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Guest editorial: Language attrition – a comprehensive introduction The Language Learning Journal Pub Date : 2024-02-05 Elena Schmitt, Anastasia Sorokina
Published in The Language Learning Journal (Vol. 52, No. 2, 2024)
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L2 motivation in shadow education: analysing students’ L2 learning experience in online English private tutoring The Language Learning Journal Pub Date : 2024-01-30 Kevin Wai Ho Yung, Shu Fai Philip Wong
With a focus on the neglected ‘L2 learning experience’ component in Dörnyei’s L2 Motivational Self System (L2MSS), this study investigated secondary students’ L2 motivation in the context of online...
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Overt and null subjects in Bulgarian: comparing monolingual adults and children to child heritage speakers in Germany in their use of Bulgarian The Language Learning Journal Pub Date : 2023-12-29 Dobrinka Genevska-Hanke, Cornelia Hamann
This study investigates the use of overt and null subjects in Bulgarian in child heritage speakers with L2 German. The alternation of overt and null pronominal subjects in null-subject languages li...
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Which extralinguistic factors affect written production skills in foreign language attrition? A longitudinal study of Greek learners having acquired French in a formal instructional setting The Language Learning Journal Pub Date : 2023-12-28 Kleopatra Mytara, Barbara Köpke
In the vast literature on language attrition, studies on the role of extralinguistic factors in language retention, particularly concerning foreign language (FL) skills acquired in formal instructi...
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Carrot or parrot? An eye-tracking study on spoken word recognition in a language attrition context The Language Learning Journal Pub Date : 2023-12-24 Concepción Soto, Monika S. Schmid
Despite the extensive research on bilingual development, our understanding of how lexical competition unfolds in the bilingual mind remains limited. Previous studies have predominantly focused on c...
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L1 grammatical attrition in late Spanish-English bilinguals in the UK: aspectual interpretations of present tense in Spanish The Language Learning Journal Pub Date : 2023-12-21 Glyn Hicks, Laura Domínguez, E. Jamieson, Monika S. Schmid
This article sheds light on the linguistic and extralinguistic conditions that determine the likelihood of L1 grammatical attrition in late sequential bilinguals. We explore whether aspectual inter...
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Efficacy of clustering and switching strategies in verbal fluency tasks in a Finnish-English language attrition population The Language Learning Journal Pub Date : 2023-12-19 Nana Lehtinen, Anna Kautto, Kati Renvall
Verbal Fluency (VF) task total scores are widely used in language attrition studies, but they do not provide insight into the processes underlying optimal performance. We analyse the efficacy of cl...
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The effect of semantic and physical similarity on vocabulary learning The Language Learning Journal Pub Date : 2023-11-27 Nguyen Thien An Bach, Samuel Barclay
Choosing which words to teach is a key consideration for language teachers and materials writers. Some studies have shown that teaching words in semantically related clusters can make learning more...
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Exploring self-regulated vocabulary learning strategies, proficiency, working memory and vocabulary learning through word-focused exercises The Language Learning Journal Pub Date : 2023-10-25 Mark Feng Teng
This study first validates a survey on self-regulated vocabulary learning strategies. It then examines the effects on the acquisition of new second language (L2) words from a reading text of three ...
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Student perspectives on improvisation as a tool for developing interactional competence: the case of Polish secondary students learning French The Language Learning Journal Pub Date : 2023-10-22 Julia Lipińska
Improvisational theatre activities can be used as a tool for developing interactional competence in a language classroom. The unpredictable nature of improvisation resembles authentic communication...
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Guest editorial: Emotion and creativity in language learning research and teaching The Language Learning Journal Pub Date : 2023-09-27 Simon Coffey, Peter De Costa
Published in The Language Learning Journal (Vol. 51, No. 5, 2023)
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‘Transported into like another space’: second language learners’ perspectives of their experience of flow The Language Learning Journal Pub Date : 2023-09-20 Anamaria Bodea, Pavel Trofimovich
This study explored the notion of flow, which refers to a person’s sense of being completely absorbed in a task, as it applies to second language (L2) learning and use. Previously, flow has been ma...
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Expressing emotions, discussing controversial issues: a pilot study focused on veganism The Language Learning Journal Pub Date : 2023-09-12 Fabienne Baider, Cristelle Cavalla
The role of emotions in learning has been the focus of much debate in teaching circles, as has the question of discussing controversial issues in the classroom. The aim of this small-scale inquiry ...
