on Firth/Wagner article 31; on impact of AL on language teaching 123, 127; introduction to AL 18; language of work 14; on linguistic theories 59; portrait of 41; on SCT 63, 134; on teacher education 85; on theory construction 61 Lanza, Elizabeth: description of AL 34; on language policy 81; on multilingualism 78 Larsen-Freeman, Diane: on CDST 87–9, 98, 134; on impact of AL on language teaching 128; on leaders 37; portrait of 41–2; and teacher education 85; on technology 67 Laufer, Batia 107–8, 109, 110 leaders: characteristics of 36–7, 48–9, 133–4; and citations 114, 115, 119, 136; and gender 12–13, 23; and influences 21–2; list of 38, 39, 40 learning theory 125 Life With Two Languages (Grosjean) 54 Lightbown, Patsy 110, 131 Linguistic Approaches to Bilingualism 117 linguistic landscape 47, 83 linguistic representations, stability of 93 linguistic theories: and corpus linguistics 65–6; Gass’s work in 44; and separate cognitive modules 91; use of in AL 57–61 linguistic units, isolated 91–2, 94, 103 linguistics: in AL/SLS education 17; generational shifts in 59–60; Halliday’s use of term 57 Lo Bianco, Joseph 81, 130 Long, Michael: and critical period hypothesis 76; on impact of AL on language teaching 128; influences on 22; on language policy 81; portrait of 42; on relativist/rationalist debate 62; on SLA theory 61; work with LarsenFreeman 42 longitudinal case studies 88, 90 LSA (Linguistic Society of America) 32 MacIntyre, Peter: and CDST 103; on motivation 99 MacNamara, Tim: becoming a tester 20; on impact of AL on language teaching 131; influences on 21 Makoni, Sinfree 78 Matthew effects 115 Mauranen, Anna: description of AL 27; on impact of AL on language teaching 132 Max Planck Institute for Psycholinguistics 59, 136–7 McGroarty, Mary: on discourse analysis 66; experience in language teaching 19 McNamara, Tim: on CA 66; on ELF 80; on ethics in testing 68; on SCT 63; on SFG 58 meaning potential 57 Meara, Paul: and aptitude testing 76; description of AL 34; on ELF 80; on GS 120n1; on impact of AL on language teaching 124; and publication data analysis 115, 117–18, 120; and vocabulary acquisition 84 mentors 21, 48 Merton, Robert 135 meta-analyses 45, 68–9 migration 70, 78 Mind in Society (Vygotsky) 54 minority language learners 70 Mitchell, Rosamond: citations for 110; on impact of AL on language teaching 129; and language policy 82; on language shift 78 Modern Language Journal (MLJ): Firth/ Wagner article in 30, 50; image of 53; important articles in 51; readership of 116; vocabulary articles in 118 monitor theory 137 monologue 92 morpheme orders 80 motivation: CDST study of 99–100, 103, 136; development over time 101–2; Dörnyei’s work on 47; Knapp’s interest in 19; for language acquisition 75–6 multi-competence 77, 127 multi-method approaches 65 Multilingual Matters 55, 56, 69 multilingual processing 9, 90, 93–4 multilingualism: attitudes to 77; awareness of impact 32; deficiency view of 61; and DST 43; Kramsch on Index 40; and language teaching 123, 138; non-elite 70; Ortega’s focus on 45 multiple languages: development of 4, 28; real world problems with 34 Muñoz, Carmen 14, 127 N400 effects 92–3 Nation, Paul: on impact of AL on language teaching 129–30; influences on 21–2; on leaders 36; and vocabulary acquisition 84 native speakers: decentering of 77, 79, 127; and learners 65, 98 negotiation for meaning 75 Netherlands: bilingual education in 137; language policy in 81 Netherlands, PhD programs in 16 neurobiology 47, 67, 71 neuro-degeneration neuro-imaging: dialect and social status in 92; use in AL 9, 31, 65, 67 neurolinguistics 9, 44, 67, 131 Newbury House 55 Nicholas, Howard: on impact of AL on language teaching 127; on language policy 82; on multiplicity of AL 31 Norris, John, meta-analyses by 69 Ortega, Lourdes: introduction to AL 19; on leaders 37, 40; meta-analyses by 69; portrait of 45; on questionnaire 38; on research populations 19–20, 70; on theory construction 61 The Other Tongue (Kachru) 54 output, Swain’s stress on 73 overview studies 68–9, 114, 119 Oxford, Rebecca: on impact of AL on language teaching 128–9; introduction to AL 20 Oxford University Press, handbooks and encyclopedias 69 paradigm shifts 87, 103, 136 Pavlenko, Aneta: on CDST 88; enthusiasm for project 139; on identity 79; as