1 ReCal Research Network

Claire KRAMSCH, the founder of the ReCAL research network, shared with us excerpts from her AILA Lyon 2023 presentation to give us an overview of the network's historical perspective and the developed or ongoing projects.

Decolonizing applied linguistics research: An editorial project

The Research Network ReCAL or Research Cultures in Applied Linguistics was established in 2015 by the AILA Executive Committee. The role was to examine the cultural, political, epistemological, and methodological diversity of applied linguistics research in the various countries, members of AILA; as well as the diversity of institutional conditions in which the research is conducted.

Since 2015, AILA has offered several symposia ReCAL in Europe and the United States for regional conferences on applied linguistics. And the Research Network has also been invited to coordinate a symposium at the AILA International Congress: in Brazil in 2017, by Paula Szundy and Rogerio Tilio; in the Netherlands in 2022, by Marjolijn Verspoor and Kees de Bot; and in France in 2023, by Gregory Miras. This Research Network (ReN) focuses on three areas of interest:

1. Scientific culture. In order to know, how theories from Global North and Global South countries have been received, interpreted, and put into practice in different countries with different intellectual, scientific, and educational traditions.

2. Editorial culture. To determine the opportunities and constraints of publishing in English. In particular, how to publish in English without losing the conceptual, epistemological, and pedagogical specificity of a research often conceived in a language different from English.

3. Pedagogical culture. To find out what are the epistemological and political bases of language teaching in different education systems.

At the AILA International Congress in the Netherlands in 2022, the title of the symposium was “The dynamics of language, communication and culture in applied linguistic research in Latin America” and most speakers were English teachers from various Latin American countries.¹ Participants sought to respond to changes due to globalization: inequalities and social justice; epistemological and ideological sequels of colonialism; deconstruction and postmodern theories concerning the language–identity–culture relationship; and the didactic foundations of language teaching.

One of the central themes of this symposium was the dominant role played by English in research on language learning and teaching and in the development of communicative and intercultural competence. How to teach English and conduct research in applied linguistics without necessarily adopting theories and pedagogies from the Global North? How to publish the results of this research in English without neglecting the national and indigenous languages in which this research was conceived? Much of the discussion centered around the need to consider decolonization research and practices, but … What was meant by decolonization?

As organizers of the 2022 ReCAL symposium Claire KRAMSCH (Emerita Professor at Berkeley University), Harold CASTEÑEDA (PhD Professor at Universidad Distritital Francisco José de Caldas), and Paola GAMBOA (PhD Lecturer at Sorbonne Nouvelle University) have decided to coordinate a volume on the decolonization of research in applied linguistics in Latin America. In this volume, researchers from Colombia, Argentina, Brazil, and the United States were invited to report on their work, adopting as much as possible a reflexive stance, and to offer a critical analysis of their efforts to decolonize their research projects. In particular, they would analyze, using Spanish or Portuguese and English, their own locus of enunciation/lugar de enunciación/lugar de fala. The title of the volume is “Decolonization of applied linguistics research in Latin America: Moving to a multilingual mindset” and it will be published in September 2023 by Routledge.

It was decided to ask each author to base his report and reflection on the notion of locus of enunciation, a term inspired by the work of researchers like Ramon Grosfoguel (2007)² from Puerto Rico, Walter Mignolo from Argentina, and Catherine Walsh (2018)³ and Eduardo Diniz de Figueiredo (2021)⁴ from Brazil. In Latin America, the locus of enunciation adds a social, cultural, and political dimension to the French notion of the situation of enunciation that comes from Benveniste (1966).⁵ By making explicit, not only the questions of linguistic enunciation (who speaks? to whom? in what context?) but also the place from which we speak, the place from which one exercises real or symbolic power over others, and the place from which one is subjected to the real or symbolic domination of others, we begin to define the contours of a “colonial” power in the acts of enunciation of the speaking subject.