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Multilingual teachers and teachers of multilinguals: developing pre-service teachers’ multilingual identities during teacher education The Language Learning Journal Pub Date : 2023-09-01 Nicola Morea, Linda Fisher
ABSTRACT With increased linguistic diversity in schools, it is paramount that initial teacher education and training (ITET) develops linguistically responsive teachers who can confidently work in the complex language ecologies characterising today’s multilingual classrooms. We argue that to achieve this aim, all future teachers should be given opportunities to reflect on and appreciate their multilingual
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EFL novice teachers’ emotions and professional development The Language Learning Journal Pub Date : 2023-08-28 Marie-Claire Lemarchand-Chauvin
ABSTRACT The first years of teaching are often described as ‘emotionally challenging’ by English as a foreign language (EFL) teachers in secondary schools in France because their professional identity and skills are still under construction. How, then, can novice teachers (NTs) be supported during this process? The present study focuses on 14 NTs (pre-service, Years 1 and 2 in-service teachers) who
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Commonplace or exotic? A comparative mixed-method study on the instrumental work-related motivations of EFL and LOTE students The Language Learning Journal Pub Date : 2023-08-28 Riccardo Amorati, Anna Quaglieri
ABSTRACT The instrumental motivations of learners of English as a foreign language (EFL) have been examined in detail, but there is a lack of studies exploring how they compare to those of learners of other languages (LOTEs). To address this gap, this study draws on a questionnaire (N = 312) and on semi-structured interviews (n = 20) and focuses on university students of English studies in Italy and
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Sparking the imagination: creative language pedagogies as intersemiotic translation The Language Learning Journal Pub Date : 2023-08-23 Simon Coffey, Daksha Patel
In this paper, we use the lens of embodied language cognition and intersemiosis to argue for the importance of developing creative approaches to language work in classroom settings and we cite as a...
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Complexity and dynamicity of EFL learners’ multi-dimensional engagement in digital storytelling tasks: an exploratory case study The Language Learning Journal Pub Date : 2023-08-22 Hongying Peng, Sake Jager, Wander Lowie
ABSTRACT Digital storytelling (DS) has increasingly been incorporated as a pedagogical tool to engage EFL learners for active language learning. However, little is known about how EFL learners make self-initiated use of multifarious resources available to them for engaging in the DS practice behaviourally, cognitively, affectively and socially. This 10-month-long study, informed by a dynamic and holistic
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Emotions as entanglements: unpacking teachers’ emotion management and policy negotiation in English-medium instruction programmes The Language Learning Journal Pub Date : 2023-08-08 Pramod K. Sah
ABSTRACT There is a dearth of knowledge on the emotional challenges content-area teachers in English-medium instruction (EMI) programmes face, and how they manage their emotions in their efforts to negotiate a top-down language policy. This paper examines the entangled emotional experiences of EMI content-area teachers in Nepal’s school education. In contrast to a psychological approach to teachers’
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Probing pre-service language teachers’ emotional experiences through lesson study: a Macau study The Language Learning Journal Pub Date : 2023-08-04 Shuwen Liu, Rui (Eric) Yuan
The present study investigates the emotional experiences of seven student teachers through the process of lesson study in a pre-service language teacher education course at a university in Macau. D...
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‘I feel unbalanced’: bridging emotions, creativity, and translingual pedagogy with EMI students The Language Learning Journal Pub Date : 2023-07-31 Sara Hillman
Recent research on stakeholders’ emotions in English-medium instruction (EMI) higher education settings has demonstrated the importance of engaging students with their emotions about the impact of ...
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Incorporating teacher emotions and identity in teacher education practices: affordances of critical autoethnographic narrative The Language Learning Journal Pub Date : 2023-07-29 Bedrettin Yazan
Recent research has studied teacher emotions vis-à-vis teachers’ learning, practice, and identity development and called for teacher-learning practices to include an intentional focus on emotions. ...
