The Vital Need for Ontological, Epistemological and Methodological Diversity in Applied Linguistics

Dewaele, Jean‐Marc

doi:10.22599/baal1.e

Cited by 24 publications

(17 citation statements)

References 17 publications

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“…But it has taught me gratitude for their important contributions. It has convinced me that it is necessary to respect and preserve methodological diversity in our field, to see both the forest and the trees (Dewaele, 2019), particularly when the aims of research are lofty and include advocacy for the health and survival of the entire enterprise of language learning and the systems and institutions in which language teaching is embedded.…”

Section: Resultsmentioning

confidence: 99%

Eureka! or, How I learned to stop worrying and love the survey

Kinginger

2020

Lang. Teach.

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Two decades ago, a personally-addressed ten-page survey printed on salmon-colored stock appeared in my campus mailbox. An accompanying letter explained that the sender was a student collecting data for a graduate-level thesis and included contact information for the thesis advisor … in marketing. It was the one and only ‘Consumer Durable Goods Study’ I would ever receive as an applied linguist.

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Section: Resultsmentioning

confidence: 99%

Eureka! or, How I learned to stop worrying and love the survey

Kinginger

2020

Lang. Teach.

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“…Meanwhile, qualitative methods are suited to investigating explanations for these patterns, through in‐depth descriptions of individual cases. In a mixed methods design, each methodology can be assigned a specific, complementary role: ‘offer[ing] researchers the unsurpassed advantage of binocular vision, allowing them to perceive three‐dimensional images of phenomena’ (Dewaele, 2019:85). This has proved to be an effective tool for this particular research topic (Dewaele & Costa, 2013, 2014).…”

Section: Methodsmentioning

confidence: 99%

Negotiating the language(s) for psychotherapy talk: A mixed methods study from the perspective of multilingual clients

Rolland

Costa

Dewaele

2020

Couns and Psychother Res

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Background Multilingual clients can benefit from expressing themselves in more than one language in psychotherapy. Yet, research suggests that language switching is typically instigated by clients, although some do not feel empowered to negotiate the language(s). Methods This paper addresses how language options, from the main therapy language(s) to language switching, were negotiated between client and therapist, as reported by 109 multilingual clients. All participants completed a web survey and five participated in follow‐on interviews. In addition, we reflect on the advantages of the mixed methods approach—particularly with regard to ethics and the explanatory sequential design. Analyses combine descriptive statistics and thematic analysis to elaborate on the trends identified in this international sample. Key Results Whereas some multilingual clients did not feel inhibited about using languages other than the main therapy language, for others the therapist played an important role in promoting multilingualism in the therapy room. Indeed, a lack of discussion surrounding language use—beyond such technical aspects as agreeing the main therapy language—was found to lead to assumptions about therapists' proficiency or the (non‐)acceptability of multilingual language practices. By contrast, metalinguistic discussions which explored process and meaning were welcomed by clients and typically opened up ways to use languages; the study itself was a catalyst for self‐reflection and productive discussions for one interviewee. Conclusions & Inferences Thus, the research provides further evidence, from clients, that developing therapists' metalinguistic awareness and competence and empowering multilingual clients to share their insights has therapeutic benefits.

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“…Consider for example advances in the medical and technological arenas. Dewaele (2019) additionally argued that the advent of complexity theory with its rethinking of generalizability might have slowed down contribution to practice (though see Hiver & Al-Hoorie, 2020b, for an in depth treatment of this topic). Along these lines, one veteran motivation scholar openly declared:We are not doing science, we are doing the difficult stuff.…”

Section: Has Research Informed Teaching Practice?mentioning

confidence: 99%

The Identity Crisis in Language Motivation Research

Al‐Hoorie

Hiver

Kim

et al. 2020

Journal of Language and Social Psychology

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The 40th anniversary of the Journal of Language and Social Psychology occurs around the corner of another anniversary, the language motivation field reaching 60 years. At this occasion, we pause to reflect on the contribution of language motivation research to language teaching practice. We argue that this contribution has been negligible and put forward two main reasons. The first is related to an identity crisis in the language motivation field, falling at the intersection of applied linguistics, education, and psychology; the second is the marginalization of the role of context. To address these issues, we first present insights from two perspectives—sociocultural theory and complex dynamic systems theory—and then propose three solutions to incorporate these insights: (1) moving from the abstract notion of “motivation” to the more tangible construct of “engagement”, (2) encouraging rigorous transdisciplinary research, and (3) taking advantage of the potential of artificial intelligence to translate research findings into practice.

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The Vital Need for Ontological, Epistemological and Methodological Diversity in Applied Linguistics

Cited by 24 publications

References 17 publications

Eureka! or, How I learned to stop worrying and love the survey

Eureka! or, How I learned to stop worrying and love the survey

Negotiating the language(s) for psychotherapy talk: A mixed methods study from the perspective of multilingual clients

The Identity Crisis in Language Motivation Research

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