DOI:

https://doi.org/10.14483/22487085.13193

Published:

2018-02-16

Issue:

Vol 20, No 1 (2018) January-June

Section:

Editorial

Editorial

Authors

Author Biography

Amparo Clavijo Olarte, Universidad Distrital Francisco José de Caldas

Bogotá

How to Cite

APA

Clavijo Olarte, A. (2018). Editorial. Colombian Applied Linguistics Journal, 20(1), 4–7. https://doi.org/10.14483/22487085.13193

ACM

[1]
Clavijo Olarte, A. 2018. Editorial. Colombian Applied Linguistics Journal. 20, 1 (Feb. 2018), 4–7. DOI:https://doi.org/10.14483/22487085.13193.

ACS

(1)
Clavijo Olarte, A. Editorial. Colomb. appl. linguist. j 2018, 20, 4-7.

ABNT

CLAVIJO OLARTE, A. Editorial. Colombian Applied Linguistics Journal, [S. l.], v. 20, n. 1, p. 4–7, 2018. DOI: 10.14483/22487085.13193. Disponível em: https://revistas.udistrital.edu.co/index.php/calj/article/view/13193. Acesso em: 18 may. 2021.

Chicago

Clavijo Olarte, Amparo. 2018. “Editorial”. Colombian Applied Linguistics Journal 20 (1):4-7. https://doi.org/10.14483/22487085.13193.

Harvard

Clavijo Olarte, A. (2018) “Editorial”, Colombian Applied Linguistics Journal, 20(1), pp. 4–7. doi: 10.14483/22487085.13193.

IEEE

[1]
A. Clavijo Olarte, “Editorial”, Colomb. appl. linguist. j, vol. 20, no. 1, pp. 4–7, Feb. 2018.

MLA

Clavijo Olarte, A. “Editorial”. Colombian Applied Linguistics Journal, vol. 20, no. 1, Feb. 2018, pp. 4-7, doi:10.14483/22487085.13193.

Turabian

Clavijo Olarte, Amparo. “Editorial”. Colombian Applied Linguistics Journal 20, no. 1 (February 16, 2018): 4–7. Accessed May 18, 2021. https://revistas.udistrital.edu.co/index.php/calj/article/view/13193.

Vancouver

1.
Clavijo Olarte A. Editorial. Colomb. appl. linguist. j [Internet]. 2018Feb.16 [cited 2021May18];20(1):4-7. Available from: https://revistas.udistrital.edu.co/index.php/calj/article/view/13193

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Editorial

La revista Colombian Applied Linguistics cumple 20 años

Aunque pueda parecer común mencionarlo, la lingüística aplicada se está convirtiendo en un campo de investigación rizomático con polos emergentes de interés y práctica en los diversos contextos en los que se aprenden y se enseñan las lenguas. El 18° Congreso Mundial de Lingüística Aplicada 2017 en Río de Janeiro presentó una diversidad de temas que lo confirman.. Profesionales en Lingüística aplicada de todo el mundo asistieron y presentaron temas antiguos y nuevos que incluían Lingüística Aplicada ‘Queering’, Colonización: Historias sobre lenguas e identidades en la frontera Brasil-Paraguay, Competencia intercultural, el género en los discursos políticos, análisis conversacional, un corpus sobre la historia de la lingüística aplicada, dialectología forense en portugués brasileño; discurso, reproducción y ciudadanía; transglosia e identidad femenina liberada en un país periférico del sur de Asia; El inglés como lengua adicional, el inglés como lengua franca, el análisis funcional del uso de la lengua en Internet, políticas de la educación lingüística, el aprendizaje del inglés como segunda lengua, trastornos del lenguaje, el bilingüismo; el multilingüismo como recurso, el multilingüismo en la formación de profesores de lenguas; alfabetizaciones académicas; identidades, las emociones en la producción multimodal de los multilingües ; transformaciones de identidad de profesores durante su práctica; y discursos multimodales en prácticas interactivas en WhatsApp, para mencionar algunos.

