Presents four successive perspectives on the senses. The first is on objectivism, the second is a view from sensory psychology, the third on phenomenology, and the fourth is that of sensory anthropology. (Author/VWL)

Presents an overview of international perspectives on referencing in educational research, reflects on a number of constants relating to the game of references that could contribute to improving research practices and education, and contemplates the semiotic aspects of referencing in education by opening a discussion on the nature of academic joy.…

Three inter-related assumptions regarding best practice in second/foreign language teaching and bilingual/immersion education continue to dominate classroom instruction. These assumptions are that: (a) the target language (TL) should be used exclusively for instructional purposes without recourse to students' first language (L1); (b) translation…

Through a dialog argues that transformational grammar should not be used as the linguistic description in university courses in applied linguistics because it has no particular validity as a pedagogical grammar, because it has a narrow view of the nature of language, and because it is theoretically inadequate.(SED)

Introduces this special issue of the journal and highlights the contents, which focus mainly on text and talk in the context of healthcare and medicine. (Author/VWL)

Comments on the methodological questions associated with applied linguistic field research, such as gaining access, data preparation, type of intervention, methods of data collection and analysis, and how to deal with requests for help and with the practitioners' expectation that discourse consultants will make recommendations for change. Focuses…

Comments on the changing dynamics in work practices. Argues that such changes are not new but have become more visible due to the increased access by outsiders, such as researchers and the media to the increase in litigation claims that exert additional pressure on practitioners. (Author/VWL)

Examines applied linguistics as a research project analogous to other disciplines and presumes a need for cross-disciplinary perspectives in language studies. Argues that applied linguistics shares a position intersecting with neighboring sciences and with all other sciences, each of which demarcates its own space in contested and shared ground.…

Contends that Lightbown (2000) manifests a misconception of the relationship between applied linguistics, second language acquisition, and language teaching. Suggests that it does so by failing to see he direct causal link between the field and the pre-1985 developments in language teaching, and by failing to address the unrecognized failure of…

Responds to Sheen's (2002) critique of a review article on the relationship between second language acquisition research and classroom second and foreign language teaching. The focus of the response is to clarify points made in both a 1985 and the 2000 articles and challenging Sheen's interpretation of those points. (Author/VWL)

An argument is made for a pedagologically and politically engaged critical applied linguistics that is responsive to its social, cultural, and political context and that uses a notion of transformative critique as its main mode of inquiry. (37 references) (Author/LB)

Examines the relationship between psychology and linguistics, identifies three reasons why initial efforts at partnership may have been inherently flawed, and argues that recent developments may provide a more solid basis for partnership. (Author/VWL)

Argues that the most productive future directions for theory building and research in applied linguistics derive from the extent to which the field's investigators can enrich their conceptual framework and methods with insights from "constructivist" scholarly approaches. Focus is on three arenas in which such approaches and additional scholarship…

Responds to a previous article on constructive and constructivist challenges for applied linguistics. (Author/JL)

Focuses on learner entropy and discusses ways of helping learners overcome it. Offers the dialectic as support for helping learners balance perceptual order. Suggests that the teacher must assist the performance of the learner by striking a balance between the demands of the task and the capacity of the learner. (Author/VWL)