ABSTRACT While the conceptual multiplicity of multilingualism has been recognized in previous scholarship, most linguistic landscape (LL) studies focus on specific interlingual power dynamics but overlook broader conceptualizations of multilingualism in regional contexts. This study examines how university students interpret multilingualism as represented in the LL on the campus of a Chinese college renowned for language education. Adopting a folk linguistic approach, ten participants with over two years’ experience studying at the college collected photographs of LLs they considered representative and shared their interpretations on LLs in qualitative interviews. The LL data and interviews were inductively coded. Findings reveal three participant‐ascribed readings of multilingualism based on LLs: (1) superficial multilingualism, factual monolingualism, (2) multilingualism as a distant mission, and (3) multilingualism as an emblem of lived experience. The study reveals the institutional conceptualizations of multilingualism and the diverse ways multilingualism is interpreted by individuals co‐construct the multiplicity of multilingualism as represented in LLs. This study reframes LLs as ideological artifacts that both reflect institutional visions and actively mediate how those visions are interpreted by local audiences. It also demonstrates the value of folk linguistic methods for capturing situated, bottom‐up interpretations of signages in public spaces.

ABSTRACT Various vocabulary teaching strategies have been proposed in foreign language education. Nonetheless, limited exploration has been made from a pedagogical translanguaging lens to understand how a synthesis of multilingual and multimodal resources could best support vocabulary instruction. Conducted in a begginer‐level classroom where Russian is taught as a third language, this study uses data from audio‐assisted classroom observations and interviews to explore how the teacher strategically deploys multilingual, multimodal, and multisemiotic resources to enhance students' lexical knowledge. It also investigates the attitudes of the teacher and students towards using pedagogical translanguaging to support vocabulary instruction. Findings from the study identified three categories of vocabulary teaching strategies supported by pedagogical translanguaging: utilizing visual aids and multisensory resources, creating real‐life scenarios, and incorporating cultural anecdotes. We argue that by allowing abundant verbal and non‐verbal resources, translanguaging practices can potentially increase students’ cognitive engagement and contextual exposure during third language (L3) vocabulary instruction. Furthermore, this study revealed that both the teacher and students acknowledged the advantageous role of pedagogical translanguaging in facilitating vocabulary learning and teaching. The theoretical and practical implications for incorporating translanguaging practices in L3 vocabulary instruction are also discussed.

ABSTRACT Foreign languages are often learnt in formal and disembodied environments which may limit the emotional resonance of their vocabulary and their pragmatic usage in real‐life communication. In a context of English as a foreign language (EFL), this study examines whether elaborative processing as a teaching strategy leads to changes in the affective evaluation of English words and thus enhances the acquisition of emotional vocabulary. A pre‐test/post‐test design was employed in order to assess the effect of this type of instruction. A group of 35 Spanish EFL students participated in two training sessions, with generative processing exercises that involved multiple modalities (visual and spoken language, body expression, and gestures) at production and comprehension domains and that focused on 36 English words (12 positive, 12 negative, and 12 neutral). Another set of 36 non‐trained words was carefully selected and matched to trained words across several psycholinguistic variables. Crucially, stimuli selection was based on their high emotional discrepancy between English native speakers and Spanish EFL learners, as observed in our normative study. The students rated the full set of 72 words in two emotional dimensions (valence and arousal) before and after the instruction. Results revealed the enhancement of the negative emotional connotations for negative trained words in EFL and an alignment with the affective responses reported by English native speakers. These findings confirm the effectiveness of this elaborative processing approach for the teaching of emotional vocabulary in formal contexts of EFL. The stronger impact of this instruction on negative emotional language suggests its attenuation in additional languages and underscores the importance of addressing this type of language in EFL instruction.

ABSTRACT In education systems that prioritize visibility and reform, teachers are increasingly asked not only to innovate, but to narrate innovation in ways that are institutionally recognizable. This article introduces the concept of pedagogical display discourse (PDD) to describe the patterned linguistic practices teachers use when writing about their classroom work for public recognition. Drawing on a corpus of English‐language innovation entries written by Vietnamese English as a foreign language teachers, the study identifies key features of this discourse mode: confident stancetaking, alignment with reform vocabulary, narrative closure, and strategic use of visibility cues. Rather than treating these texts as either authentic or strategic, the article frames them as sociolinguistic performances, responses to the demand that pedagogy be not only practiced, but seen. The study proposes a conceptual model of PDD and argues that such writing is a valuable site for understanding how teachers manage identity, audience, and recognition in text. In doing so, it contributes to applied linguistics by offering a framework for analyzing professional teacher discourse at the intersection of language, policy, and institutional accountability.

Abstract It has been 18 years since Greene's featured article in Nature , T he demise of the lone author . In that time, there have been enormous shifts in how educational research has been conducted, with a move towards greater teamworking, anecdotally evident from author bylines in published documents. This bibliometric study investigates patterns of co‐authorship (as a form of research collaboration) in applied linguistics across academic journals, countries of affiliated authors, research approaches (quantitative, qualitative, mixed methods and secondary research) and research topics. The analysis included 33,323 articles from 42 applied linguistics journals spanning 1991 to 2023. The findings show a significant shift away from single‐authored works towards increased forms of co‐authorship. While single‐authored publications still contribute prominently, co‐authored works have become more prevalent and, by some citation measures, more impactful. However, such findings are not uniform across countries of author‐affiliated institutions, research approaches, or topics. Co‐authorship was more heavily utilised in particular topics (e.g., psycholinguistics, language testing and assessment), related journals (e.g., Applied Psycholinguistics and Bilingualism: Language and Cognition ) and methodological approaches (quantitative studies and systematic reviews). The findings indicate implications for planning and conducting research in the discipline moving forward.