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Guest editorial: digital language learning and teaching: practices and perspectives The Language Learning Journal Pub Date : 2023-07-24 Walaa El-Henawy, Maria-del-Mar Suárez
Published in The Language Learning Journal (Vol. 51, No. 4, 2023)
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A mixed-method analysis of self-efficacy for speaking with university EFL learners The Language Learning Journal Pub Date : 2023-07-17 Jonathan Phipps
ABSTRACT This study explores speaking self-efficacy for university EFL students in Japan. The primary objectives of the study were to analyse the growth of self-efficacy over time, potential differences between male and female students, and the relationship between self-efficacy, casual attribution, and outcome satisfaction. While several studies have shown a correlation between self-efficacy and achievement
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Complexity, accuracy, and fluency improvements through massively multiplayer online gaming: a longitudinal mixed-methods case study The Language Learning Journal Pub Date : 2023-07-11 Nasser Jabbari, Mark Peterson
ABSTRACT Many English as a foreign language (EFL) learners worldwide spend hours playing commercial-off-the-shelf massively multiplayer online games. They engage in a multitude of different interactions with the game environment and possibly with other gamers, using English as the predominant medium of communication. This raises the question of whether playing such games improves these learners’/gamers’
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Virtual exchanges as authentic scenarios for integrating a plurilingual perspective into EFL teaching and learning The Language Learning Journal Pub Date : 2023-06-30 Euline Cutrim Schmid, Anita Cvetkovic Kienle, Hilal Şahin
ABSTRACT The article presents research findings on the professional growth of three in-service EFL teachers from Germany who took part in a teacher education programme centred on technology-mediated plurilingual education. The study investigated how the programme influenced the development of the teachers’ pedagogical and digital skills in creating and executing plurilingual-inspired virtual exchanges
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‘Ok I think I was totally wrong:) new try!’: language learning in WhatsApp through the provision of delayed corrective feedback provided during and after task performance The Language Learning Journal Pub Date : 2023-06-22 Bridget Murphy, Jessica Mackay, Elsa Tragant
ABSTRACT Given the prominence of online teaching over the last few years, mobile instant messaging (MIM) has grown in importance for students studying English outside of class. Applications like WhatsApp have the potential to provide language learners the opportunity to practise communicative strategies while receiving feedback from a teacher. To explore feedback provision in a MIM context, the present
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The effects of text-based and audio-based dynamic glosses on L2 vocabulary learning: a dynamic assessment approach The Language Learning Journal Pub Date : 2023-06-13 Ehsan Rassaei
ABSTRACT The present study investigated the effects of text-based and audio-based dynamic glosses on L2 vocabulary learning within a sociocultural approach. Dynamic glosses were operationalised as a set of incrementally ordered prompts, provided during text-based and audio-based interactions that guided the participants to identify the meaning of unknown vocabulary. Fifty-seven EFL learners were assigned
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Learning English vocabulary through playing games: the gamification design of vocabulary learning applications and learner evaluations The Language Learning Journal Pub Date : 2023-06-08 Ya Gao, Lin Pan
ABSTRACT Mobile-assisted language learning is a growing feature of contemporary language learning, and their distinct gamification design produces new and increasingly popular contexts for language learning. This paper explores the gamification features of the two most popular EFL vocabulary learning applications widely used by Asian learners – BaiCiZhan and Perfect Lingo. Their gamified designs are
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Do young EFL learners benefit from task repetition? The Language Learning Journal Pub Date : 2023-06-05 Ali Aaj, Parviz Maftoon, Masood Siyyari
ABSTRACT Previous research has shown that task repetition can positively affect L2 oral performance. However, few studies have explored the effects of task repetition on young EFL learners’ production. Also, task repetition research has paid little attention to effects of spacing examined through longer time intervals between the two occasions of task performance. Therefore, this study investigated
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Using eye-tracking to measure cognitive engagement with feedback in a digital literacy game The Language Learning Journal Pub Date : 2023-06-05 Matthew Pattemore, Roger Gilabert
ABSTRACT This study investigates the provision of two types of auditory elaborative automated digital feedback (metalinguistic and informational) in the context of a digital game for reading skills development in English as a foreign language. Nineteen 11-year-old Spanish-Catalan school children played through two digital minigames while their eye-movements were tracked. When they made an error, they
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The role of automatised and non-automatised explicit knowledge in general L2 proficiency The Language Learning Journal Pub Date : 2023-06-05 Miki Satori