Enunciation itself is no longer simply the discursive process by which a speaking subject is placed in particular spatiotemporal circumstances that vary according to the identity of the speaker and the listener. Rather, this situation of enunciation is itself created by the choices made by the interlocutors in exchange situations (face to face, on the telephone, in writing, etc.); and by the way they position themselves in relation to each other, in relation to the language they choose to speak (rather than another language), and the message they seek to communicate.

The term colonial here means more than the historical domination of one people by another. It is a relationship of forces between, for example, native speakers and non-native speakers, between English speakers and non-English speakers, between speakers of a dominant national language and speakers of indigenous or other minority languages, between users of binary or non-binary writing, between those who use standard grammar and pronunciation and those who use a non-standard way of speaking. But if this colonial balance of power is reflected in the way people talk, it does not determine how people think. As Ramon Grosfoguel says, the place of enunciation is indeed the geopolitical place where the speaking subject is situated, but it does not necessarily dictate its epistemological positionality. Therefore, the possibility for the three of us to conceive an editorial project concerning a decolonization of scientific knowledge in research, in teaching–learning and didactics of languages, and in applied linguistics. As the title of Eduardo de Figueiredo's article (2021) indicates, making explicit “the place of enunciation is a way of confronting epistemological racist discourse and decolonizing scientific knowledge” by leveling off its universalist aims and historicizing its claims to objectivity.

The symposium the RECAL research Network presented at the AILA International Congress in Lyon in 2023 stems from this volume and from the idea of this 20th congress, to move toward more committed applied linguistics. This symposium with the theme “Diversity and inclusion in teacher's development and pedagogic practices in culturally different educational systems” will be coordinated by Claire KRAMSCH and Paola GAMBOA.

Paola GAMBOA

Lecturer at Sorbonne Nouvelle Université

AILA ReN ReCAL Coordinator

中文翻译：

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AILA ReN 协调员编译

1 ReCal 研究网络

ReCAL 研究网络的创始人 Claire KRAMSCH 与我们分享了她在 AILA Lyon 2023 演讲中的摘录，让我们概述了该网络的历史观点以及已开发或正在进行的项目。

去殖民化应用语言学研究：编辑项目

应用语言学研究文化研究网络 ReCAL 由 AILA 执行委员会于 2015 年建立。其作用是审查 AILA 成员各国应用语言学研究的文化、政治、认识论和方法论多样性；以及进行研究的制度条件的多样性。

自 2015 年以来，AILA 在欧洲和美国为应用语言学区域会议举办了多次研讨会 ReCAL。研究网络还受邀在 AILA 国际大会上协调一场研讨会：2017 年在巴西，由 Paula Szundy 和 Rogerio Tilio 主持；2022 年在荷兰，作者：Marjolijn Verspoor 和 Kees de Bot；格雷戈里·米拉斯 (Gregory Miras) 将于 2023 年在法国举办。该研究网络 (ReN) 重点关注三个感兴趣的领域：

1. 科学文化。为了了解来自北半球和南半球国家的理论如何在具有不同知识、科学和教育传统的不同国家被接受、解释和付诸实践。

2. 编辑文化。确定英语出版的机会和限制。特别是，如何用英语发表而不失去通常用非英语语言构思的研究的概念、认识论和教学特殊性。

3. 教学文化。找出不同教育体系中语言教学的认识论和政治基础。

2022年荷兰AILA国际大会上，研讨会的主题是“拉丁美洲应用语言研究中的语言、传播和文化的动态”，发言者大多数是来自拉丁美洲各国的英语教师。¹与会者寻求应对全球化带来的变化：不平等和社会正义；殖民主义的认识论和意识形态后果；关于语言-身份-文化关系的解构主义和后现代理论；以及语言教学的教学基础。