La mayoría de estos polos de interés tienen que ver con el creciente impacto de las tecnologías en el paisaje sociosemiótico de nuestras comunidades contemporáneas. Uno, entonces, se pregunta sobre las direcciones que puede tomar nuestro campo profesional cuando se enfrenta a nuevas generaciones de estudiantes que viven en y desde la pantalla y cómo educar a los maestros que pueden usar estas nuevas formas de comunicarse al servicio de una educación crítica. Mensajes de texto, mensajería, Skype, whatsApp, voz, video y más son prácticas comunicativas que involucran un nuevo tipo de redes sociales que nuestras pedagogías necesitan incorporar. Sin embargo, en América Latina, la inclusión de estas prácticas debería alinearse con objetivos educativos más amplios de justicia social, igualdad, respeto a la diversidad y democracia que orientan a las sociedades modernas y que requieren enfoques críticos en la lingüística aplicada.

En esta edición del 20° aniversario de la revista Colombian Applied Linguistics (CALJ) presentamos trabajos que tratan sobre Literacidades múltiples y competencia de escucha mediadas por video, el reconocimiento de metáforas en la literatura por parte de los niños en edad escolar, los procesos de mediación en el aprendizaje de idiomas, los tipos de comprensión auditiva en un libro de texto chileno de inglés como lengua extranjera, las sesiones de Skype como una forma de proporcionar práctica oral a los estudiantes universitarios de inglés, Combinando estrategias de retroalimentación correctiva escrita : un estudio con estudiantes de inglés de las escuelas primarias Chilenas, el uso de estrategias metacognitivas para elevar la conciencia del acento y la entonación en la enseñanza de inglés, Estudiantes Iraníes de inglés aprendiendo sobre la expresión la condolencia como acto de habla, y Promoviendo encuentros significativos como una forma de mejorar las competencias interculturales.

La diversidad reflejada en estos aportes, que incluyen autores de cuatro países diferentes: Colombia, Brasil, Chile e Irán, evidencia la madurez del campo y la creciente riqueza del conocimiento local generado en el Sur. En su vigésimo aniversario, la revista CALJ se enfrenta a un escenario desafiante y prometedor en el que las redes de lingüistas aplicados siguen buscando las mejores condiciones para el aprendizaje de lenguas y comparten sus hallazgos con las comunidades profesionales y académicas. Al mismo tiempo, nuestra revista CALJ expresa su agradecimiento a todos los colegas que contribuyeron durante estos 20 años a hacer de la revista una referencia académica sólida en el aprendizaje y la enseñanza de idiomas.

Amparo Clavijo Olarte PhD



Editorial

https://doi.org/10.14483/22487085.13193

Colombian Applied Linguistics reaches 20 years of publication

Although it might be commonplace to mention it, applied linguistics is becoming a rhizomatic field of inquiry with emerging poles of interest and practice in the various contexts where languages are learned and taught. The 18th World Congress of Applied Linguistics 2017 in Rio de Janeiro featured a diversity of topics that illustrate it. Applied linguists from all over the world attended and presented on old and new topics that included Queering Applied Linguistics, Colonization: Histories about languages and identities in the border Brasil-Paraguay, Intercultural competence, gender in political discourses, conversation analysis, a corpus based history of applied linguistics, forensic dialectology in Brazilian Portuguese; discourse, reproduction and citizenship; transglossia and liberated women identity in a peripheral south Asian country; English as an additional language, English as lingua franca, functional analysis of internet language use, language education policy, learning English as a second language, language impairment, bilingualism; multilingualism as a resource, multiliteracies in language teacher education; academic literacies; identities, emotions and investment in multilingual's multimodal production; teacher' identity transformations during their practice; multimodal discourses in interactive practices in WhatsApp, to mention some.

Most of these poles of interest have to do with the increasing impact of technologies in the sociosemiotic landscape of our contemporary communities. One, then, wonders about the directions our professional field may take when faced with new generations of learners that live on and from the screen and how to educate teachers that can use these new ways to communicate in the service of a critical education. Texting, messaging, Skypeing, whatsapping, voicing, videoing and more are communicative practices that engage a new kind of social networking which our pedagogies need to incorporate. Yet, in Latinamerica the inclusion of these practices should align with larger educational goals for social justice, equality, respect for diversity and democracy that orient modern societies and that call for critical approaches in applied linguistics.

