Abstract The emergence of Generative Artificial Intelligence (GenAI) is reshaping academic writing and publishing practices. As knowledge curators, applied linguistics journal editors need to respond to GenAI developments. Yet, little is known about their perspectives on GenAI in academic writing and publishing. These perspectives could influence their editorial decisions and journal policies – potentially defining how scholars write for publication. Through in-depth semi-structured interviews, this study explored the perceptions of ten applied linguistics journal editors towards GenAI in academic writing for publication. Analysis shows that the development of GenAI is putting additional strain on the editorial process, which is already struggling. It highlights that current publisher and journal policies on GenAI are ambiguous, leading to confusing and questionable research practices. Editors are cautious about the use of GenAI in applied linguistics research and writing, with only the use of these tools to improve writing quality universally acceptable. Transparency is seen as essential. The findings highlight a pressing need for discipline-specific guidance on the acceptable uses of GenAI in academic publishing and the development of methodological models that detail ways GenAI can be integrated into the field’s rich and diverse research traditions.

Abstract Due to the central role of creativity in teachers’ professional success, the personal, emotional, and environmental sources of teacher creativity need to be discovered. A brief review of the available literature reveals that most of previous studies have looked into the personal and environmental sources of teacher creativity, leaving a broad range of emotional sources unconsidered. To fill this lacuna and shed light on the role of emotional factors in teacher creativity, our research investigated the role of passion and enjoyment in Chinese English teachers’ creativity. To accomplish this, a random sample of 377 English language teachers was selected from various language institutes and universities in China. Afterward, three validated questionnaires were distributed among participants to assess their passion, enjoyment, and creativity in English classrooms. Then, to analyze the dataset, confirmatory factor analysis and linear regression analysis were run via IBM SPSS Amos. Results indicated that passion and enjoyment can make positive, significant changes in Chinese English teachers’ creativity. The outcomes of the present inquiry may be illuminating for all educational leaders and principals.

Abstract English medium instruction (EMI) has received increasing research attention through the globalization and internationalization of higher education. Empirical research has revealed that EMI classes tend to be monologic, which has long been viewed as problematic and potentially detrimental to dialogic and meaningful learning. Meanwhile, the rise of EMI also spurs translanguaging research, which largely encourages the mobilization of different linguistic resources (especially students’ L1) in addition to English in compensation for the potential difficulty in content comprehension. This makes it pertinent to reconsider how translanguaging and monologic lecturing could be integrated and optimized for knowledge construction in EMI classrooms. Through a qualitative case study, this paper reports the perceptions and practices of a history EMI teacher who tried to create a dialogic space for her students through the diversified use of translanguaging in her monologic lecturing. Her class was observed and audio-recorded for analysis, and stimulated recall after the semester revealed her pedagogical beliefs and reasoning. The study importantly points to the unique potential of a third category of EMI teachers who are neither native speakers of English nor share an L1 with their students in mobilizing a wide range of semiotic resources in EMI teaching. The findings demonstrate the power of translanguaging in fostering dialogic spaces within monologic lecturing, which might be necessary and inevitable in EMI courses. Challenges were also outlined with implications drawn to support EMI teachers in facilitating students’ disciplinary content learning.

Abstract Second/Foreign language teachers have received tremendous research attention; yet knowledge about early career language teachers (ECLTs) remains relatively limited. A comprehensive review is thus necessitated that synthesises findings pertaining to this particular teacher group. This paper presents the first scoping review of empirical research on ECLTs (2004–2023). It thematically synthesises 175 empirical studies into three areas of ECLT research: teacher cognition; teacher practices; and teacher continuing professional development. The first area investigates ECLTs’ beliefs, self-concept, knowledge, and motivation. The second area explores their instructional and assessment strategies, classroom discourse, and contextual factors influencing their practices. The last area is focused on the impact of training and support systems on ECLTs’ professional growth. Drawing upon the findings, we propose a conceptual framework for understanding ECLTs and guiding future ECLT research and outline practical implications for supporting ECLTs’ career progression.

This study examined the unique contributions of home biliteracy environment in English and Chinese to Chinese-Canadian children's (n=148) bilingual receptive vocabulary development. The children (42 kindergarteners and 106 first graders) were tested on oral receptive vocabulary in Chinese and English. Their parents (n=148) filled out a questionnaire on home literacy environment (HLE) which included four dimensions in each language: parent-child shared reading, parent direct teaching, print resources, and digital devices usage in Chinese and English. Correlational and hierarchical linear modeling analyses indicated that HLE factors were less associated with English receptive vocabulary in grade-1 than in kindergarten but remained a strong contributor to Chinese vocabulary across both grades. English HLE was significantly associated with children's English vocabulary in kindergarten but not in grade 1. However, Chinese HLE had a significant effect on Chinese vocabulary in both kindergarten and grade 1. The four dimensions of HLE in each language also had differential relationships with bilingual vocabulary development in kindergarten and grade 1 with parents' direct teaching and the number of books in English and Chinese being consistent positive factors in facilitating bilingual vocabulary development in both grades. These findings highlight the importance of home biliteracy environment, particularly direct parental involvement, in early bilingual vocabulary development.

