Hostname: page-component-cd9895bd7-fscjk Total loading time: 0 Render date: 2024-12-27T07:45:30.439Z Has data issue: false hasContentIssue false

Centre for Applied Language Studies, University of Limerick, Ireland

Published online by Cambridge University Press:  13 March 2015

Angela Chambers
Affiliation:
University of [email protected]
David Atkinson
Affiliation:
University of [email protected]
Fiona Farr
Affiliation:
University of [email protected]

Extract

The Centre for Applied Language Studies (CALS), founded in 1997, brings together researchers and postgraduate students from several disciplines in language studies, and is structured in three research clusters: New learning environments; Discourse, society and identity; and Plurilingualism and language policy. There is a certain amount of overlapping between the clusters, and several researchers are active in more than one cluster. Thus research in language teacher education is present both in the New learning environments cluster and in Discourse, society and identity. Corpus-based methodologies are also prominent in both these clusters. Furthermore, discourse analysis is present as a methodology in all three. The following sections provide information on current research and selected research outcomes within the three research clusters from 2011 to 2013.

Type
Research in Progress
Copyright
Copyright © Cambridge University Press 2015 

Access options

Get access to the full version of this content by using one of the access options below. (Log in options will check for institutional or personal access. Content may require purchase if you do not have access.)

References

Alfonso, R. & Giralt, M. (2013). Multimodal discourse and oral language skills in digital portfolios for learning foreign languages. Linguistics and Literature Studies 1, 110117.CrossRefGoogle Scholar
Atkinson, D. (2011). Political implicature in parliamentary discourse: An analysis of Mariano Rajoy's speech on the 2006 Catalan Statute of Autonomy. In Lorenzo-Dus, N. (ed.), Spanish at work: Analysing institutional discourse across the Spanish speaking world. Basingstoke: Palgrave Macmillan, 130145.CrossRefGoogle Scholar
Atkinson, D. & Kelly-Holmes, H. (2011). Codeswitching, identity and ownership in Irish radio comedy. Journal of Pragmatics 43.1, 251260.CrossRefGoogle Scholar
Atkinson, D. & Moriarty, M. (2012). ‘There's no excuse. Speak Catalan!’ The marketing of language acquisition to mobility students. International Journal of Applied Linguistics 22.2, 189204.CrossRefGoogle Scholar
Baumgart, J. & Farr, F. (2011). Polish teenagers’ integration into Irish secondary schools: language, culture, and support systems. In Egger, S. & McDonagh, J. (eds.), Polish‒Irish encounters in the Old and New Europe. Berlin: Peter Lang, 179196.Google Scholar
Carter-Thomas, S. & Chambers, A. (2012). From text to corpus: A contrastive analysis of first person pronouns in economics article introductions in English and French. In Boulton, A., Carter-Thomas, S. & Rowley-Jolivet, E. (eds.), Corpus-informed research and learning in ESP: Issues and applications. Amsterdam/Philadelphia: John Benjamins, 1744.Google Scholar
Clancy, B. & Vaughan, E. (2012). It's lunacy now: A corpus-based pragmatic analysis of the use of now in contemporary Irish English. In Migge, B. & Ní Chosáin, M. (eds.), New perspectives on Irish English. (Series: Varieties of English Around the World: VEAW). Amsterdam/Philadelphia: John Benjamins, 225246.CrossRefGoogle Scholar
Farr, F. & O’Keeffe, A. (eds.) (2011). Applying corpus linguistics. International Journal of Corpus Linguistics 16.3.Google Scholar
Farr, F. & Riordan, E. (2012). Students’ engagement in reflective tasks: An investigation of interactive and non-interactive discourse corpora. Classroom Discourse 3.2, 126143.CrossRefGoogle Scholar
Kelly-Holmes, H. (2011). Sex, lies and thematising Irish: New media, old discourses? Journal of Language and Politics 10.4, 511534.CrossRefGoogle Scholar
Kelly-Holmes, H. (2012). Multilingualism and the media. In Martin-Jones, M., Blackledge, A. & Creese, A. (eds.), Routledge handbook on multilingualism. London and New York: Routledge, 333346.Google Scholar
Kelly-Holmes, H. (2013). ‘Translation in progress’: Centralizing and peripheralizing tensions in the practices of commercial actors in minority language sites. In Pietikäinen, S. & Kelly-Holmes, H. (eds.), Multilingualism and the periphery. Oxford and New York: Oxford University Press, 118132.CrossRefGoogle Scholar
Kelly-Holmes, H. & Milani, T. M. (2011). Thematising multilingualism in the media. Journal of Language and Politics 10.4, 467489.CrossRefGoogle Scholar
Kelly-Holmes, H. & Milani, T. M. (eds.) (2013). Thematising multilingualism in the media. Amsterdam and New York: John Benjamins.CrossRefGoogle Scholar
Kelly-Holmes, H. & Pietikäinen, S. (2012). Multilingualism and media. In Chapelle, C. (ed.), Encyclopaedia of applied linguistics. New York and Oxford: Wiley-Blackwell, vol. 7, 39263933.Google Scholar