In this 20th anniversary issue of CALJ we present papers dealing with Video-

Mediated Listening and Multiliteracies, recognizing metaphors in literature by young schooling children, mediation processes in learning languages, Types of listening comprehension in a Chilean EFL textbook, Skype sessions as a way to provide additional oral practice of English university students, Combining the strategies of using focused written corrective feedback: a study with upper-elementary Chilean EFL learners, Using Metacognitive Strategies to Raise Awareness of Stress and Intonation, Iranian EFL Learners’ Realization of Condolence Speech Act: An Interlanguage Pragmatics Study, Promoting Meaningful Encounters as a Way to Enhance Intercultural Competences.

The diversity reflected in these contributions that include authors from four different countries: Colombia, Brasil, Chile and Iran evidence the maturity of the field and the increasing wealth of local knowledge generated in the South. In its 20th birthday, CALJ looks ahead to a challenging and promising scenario where the networks of applied linguists keep searching for the best conditions for language learning and share their findings with the professional and academic communities. At the same time, CALJ expresses its gratitude to all those who contributed during these 20 years to make the journal a solid academic reference in language learning and teaching.

Amparo Clavijo Olarte PhD

Although it might be commonplace to mention it, applied linguistics is becoming a rhizomatic field of inquiry with emerging poles of interest and practice in the various contexts where languages are learned and taught. The 18th World Congress of Applied Linguistics 2017 in Rio de Janeiro featured a diversity of topics that illustrate it. Applied linguists from all over the world attended and presented on old and new topics that included Queering Applied Linguistics, Colonization: Histories about languages and identities in the border Brasil-Paraguay, Intercultural competence, gender in political discourses, conversation analysis, a corpus based history of applied linguistics, forensic dialectology in Brazilian Portuguese; discourse, reproduction and citizenship; transglossia and liberated women identity in a peripheral south Asian country; English as an additional language, English as lingua franca, functional analysis of internet language use, language education policy, learning English as a second language, language impairment, bilingualism; multilingualism as a resource, multiliteracies in language teacher education; academic literacies; identities, emotions and investment in multilingual´s multimodal production; teacher´ identity transformations during their practice; multimodal discourses in interactive practices in WhatsApp, to mention some.

Most of these poles of interest have to do with the increasing impact of technologies in the sociosemiotic landscape of our contemporary communities. One, then, wonders about the directions our professional field may take when faced with new generations of learners that live on and from the screen and how to educate teachers that can use these new ways to communicate in the service of a critical education. Texting, messaging, Skypeing, whatsapping, voicing, videoing and more are communicative practices that engage a new kind of social networking which our pedagogies need to incorporate. Yet, in Latinamerica the inclusion of these practices should align with larger educational goals for social justice, equality, respect for diversity and democracy that orient modern societies and that call for critical approaches in applied linguistics.

In this 20th anniversary issue of CALJ we present papers dealing with Video-Mediated Listening and Multiliteracies, recognizing metaphors in literature by young schooling children, mediation processes in learning languages, Types of listening comprehension in a Chilean EFL textbook, Skype sessions as a way to provide additional oral practice of English university students, Combining the strategies of using focused written corrective feedback: a study with upper-elementary Chilean EFL learners, Using Metacognitive Strategies to Raise Awareness of Stress and Intonation, Iranian EFL Learners’ Realization of Condolence Speech Act: An Interlanguage Pragmatics Study, Promoting Meaningful Encounters as a Way to Enhance Intercultural Competences.

The diversity reflected in these contributions that include authors from four different countries: Colombia, Brasil, Chile and Iran evidence the maturity of the field and the increasing wealth of local knowledge generated in the South. In its 20th birthday, CALJ looks ahead to a challenging and promising scenario where the networks of applied linguists keep searching for the best conditions for language learning and share their findings with the professional and academic communities. At the same time, CALJ expresses its gratitude to all those who contributed during these 20 years to make the journal a solid academic reference in language learning and teaching.

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