ABSTRACT This qualitative case study examines three multilingual master's students’ perceptions of their academic writing development within a collective, dialogic, and peer‐supported supervision context in an Australian university. Although previous research has documented multilingual students’ writing challenges and the pedagogical value of collective supervision, little is known about how such supervision—where supervisory scaffolding and peer dialogue are embedded—shapes students’ development in academic writing, including aspects of voice, epistemic awareness, and identity negotiation. Informed by the academic literacies approach, the study conceptualizes writing as an epistemological, social, and institutional practice. Data from interviews and post‐interview reflections were analyzed thematically. Findings show that, despite challenges, participants reported progress in academic writing, characterized by growing epistemic awareness, rhetorical control, and authorial confidence. Peer dialogue, responsive supervisory scaffolding, and reflexive engagement with digital tools supported their negotiation of epistemic positioning and the development of authorial identity. The study contributes new insights to academic literacies research, demonstrating how collective supervision opens dialogic spaces that support multilingual students’ growth as agentive writers and enable critical engagement with disciplinary knowledge. The findings offer implications for pedagogy, supervision, and policy, highlighting collaborative and equity‐oriented approaches to academic writing in linguistically and epistemically diverse higher education contexts.

ABSTRACT As a burgeoning e‐commerce mode, live streaming e‐commerce has attracted substantial academic attention, yet linguistic exploration remains notably scarce. Drawing on data from Taobao Live, this study employs a pragmatic approach to explore streamers’ language practices, with a specific focus on how gender roles shape their discursive strategies. Analyzing relational acts, it conducts a contrastive analysis of linguistic patterns between one male and one female streamer. The findings reveal that while both streamers employ transactional‐promotional and interpersonal‐constructional relational acts extensively, significant gendered divergences emerge in their strategic use of act types. This research not only deepens our understanding of streamers’ pragmatic behaviors in live commerce but also contributes to gender and language studies by providing empirical evidence of gendered language use in Chinese e‐commerce contexts, thereby bridging a theoretical gap in pragmatic variation research.

ABSTRACT This paper analyzes (or re‐stories) intrapersonal ideological tensions of a rural South Korean English teacher, Yeonghyeon 1 , as she negotiates competing discourses across local, national, and global scales within the context of a semi‐structured interview. Drawing from heteroglossia , antenarrative , and scale , I analyze reported speech to re‐story Yeonghyeon's ambiguous antenarrative of “dual feelings” about teaching English in a vocational high school. These tensions reflect ideological assemblages shaped by global ideologies of English as symbolic capital, national‐level ideologies of neoliberal tracking and test‐oriented curricula, and local scales of student disengagement—ideologies Yeonghyeon at times reifies, at times resists, and at times contradicts. This paper contributes to applied linguistics by foregrounding scalar politics within intrapersonal narrative analysis while advocating for methodological antenarrative‐driven storytelling as a counterbalance to (over)coded thematic analysis. It also calls for critical researcher presence in narrative inquiry, positioning interviews as co‐constructed spaces of ideological negotiation and researchers as perceiving, co‐storytelling subjects.

ABSTRACT Previous studies have demonstrated that self‐regulated learning (SRL) strategies could significantly enhance learners' writing performance. However, the heterogeneity of EFL learners creates diversity in their SRL abilities, and limited investigations have focused on the relation between technology acceptance and use of SRL strategies in GenAI‐assisted contexts. The present study aimed to identify the potential profiles regarding learners’ use of writing strategies for self‐regulated learning (WSSRL) within a GenAI‐assisted context and further explored the relationship between GenAI acceptance and their strategy use across different profiles. Using two self‐administered questionnaires, a total of 835 respondents participated in the study. To examine whether latent profiles existed, latent profile analysis (LPA) was conducted and revealed three WSSRL profiles: struggling navigator profile, developing achiever profile, and strategic practitioner profile. Multinomial logistic regression analysis revealed that (1) social influence was a primary predictor across all identified profiles; (2) willingness to accept could significantly predict the membership of the struggling navigator profile and the developing achiever profile; and (3) perceived humanness could significantly predict the membership of the developing achiever profile and the strategic practitioner profile. The findings might provide both theoretical and pedagogical implications for researchers and practitioners, contributing to the understanding of how GenAI could be integrated into personalized and adaptive writing instruction.

ABSTRACT English‐medium instruction (EMI) is expanding worldwide, with China and Spain playing an increasingly active role in its implementation. While EMI promotes internationalization and academic development, few studies compare contexts across countries. Drawing on interview data, this qualitative study examines students’ attitudes toward EMI and translanguaging in China and Spain. Findings reveal generally positive views of EMI, though Chinese students faced more difficulties due to lower English proficiency. Both groups showed neutral‐to‐positive attitudes toward translanguaging but preferred limited L1 use. Chinese participants were stricter about avoiding L1 to improve English. The study offers implications for adopting flexible, inclusive language policies that enhance learning and promote linguistic equity in multilingual EMI settings.