Kelly-Holmes, H., Pietikäinen, S. & Moriarty, M. (2011). Promoting tourism in linguistic minority spaces on the Web: A study of linguistic and visual resources on tourist websites for Dingle, Ireland and Inari, Finland. Tourism, Culture and Communication 11.1, 3142.CrossRefGoogle Scholar
Le Baron-Earle, F. (2012). Social media and the acquisition of intercultural communicative competence: A focus on discussion forums. In Alderete-Diez, P., Incalcaterra McLoughlin, L., Ni Dhonnachadha, L. & Ni Uigin, D. (eds.), Translation, technology and autonomy in language teaching and learning. Bern: Peter Lang, 291315.Google Scholar
Lenihan, A. (2011). ‘Join our community of translators’: Language ideologies & Facebook. In Thurlow, C., & Mroczek, K. (eds.), Digital discourse: Language in the new media. Oxford: Oxford University Press, 4864.CrossRefGoogle Scholar
Mishan, F. (2011). Whose learning is it anyway? Problem-based learning in language teacher development. Innovation in Language Learning and Teaching 5.3, 253272.CrossRefGoogle Scholar
Moriarty, M. (2010). The effects of language planning initiatives on the language attitudes and language practices of university students: A comparative study of the Irish and Basque cases. Language Planning and Language Problems 10.2, 4067.Google Scholar
Moriarty, M. (2011). Minority languages and performative genres: The case of Irish language stand-up comedy. Journal of Multilingual and Multicultural Development 32.6, 547559.CrossRefGoogle Scholar
Murphy, B. & Farr, F. (2012). ‘I’m fine girl, and how are you?’: The use of vocatives in spoken Irish-English. In Migge, B. & Ni Chiosain, M. (eds.), New perspectives on Irish English, Amsterdam: John Benjamins, 203224.CrossRefGoogle Scholar
Ó hIfearnáin, T. (2011). Breton language maintenance and regeneration in regional education policy. In Norrby, C. & Hajek, J. (eds.), Uniformity and diversity in language policy: Global perspectives. Bristol: Multilingual Matters, 93108.Google Scholar
Ó hIfearnáin, T. (2012). An Phleanáil Teanga agus an Beartas Teanga: Coincheapa agus Feidhm. In Ó hIfearnáin, T. & Ní Neachtain, M. (eds.), An tSochtheangeolaíocht: Feidhm agus Tuairisc. [Sociolinguistics: Application and Observation] Baile Átha Cliath: Cois Life, 129149.Google Scholar
Ó hIfearnáin, T. (2013a). Family language policy, first language Irish speaker attitudes and community-based response to language shift. Journal of Multilingual and Multicultural Development 34.4, 348365.CrossRefGoogle Scholar
Ó hIfearnáin, T. (2013b). Institutional Breton language policy after language shift. International Journal of the Sociology of Language 233, 117135.Google Scholar
Ó hIfearnáin, T. & Ní Neachtain, M. (eds.) (2012). An tSochtheangeolaíocht: Feidhm agus Tuairisc. [Sociolinguistics: Application and Observation] Baile Átha Cliath: Cois Life.Google Scholar
O’Keeffe, A. & Farr, F. (2012). Using language corpora in initial teacher education: Pedagogic issues and practical applications. In Biber, D. & Reppen, R. (eds.), Corpus Linguistics 4, Los Angeles and London: Sage, 335365.Google Scholar
O’Sullivan, Í. & Cleary, L. (2012) (eds.). Journal of Academic Writing [Special Issue] 2.1.Google Scholar
Pietikäinen, Sari & Kelly-Holmes, H. (2011). The local political economy of languages in a Sámi tourism destination: Authenticity and mobility in the labelling of souvenirs. Journal of Sociolinguistics 15.3, 323346.CrossRefGoogle Scholar
Riordan, E. (2011). Assessing the integration and quality of online tools in language teacher education: The case of blogs, chat and discussion forums. In Hourigan, T., Murray, L. & Riordan, E. (eds.), Quality issues in ICT integration: Third level disciplines and learning contexts. Cambridge: Cambridge Scholars Publishing, 94119.Google Scholar
Riordan, E. (2012). Online reflections: The implementation of blogs in language teacher education. In Farr, F. & Moriarty, M. (eds.), Language, learning and teaching: Irish research perspectives. Berlin: Peter Lang, 196227.Google Scholar
Riordan, E. & Murray, L. (2010). A corpus-based analysis of online synchronous and asynchronous modes of communication within language teacher education. Classroom Discourse 1.2, 181198.CrossRefGoogle Scholar
Rodgers, O., Chambers, A. & Le Baron-Earle, F. (2011). Corpora in the LSP classroom: A learner-centred corpus of French for biotechnologists. International Journal of Corpus Linguistics 16.3, 392411.CrossRefGoogle Scholar
Vaughan, E. (2012). Discourse analysis. In Arthur, J., Waring, M. J., Coe, R. & Hedges, L. (eds.), Research methods and methodologies in education. London: Sage, 272281.Google ScholarPubMed
Vaughan, E. & Clancy, B. (2011). Pragmatics and Irish English. English Today: The International Journal of the English Language 27.2, 4752.CrossRefGoogle Scholar
Vaughan, E. & Clancy, B. (2013). Small corpora and pragmatics. The yearbook of corpus linguistics and pragmatics 1, 5373.CrossRefGoogle Scholar