leader 40; and multilingualism 77; portrait of 47 Penn State University 31 Pennycook, Alastair: on identity of AL 30; on impact of AL on language teaching 124; and multilingualism 78 151 phase transformations 97 PhD programs 15–16, 138 Phillipson, Robert: on critical approaches 66; on ELF 80, 131 phonemes, ambiguous 92 physiological indicators 100–101 politics, and AL research 81–2, 128 PoP (Publish or Perish) 108, 109, 110 Portuguese language, AL work in 10 post-structuralism 79 power law distribution 97, 111, 117, 119 pragmatics 66, 92 primary education 76, 81–2 Principles and Practice in Second Language Acquisition (Krashen) 44, 53 professional organizations, leaders in 37 proficiency: ability of adult learners to achieve 76; and ELF 80; and migration 34; as underexamined notion 81 psycholinguistics: articles referencing 52; and CDST 90; co-citation in 9, 118; and code-switching 96; and development of AL 29; focus on isolated elements 94; and GG 59–60; on language acquisition 74–6; move away from 134–5, 138; and sociolinguistics 71, 86; use of term 73 The Psychology of the Language Learner (Dörnyei) 53 psychotypology 74 publication data, analyzing 117 publication pressures 116 publications: impact over time 111, 113; lack of core for AL 134; single- and multi-author 114, 119 publishers 55–6 PubMed 107–8 qualitative research: standards for 62, 71; suspicion of 137 Questionnaire on the Sociology of Applied Linguistics 140 Quinn, Terry 21 race, and leadership in AL 13, 23 Rampton, Ben: on ELF 80; introduction to AL 17–18; on technology 67–8 reaction time data 3, 65 152 Index real world problems: and academic theory 29; AL’s applicability to 16, 25–7, 33–4, 137–8 referencing, precision in 50 registers, switching 94 relearning languages 75 research methods: quantitative and qualitative 62; range of 64–5 research questions, reformulating 100 restructuring 97 retirement, mandatory 14 Ricento, Thomas: on impact of AL on language teaching 124; introduction to AL 18 Robinson, Peter: and aptitude treatment interaction 126; on leaders 37; on research methods 65 Routledge: AL publications of 55; handbooks and encyclopedias 69 Rüsschoff, Bernd 33–4, 85 Schmidt, Dick: citation score of 111; on multiplicity of AL 32 Schmitt, Norbert: on impact of AL on language teaching 127; and TESOL 8; on vocabulary 84 Schumann, John: on CDST 88; on generalizability 70–1; on leaders 37–8; on morpheme orders 80; portrait of 47–8 Schwartz, Bonnie 58 Scopus 107–8, 116 SCT (Socio-Cultural Theory): author’s interest in 137; cognitive and social in 31; growth of 60, 62–3, 71; Lantolf and 41; and Penn State 31; subcommunity of 134 SCT-Light 63 ‘Second/foreign language learning as a social accomplishment’ (Firth/ Wagner) 30–1, 50, 53, 112 Second Language Acquisition: A Book of Readings (Hatch) 54 Second Language Classrooms (Chaudron) 53 Second Language Research 117 second language teaching 124, 132 Seidlhofer, Barbara: on corpus linguistics 66; on ELF 79–80; on impact of AL on language teaching 124; on neuroscience 67; on SLA 32 self-citation 115 semantics, and discourse information 92–3 SFG (Systemic Functional Grammar) 45, 57–8 Sharwood-Smith, Michael, description of AL 27; on impact of AL on language teaching 122–3; on linguistic theories 60 Shohamy, Elana: on gender 12–13; on testing 68, 82, 126 Shuy, Roger 28 Sinclair, John 65 Singapore 10, 13 Singleton, David: on age 76; on impact of AL on language teaching 130; introduction to AL 18 Skutnabb-Kangas, Tove: description of AL 28; introduction to AL 21; on language shift 78; on multilingualism 77; on spread of English 79 SLA (Second Language Acquisition): distinguished from AL 27, 32, 34, 123; doctoral degrees in 15–16; and GG 58–60; leaders’ work in 41–6; linguistic environment in 74; research in 1, 46, 73, 125, 134; theory construction in 61 SLD (second language development): and AL 133; and CDST 87–9; and DST 3; non-linear approaches to 99–100 SOC (self-organized criticality) 95–7 social media 67–8 social turn 3, 30, 87, 134–5 Sociocultural Theory and Second Language Learning (Lantolf) 41, 47, 53 Sociocultural Theory and the Genesis of Second Language Development (Lantolf/Thorne) 53 sociolinguistics: and code-switching 96; and language acquisition 77–83; and variation 98 Sorace, Antonella 