ABSTRACT This study examines the knowledge representation of Japanese university students assessed using grammaticality judgement tests (GJTs) and a metalinguistic knowledge test (MKT). The study also investigates the role of automatised and non-automatised explicit knowledge in general L2 language proficiency. Participants were 87 late learners of English as a foreign language (EFL) who completed
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Unpacking the effects of different lengths of pre-task planning time: L2 writing outcomes and learners’ perceptions The Language Learning Journal Pub Date : 2023-05-29 Mahmoud Abdi Tabari
ABSTRACT Despite extensive research on task planning in L2 writing contexts, the optimal length of pre-task planning time remains uncertain due to varying lengths used in TBLT studies. This study aimed to address this gap by investigating the effects of different pre-task planning times (nil, 5, 10, and 15 minutes) on the argumentative writing task performance of 80 L2 learners. Additionally, the study
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Coming out of the shadows: investing in English private tutoring at a transition point in Kazakhstan’s education system during the global pandemic The Language Learning Journal Pub Date : 2023-05-29 Anas Hajar, Mehmet Karakus
ABSTRACT Unequal access to language learning resources has been exacerbated by the global expansion of English private tutoring (EPT). Despite its popularity, no study has examined the implications of EPT during the COVID-19 pandemic. Therefore, this mixed-methods study explored the nature and effectiveness of EPT that first-year Kazakhstani undergraduate students had experienced over the previous
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Text classification and gradation in Arabic textbooks The Language Learning Journal Pub Date : 2023-05-26 Salwa Mohamed
ABSTRACT Text classification and text gradation are important for language teachers. Profiling and readability studies examine textual and linguistic features that determine text difficulty. Arabic, as an under-resourced language, suffers from a lack of such studies which results in material developers and textbook writers relying on their intuitions and experiences in selecting appropriate texts.
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The effects of binge-watching and spacing on learning L2 multi-word units from captioned TV series The Language Learning Journal Pub Date : 2023-05-17 Anastasia Pattemore, Carmen Muñoz
ABSTRACT The present study explores the effects of distributed practice by extending this area of research to L2 learning from audiovisual input. A total of 96 L1 Russian elementary to advanced learners of English watched five episodes of captioned TV series under three viewing distribution conditions: longer spacing of viewing once per week; shorter spacing of viewing once per day; and massed binge-watching
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High dropout rates in secondary Chinese courses: are characters to be blamed? The Language Learning Journal Pub Date : 2023-05-16 Tereza Švarcová
ABSTRACT The purpose of this study was to explore the reasons for low retention rates among students in the Chinese classes in upper secondary education in the Czech Republic. The principal research question was whether Chinese characters were the main reason why many students decided to stop attending their Chinese classes. Semi-structured interviews with former and present secondary students of Chinese
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Language teacher preparation, induction and retention: unpacking two decades of research The Language Learning Journal Pub Date : 2023-04-08 Tziona Levi, Julia Schlam Salman, Lily Orland Barak
ABSTRACT Lnd multilingual backgrounds. This also generally characterises preparation programmes that have been developed to prepare elementary and secondary school language teachers for increasingly globalised, pluralistic, interconnected classrooms. Despite variations, there is value in attempting to identify common denominators in research related to the preparation of such teachers. This paper surveys
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Task-related collaborative behaviours in task-based oral peer interactions The Language Learning Journal Pub Date : 2023-04-08 Kadriye Aksoy-Pekacar
ABSTRACT Collaboration in peer interaction has been investigated extensively by analysing language-related episodes (LREs). These have been classified variously depending on the nature of the discourse. Most studies of collaboration in peer interaction have thus tended to adopt a predetermined framework for analysis. Meanwhile, task type as a mediating factor has been widely examined by identifying
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‘Solve the crossword’: an analysis of task design in EFL materials from a vocabulary perspective The Language Learning Journal Pub Date : 2023-04-05 Denise Bergström
ABSTRACT Learning vocabulary is a central and time-consuming endeavour for a language learner and it has thus been suggested that the foreign language classroom has to supply explicit support for students’ vocabulary development. A major source of explicit word focus is vocabulary exercises in teaching materials and students’ learning can be facilitated if they are designed in a way that is conducive
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Comparing L2 learning outcomes in traditional and English as a lingua franca study abroad contexts The Language Learning Journal Pub Date : 2023-03-30 Judith Borràs
ABSTRACT The number of students embarking on a study abroad experience continues to grow steadily. A new setting for study abroad in English has developed recently where students may be studying in an environment where English is used as a lingua franca but is not an official language of the country. This setting is referred to as English as a lingua franca study abroad or ELFSA (Köylü 2016 Köylü,
