ALR special issue: Visual methods in Applied Language Studies
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Paula Kalaja
Paula Kalaja is Professor of English in the Department of Language and Communication Studies, University of Jyväskylä, Finland (with a Ph.D. degree from Georgetown University, Washington, DC). She specializes in L2 learning and teaching and has co-authored and -edited
Beliefs about SLA: New research approaches (2003),Narratives of learning and teaching EFL (2008) andBeliefs, agency and identity in foreign language learning and teaching (2016) and locally published introductory books on research methods in Applied Linguistics and learning to learn skills, and some EFL textbooks.
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Anne Pitkänen-Huhta
Anne Pitkänen-Huhta, Ph.D., received her academic training at the universities of Jyväskylä and Lancaster. She works currently as Senior Lecturer of English in the Department of Language and Communication Studies, University of Jyväskylä, Finland. She is also the Head of the Department of Language and Communication Studies. Her research focuses on multilingual literacy and discourse practices, especially of young people, (foreign) language learning and teaching in formal and informal contexts, and on multilingual language education. Her research employs ethnographic, discourse analytic and visual methods.
Abstract
This introductory article serves two purposes. Firstly, it provides the background for the set of 11 articles that appear in the special issue of this journal and summarizes the articles along a number of dimensions. All the articles address aspects of multilingualism as subjectively experienced and they all make use of visual methodologies. Secondly, it subjects the articles to two meta-analyses. The first one compares and contrasts the studies by site: production, image and audiencing. The second one, in contrast, classifies the studies by the research strategy chosen by the researchers: looking, seeing or designing. The article concludes by pointing to future directions in research on multilingualism as lived, and suggests a visual turn.
About the authors
Paula Kalaja is Professor of English in the Department of Language and Communication Studies, University of Jyväskylä, Finland (with a Ph.D. degree from Georgetown University, Washington, DC). She specializes in L2 learning and teaching and has co-authored and -edited Beliefs about SLA: New research approaches (2003), Narratives of learning and teaching EFL (2008) and Beliefs, agency and identity in foreign language learning and teaching (2016) and locally published introductory books on research methods in Applied Linguistics and learning to learn skills, and some EFL textbooks.
Anne Pitkänen-Huhta, Ph.D., received her academic training at the universities of Jyväskylä and Lancaster. She works currently as Senior Lecturer of English in the Department of Language and Communication Studies, University of Jyväskylä, Finland. She is also the Head of the Department of Language and Communication Studies. Her research focuses on multilingual literacy and discourse practices, especially of young people, (foreign) language learning and teaching in formal and informal contexts, and on multilingual language education. Her research employs ethnographic, discourse analytic and visual methods.
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© 2018 Walter de Gruyter GmbH, Berlin/Boston
Artikel in diesem Heft
- Frontmatter
- ALR special issue: Visual methods in Applied Language Studies
- Drawings are talking: Exploring language learners’ beliefs through visual narratives
- Children’s drawings as part of School Language Profiles: Heteroglossic realities in families and schools
- Young learners’ portrayals of ‘good English teacher’ identities in South Korea
- Visualizing EFL teacher identity (re)construction in materials design and implementation
- What does it mean to be an English teacher in Brazil? Student teachers’ beliefs through narratives in a distance education programme
- Beliefs and practices of foreign language learning: A visual analysis
- Visual accounts of Finnish and Greek teenagers’ perceptions of their multilingual language and literacy practices
- Children’s images of HIV/AIDS in Uganda: What visual methodologies can tell us about their knowledge and life circumstances
- ‘If I didn’t know you what would you want me to see?’: Poetic mappings in neo-materialist research with young asylum seekers and refugees
- Words and images of multilingualism: A case study of two North Korean refugees
- Timeline analysis of complex language learning trajectories: Data visualisation as conceptual tool and method
Artikel in diesem Heft
- Frontmatter
- ALR special issue: Visual methods in Applied Language Studies
- Drawings are talking: Exploring language learners’ beliefs through visual narratives
- Children’s drawings as part of School Language Profiles: Heteroglossic realities in families and schools
- Young learners’ portrayals of ‘good English teacher’ identities in South Korea
- Visualizing EFL teacher identity (re)construction in materials design and implementation
- What does it mean to be an English teacher in Brazil? Student teachers’ beliefs through narratives in a distance education programme
- Beliefs and practices of foreign language learning: A visual analysis
- Visual accounts of Finnish and Greek teenagers’ perceptions of their multilingual language and literacy practices
- Children’s images of HIV/AIDS in Uganda: What visual methodologies can tell us about their knowledge and life circumstances
- ‘If I didn’t know you what would you want me to see?’: Poetic mappings in neo-materialist research with young asylum seekers and refugees
- Words and images of multilingualism: A case study of two North Korean refugees
- Timeline analysis of complex language learning trajectories: Data visualisation as conceptual tool and method