17, 30, 34 Spada, Nina 110–11, 125–6 Spain, AL community in 14 Spivey, Michael, on cognitive processing 91 Spolsky, Bernard: and descriptions of AL 28; portrait of 46; on testing 68 static representations 93, 103 statistical procedures 65 Index St Lambert project 48 Studies in Second Language Acquisition (SSLA): image of 53; impact of 116–17; important articles in 51 Swain, Merrill: and AL journal 3; on bilingualism 76; on identity 78; as influence on others 22; K-12 research of 20; on leaders 37; portrait of 40–1; on research methods 62, 65; on SCT 63, 134 Sweden 9, 14–15 syntactic priming 92 Systemic Functional Linguistics 88 Tarone, Elaine: on leaders 37; and non-literate language learners 69; on variation and variability 80 task-based approaches 127, 129; see also TBLT Taylor & Francis 55 TBLT (task-based language teaching) 84–5, 123, 127 teacher education 82, 85, 122, 127, 129–31 teaching profession 127, 131 technology, impact on AL 67 TESOL (Teaching English to Speakers of Other Languages) 8–9, 17–18, 32, 46 TESOL Quarterly (TQ) 51, 53, 116–17 testing: careers in 20; developments in 132; ethics in 68, 126; in Israel 82 textbooks 55, 123, 127 ‘Theoretical bases of communicative approaches to second language teaching and testing’ (Canale/Swain) 51–2 theoretical linguistics: importance in AL 16–17, 29–30, 34; moving to AL from 18, 20; trend away from 71; and vocabulary 84 Theory Construction in Second Language Acquisition (Jordan) 61 Thomas, Margaret: on impact of AL on language teaching 128; introduction to AL 20–1 timescales 88, 100–102 Tomasello, Michael 38, 60 transfer, in language acquisition 19, 74, 77, 85 triggering, of code-switching 95, 97 153 trilinguals 77–8, 81 Tucker, Dick: as influence on others 22; on language policy 81; portrait of 48 Tyler, Andrea: as influence on others 22; and linguistic theories 59–60; on sociolinguistics 77 UB (usage based) approaches: and CDST 88; growth in 30, 57–60, 71; N Ellis’ work in 43; and vocabulary acquisition 84 UG (Universal Grammar): decline of school 16, 71; idea of language module in 91; Lantolf on 59; prominence of 30 Understanding Second Language Acquisition (R Ellis) 53, 59 UNESCO 33 United States: language policy in 81, 128; language shift in 78; PhD programs in 15–16 Universal Grammar and Second Language Acquisition (White) 54 University of Boston Child Language Development conferences 59 University of Maryland 16, 31 University of Nijmegen 2, 137 van Els, Theo, as influence on others 22 VanPatten, Bill 58, 60, 83 VARBRUL 80 variability 80, 97–9, 105 variation: in CDST 88–9, 97–8; leaders in 39; and variability 80–1 variation analysis 65, 80 Vienna corpus of ELF 66, 79 vocabulary, co-cited research in 118 vocabulary acquisition 84, 118 Vygotsky, Lev 41, 54, 60, 63 Wagner, Johannes: on CA 66; on impact of AL on language teaching 123–4; introduction to AL 18; on TBLT 85 Wang, Chuming 60, 127 Ways with Words (Brice-Heath) 53 Weideman, Albert: on critical approaches 66; on TBLT 84 Weltens, Bert 2, 75 White, Lydia: on applicability of AL 30; on GG 58; on impact of AL on 154 Index language teaching 122; as influence on others 22 Widdowson, Henry: and AL journal 3, 25; on authentic language 65; on CDST 89; description of AL 27; on development of AL 29; on discourse 134; on foundational concepts 63–4; as influence on others 17; portrait of 42–3 Wiley, Terrence: on identity 78–9; and language policy 81–2 women: as issue-driven 13; as leaders in AL 12, 23, 39–40 Working Papers on Bilingualism 117 WoS (Web of Science) 52, 107–8, 116–17 Yang, Ruiying 19, 130 Young, Richard: on impact of AL on language teaching 123; introduction to AL 18; on leaders in AL 28 ... one The definitions of various AL organizations like AILA and AAAL (the American Association of Applied Linguistics) are often taken as a yardstick The definitions of the field by both organizations... Over the Lifespan (Routledge, 2009) This page intentionally left blank A History of Applied Linguistics From 1980 to the present Add AddAdd Add Kees de Bot AddAdd Add AddAdd Add Add AddAdd Add... Teaching of Foreign Languages (ACTFL) 3.5 AL and AILA AILA is basically an association of national associations, and has no individual membership The AILA congress takes place every three years and the