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Requesting clarifications for the meanings of L2 vocabulary items and the emergence of situated cognition and learning The Language Learning Journal Pub Date : 2023-03-26 Tuncay Koç
ABSTRACT Researchers and practitioners have long been interested in the role of learner agency in the emergence of learning opportunities. However, despite the growing number of studies, few of them have empirically been able to demonstrate how such moments can create learning opportunities. Based on 12 hours of videotaped data, this study describes the nature of learner initiatives in L2 oral communication
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The battle for Latin in UK universities: a statistical analysis of factors driving student success and failure in beginners’ Latin modules The Language Learning Journal Pub Date : 2023-03-02 Mair E. Lloyd, James Robson
ABSTRACT In the UK, Latin is often seen as an elitist subject taught largely at fee-paying schools. Over the past generation, however, great strides have been made in opening up the subject to students from all backgrounds. A major hindrance to widening access to Latin at university level is that the language can often prove challenging for students. Data collected for this article reveal that only
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The battle for Latin in UK universities: a statistical analysis of factors driving student success and failure in beginners’ Latin modules The Language Learning Journal Pub Date : 2023-03-02 Mair E. Lloyd, James Robson
In the UK, Latin is often seen as an elitist subject taught largely at fee-paying schools. Over the past generation, however, great strides have been made in opening up the subject to students from...
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Digital plurilingual pedagogies in foreign language classes: empowering language learners to speak in the target language The Language Learning Journal Pub Date : 2023-02-24 Angelica Galante, L. F. Zeaiter, J.W.N. dela Cruz, N. Massoud, L. Lee, J. Aronson, D. S. A. de Oliveira, J. A. Teodoro-Torres
ABSTRACT While studies have shown benefits of plurilingual pedagogies on students’ experiences learning languages, more research is needed to examine how these pedagogies can be enacted in foreign language programmes in digital environments. Moreover, prioritising oral engagement has been an urgent need among teachers who use synchronous platforms such as Zoom to teach languages. This article reports
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Special issue: new horizons in emotional literacy in traditional and virtual language learning classes The Language Learning Journal Pub Date : 2023-01-24 Parisa Abdolrezapour, Mariusz Kruk, Nasim Ghanbari
Published in The Language Learning Journal (Vol. 51, No. 1, 2023)
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Evolution of communities of practice, realignment of possible selves, and repositionings in EFL teacher professional identity development: a longitudinal case study The Language Learning Journal Pub Date : 2023-01-13 Mostafa Mehdizadeh, Mostafa Pourhaji, Ali Derakhshan
ABSTRACT This is a longitudinal study of foreign language teacher professional identity development. We traced a single teacher’s sociohistorical identity development at three temporally different moments during the first eight years of his teaching profession. The data, collected mainly through classroom observations and semi-structured interviews, were analysed through the cumulative lens of the
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Evolution of communities of practice, realignment of possible selves, and repositionings in EFL teacher professional identity development: a longitudinal case study The Language Learning Journal Pub Date : 2023-01-13 Mostafa Mehdizadeh, Mostafa Pourhaji, Ali Derakhshan
This is a longitudinal study of foreign language teacher professional identity development. We traced a single teacher’s sociohistorical identity development at three temporally different moments d...
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New landscapes in higher education: audio description as a multilayered task in FL teaching The Language Learning Journal Pub Date : 2022-12-28 Lucía Pintado Gutiérrez, Gloria Torralba
Today, higher education (HE) faces new challenges, such as incorporating consideration of diversity and inclusion into its operations. Such challenges, many of which are part of strategic instituti...
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Teachers and school-aged learners: do they inhabit the same classroom world? The Language Learning Journal Pub Date : 2022-12-23 Andrew Littlejohn, Sarah Boye, Ishamina Athirah Gardiner
ABSTRACT This paper reports on research in secondary schools in Brunei to investigate how teachers and learners view the English language learning classroom. The paper reviews the literature on learner perceptions, and comparisons with those of teachers, and argues that a ‘researcher's agenda’ frequently imposes limitations on data gathered. A research design utilising personal construct repertory
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Teachers and school-aged learners: do they inhabit the same classroom world? The Language Learning Journal Pub Date : 2022-12-23 Andrew Littlejohn, Sarah Boye, Ishamina Athirah Gardiner
This paper reports on research in secondary schools in Brunei to investigate how teachers and learners view the English language learning classroom. The paper reviews the literature on learner perc...