本次研讨会的中心主题之一是英语在语言学习和教学研究以及交际和跨文化能力发展中发挥的主导作用。如何在不采用北半球理论和教学法的情况下教授英语并进行应用语言学研究？如何用英语发表这项研究的结果，同时又不忽略这项研究构思所用的民族和土著语言？大多数讨论都集中在考虑非殖民化研究和实践的必要性上，但是……非殖民化意味着什么？

作为 2022 年 ReCAL 研讨会的组织者，Claire KRAMSCH（伯克利大学荣休教授）、Harold CASTEÑEDA（Francisco José de Caldas 地区大学博士教授）和 Paola GAMBOA（新索邦大学博士讲师）决定协调出版一本关于拉丁美洲应用语言学研究的非殖民化。在本卷中，来自哥伦比亚、阿根廷、巴西和美国的研究人员受邀报告他们的工作，尽可能采取反身立场，并对他们的研究项目去殖民化的努力进行批判性分析。特别是，他们会使用西班牙语或葡萄牙语和英语来分析他们自己的发音轨迹/lugar de enunciación/lugar de fala。该卷的标题是“拉丁美洲应用语言学研究的非殖民化：转向多语言思维”，将于 2023 年 9 月由 Routledge 出版。

决定要求每位作者将其报告和反思建立在“表达轨迹”概念的基础上，该术语的灵感来自于波多黎各的 Ramon Grosfoguel (2007) 2、来自阿根廷的 Walter Mignolo 和 Catherine Walsh (2018) 等研究人员的工作^。 ) ³和来自巴西的Eduardo Diniz de Figueiredo (2021) ^{4 。}在拉丁美洲，表达场所为来自本维尼斯特（Benveniste，1966）的法国表达情境概念增添了社会、文化和政治维度。⁵通过明确，不仅可以解决语言表达的问题（谁说话？对谁说话？在什么背景下？），还可以解决我们说话的地点，一个人对他人行使真实或象征性权力的地点，以及我们说话的地点。当一个人受到他人真实或象征性的统治时，我们就开始在说话主体的表达行为中定义“殖民”权力的轮廓。

发音本身不再是简单的话语过程，通过该过程，说话主体被置于根据说话者和听者的身份而变化的特定时空环境中。相反，这种表达的情境本身是由对话者在交流情境（面对面、电话、书面等）中做出的选择所创造的；顺便说一句，他们对自己的定位是相对于彼此、相对于他们选择使用的语言（而不是另一种语言）以及他们寻求传达的信息而言的。

殖民地一词这里不仅仅指一个民族对另一个民族的历史统治。它是一种力量关系，例如母语人士与非母语人士之间、英语人士与非英语人士之间、主要民族语言使用者与土著或其他少数民族语言使用者之间、二元或非二进制使用者之间的力量关系。 -二元写作，在使用标准语法和发音的人和使用非标准说话方式的人之间。但如果这种殖民权力平衡反映在人们的谈话方式中，它并不能决定人们的思维方式。正如拉蒙·格罗斯福格尔所说，表述地点确实是说话主体所处的地缘政治地点，但它并不一定决定其认识论位置。所以，我们三人有可能构思一个关于研究、语言教学和教学以及应用语言学中科学知识非殖民化的编辑项目。正如爱德华多·德·菲盖雷多 (Eduardo de Figueiredo) 的文章 (2021) 的标题所示，通过消除其普遍主义目标并将其对客观性的主张历史化，明确“阐明的场所是对抗认识论种族主义话语和使科学知识去殖民化的一种方式”。

RECAL 研究网络于 2023 年在里昂举行的 AILA 国际大会上举办的研讨会源于本卷和第 20 届大会的理念，即朝着更加坚定的应用语言学迈进。本次研讨会的主题是“不同文化教育体系中教师发展和教学实践的多样性和包容性”，将由克莱尔·克拉姆什（Claire KRAMSCH）和保拉·甘博亚（Paola GAMBOA）协调。

保拉·甘博亚

新索邦大学讲师

AILA ReN ReCAL 协调员