Abstract A micro-level analysis of second language (L2) peer feedback interactions specifically aimed at improving interactional abilities is lacking. Drawing on multimodal Conversation Analysis to examine 20 h of screen-recorded interactions of L2 learners in a video-mediated study group setting, this study demonstrates that in the collaborative accomplishment of L2 feedback in talk-in-interaction, peers’ follow-up contributions expand others’ feedback turns and open up space for further sequences of talk simultaneously. The follow-up contributions are realized through four interactional practices: (1) advising, (2) reformulating, (3) counterclaiming and (4) clarification-seeking. It is through such follow-up contributions that L2 learners change speakership, build turns contingent on previous contributions, perform diverse social actions, from resisting to clarifying, display their understanding and contribute to the ongoing feedback talk. We argue that being able to produce follow-up contributions is a crucial part of one’s L2 Interactional Competence (IC) and becomes a valuable interactional practice in securing intersubjectivity among the participants. The findings inform L2 language pedagogies about increasing learners’ sensitivity to the intricacies of dialogic and collaborative feedback talk from a micro-analytic perspective.

Abstract This paper focuses on the creative scripts in handwritten signs as part of the ‘linguistic landscape’ created by high school students of Yi ethnicity in Liangshan, China. It investigates the translanguaging practices of ethnic minority students and language teachers’ attitudes towards these sociolinguistic realities. It was found that Yi students adopted a wide range of translanguaging strategies such as trans-scripting, trans-modal writing, and trans-literation, but their translingual practices were mediated by the social orders inscribed in different spaces of the classroom. The more loosely managed the space, the more diverse students’ translanguaging practices would be. Language teachers tended to subscribe to the official ideology that primed standardised Chinese as the language for national unity and English as the global language. They generally held conservative attitudes towards the translanguaging practices exhibited by ethnic minority students. Examining the school’s linguistic landscape as publicly displayed language items from the theoretical lens of translanguaging, this study contributes important insights into the trans-lingual and trans-modal practices of Yi ethnic minority students in the Chinese context.

Abstract This paper enquires into the emergence of linguistic landscapes as cycles from fluid to frozen and fluid again. It is based on the first author’s ethnographic narratives of the appearance and disappearance of linguistic landscapes in a community coffeehouse in Hangzhou, East China. By moment analysis of the entanglements in everyday life that owners and customers share, we find that the meanings of the coffeehouse space are dynamically shaped by the intersections of their life trajectories and constant communication with others in ongoing everyday life. It is argued that linguistic landscapes emerge as a continuous flux, with language users’ care for others, willingness to correspond, and improvisation of linguistic and semiotic practices affected by their life trajectories. This paper will contribute to current research on language use in everyday space and fluid linguistic landscapes.

Abstract Informed by Complex Dynamic Systems Theory, this study examines the nature of homestay as a situated language learning site, with an eye toward the development of American student guests and Chinese host families’ homestay experiences within the larger context of the study abroad (SA) program and local community. Drawing on data collected from host families and student guests, this study discovers benefits, conflicts, and co-adaptations in homestay; the evolution of host families’ dispositions toward homestay; student guests’ proficiency gains and interactions with hosts and locals; and contextual factors that influence the proficiency gains and interactions. The findings reveal that homestay is a dynamic, self-evolving subsystem, which constantly interacts with other dynamic subsystems, such as the SA program and local community, within the complex social ecosystem of the entire SA environment. This study also provides suggestions for the design and management of the homestay component in the SA program and future research.

Abstract Accumulating studies on teachers’ instructional immediacy consistently show a strong positive correlation with teaching effectiveness. To expand the research in a bilingual and cross-cultural context, the current study investigates the construction of instructional immediacy in a natural classroom setting by theoretically anchoring on translanguaging, which refers to the idea of promoting the integration of all linguistic and nonlinguistic resources to achieve effective pedagogy with multilingual speakers. We quantified the nonverbal facial expressions to compare the teacher’s endeavours in different language modes when constructing instructional immediacy, and we used Multimodal Conversation Analysis (MCA) to examine his endeavours. The results revealed language-specific facial expressions which are attributed to varied teaching purposes. We conclude that translanguaging can serve as an effective tool for fostering instructional immediacy in multilingual classrooms.