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Collaborative writing among young EFL learners in a school context: product and process The Language Learning Journal Pub Date : 2022-12-16 Amparo Lázaro-Ibarrola, María Ángeles Hidalgo
ABSTRACT The recent surge in studies on collaborative writing (CW) has provided valuable insights into the product and process of writing. When writing together, adults tend to produce better texts and generate and resolve a large number of language-related episodes (LREs). Also, analyses of the dialogues of collaborative writers show that learners are able to co-construct knowledge and mainly focus
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Correction The Language Learning Journal Pub Date : 2022-12-07
Published in The Language Learning Journal (Ahead of Print, 2022)
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Reimagining the concept of differentiation in languages classrooms The Language Learning Journal Pub Date : 2022-10-14 Tanya Riordan, Anne Convery
ABSTRACT The aim of the research project was to consider whether theoretical underpinnings of the concept of differentiation would help a group of modern languages student teachers develop their understanding and practice of differentiation in the classroom. This was a small-scale inquiry with qualitative data collected from three sources: student teachers, mentors and the course tutor of a one-year
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Differences in mobile-assisted acquisition of receptive and productive vocabulary knowledge: a case study using Mondly The Language Learning Journal Pub Date : 2022-09-12 Casper J. D. Jensen, Teresa Cadierno
ABSTRACT The number of learners seeking to acquire an L2 by means of apps is ever-increasing. This study examined the effectiveness of using the app Mondly for the acquisition of L2 English vocabulary while accounting for differences in the acquisition of receptive and productive aspects of word knowledge. Twelve Danish young learners (aged 10–11) used Mondly, installed on their personal devices, as
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Differences in mobile-assisted acquisition of receptive and productive vocabulary knowledge: a case study using Mondly The Language Learning Journal Pub Date : 2022-09-12 Casper J. D. Jensen, Teresa Cadierno
The number of learners seeking to acquire an L2 by means of apps is ever-increasing. This study examined the effectiveness of using the app Mondly for the acquisition of L2 English vocabulary while...
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The effects of recasts on L2 grammar: a meta-analysis The Language Learning Journal Pub Date : 2022-08-18 Ehsan Rassaei
The present meta-analysis investigated the effects of recasts along with a number of moderating variables on L2 development by meta-analysing the results of 24 primary studies. The findings reveale...
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Levels of foreign language enjoyment, anxiety and boredom in emergency remote teaching and in in-person classes The Language Learning Journal Pub Date : 2022-08-16 Jean-Marc Dewaele, Alfaf Albakistani, Iman Kamal Ahmed
ABSTRACT The present mixed-method study focuses on levels of foreign language enjoyment (FLE), foreign language classroom anxiety (FLCA) and foreign language boredom (FLB) among 168 Arab and Kurdish English as a foreign language (EFL) learners in both in-person and emergency remote teaching (ERT) classes. Statistical analyses revealed that learners experienced significantly more FLE, more FLCA and
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Investigating cohort effects of early foreign language learning The Language Learning Journal Pub Date : 2022-08-11 Nils Jaekel, Michael Schurig, Markus Ritter
ABSTRACT With the rapid implementation of early foreign language programmes in the state of North-Rhine-Westphalia, Germany, first for Grade 3 (ages 8–9 years) in 2003 and then from Grade 1 (ages 6–7 years) in 2008, primary school teachers had to adapt to teaching a foreign language in Grade 1 quickly. Teachers had little experience with language teaching to very young learners, and curricula and materials
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Narratives of race and identity in English language teaching The Language Learning Journal Pub Date : 2022-08-11 Christopher Gras
ABSTRACT The continued spread of Western ideology, English as a lingua franca, and the myth of the native speaker all play a role in the racialisation of language teaching (Phillipson, R. 1992. Linguistic Imperialism. Oxford: Oxford University Press; Ramjattan, V. A. 2019. Raciolinguistics and the aesthetic labourer. Journal of Industrial Relations 61, no. 5: 726-738. doi:10.1177/0022185618792990.)