Apples - Journal of Applied Language Studies <p style="font-weight: 400;"><span style="font-style: inherit; font-weight: inherit;"> </span><em><span data-contrast="none">Apples - Journal of Applied Language Studies</span></em><span data-contrast="none"> is a peer reviewed international </span><span data-contrast="none">Open Access </span><span data-contrast="none">journal </span><span data-contrast="none">housed</span><span data-contrast="none"> by the Language Campus at the University of </span><span data-contrast="none">Jyväskylä</span><span data-contrast="none"> in</span><span data-contrast="none"> Finland. </span><em><span data-contrast="none">Apples </span></em><span data-contrast="none">tr</span><span data-contrast="none">ansgress</span><span data-contrast="none">es </span><span data-contrast="none">disciplinary </span><span data-contrast="none">boundaries </span><span data-contrast="none">and </span><span data-contrast="none">invite</span><span data-contrast="none">s </span><span data-contrast="none">submissions </span><span data-contrast="none">that </span><span data-contrast="none">broadly </span><span data-contrast="none">relate to </span><span data-contrast="none">issues </span><span data-contrast="none">of </span><span data-contrast="none">language in </span><span data-contrast="none">society</span><span data-contrast="none">. </span><span data-contrast="none">We </span><span data-contrast="none">welcome manuscripts </span><span data-contrast="none">from all areas and fields </span><span data-contrast="none">that discuss </span><span data-contrast="none">linguistic and discursive phenomena and their </span><span data-contrast="none">societal </span><span data-contrast="none">emb</span><span data-contrast="none">eddedness</span><span data-contrast="none">, </span><span data-contrast="none">by addressing </span><span data-contrast="none">in</span><span data-contrast="none">/</span><span data-contrast="none">equity, exclusion/inclusion, </span><span data-contrast="none">societal </span><span data-contrast="none">challenges and </span><span data-contrast="none">development</span><span data-contrast="none">s</span><span data-contrast="none">, </span><span data-contrast="none">or </span><span data-contrast="none">language rights</span><span data-contrast="none">.</span></p> University of Jyväskylä en-US Apples - Journal of Applied Language Studies 1457-9863 <p><strong>Author’s Warranty and Publication Agreement</strong></p> <p>The corresponding Author (hereafter Author) hereby warrants on behalf of all the authors (hereafter author(s)) that the manuscript here submitted &nbsp;to the journal&nbsp;<em>Apples - Journal of Applied Language Studies&nbsp;</em>is original and has not been published or submitted to publication elsewhere in part or in whole. The Author also commits not to send the manuscript for consideration elsewhere while the article is being processed by Apples - Journal of Applied Language Studies.&nbsp;The Author also warrants to have the full authority to submit the article.&nbsp;<em>Apples&nbsp;</em>will not accept a manuscript for which the copyright is held by a third party. The Author also warrants that the article contains no libelous or unlawful statements, and does not infringe on the rights of others. If the article contains any material protected by the copyright of others, the Author must deliver a written permission from the copyright owner(s) to reproduce such material in the article.</p> <p>The Author also understands that:</p> <p>1. The Author hereby agrees that the Publisher (the University of Jyväskylä, Centre for Applied Language Studies) has the right to publish, distribute, display and copy the article. When the manuscript is ready for publication, it will be published at Publisher's own expense and under the Publisher's name. The author(s) retains the copyright to the article.</p> <p>2. The Author understands that no royalties or remuneration will be paid by the Publisher to the author(s) for the above-named submitted manuscript.</p> <p>3. The Author is responsible for the content, originality and integrity of the article, and will indemnify and defend the Publisher against any claim, demand or recovery against the Publisher by reason of any violation of any proprietary right or copyright, or because of any libelous or scandalous matter contained in the manuscript.</p> <p>4. The publisher will have the right to edit the work, provided that the meaning of the text is not materially altered.</p> <p>5. The publisher has the right to end the service of the journal&nbsp;<em>Apples - Journal of Applied Language Studies&nbsp;</em>or alter it at any time and for any cause without liability to the author(s).</p> <p>6. The Author understands that the article will be published openly on the Internet and, after publication, anyone has the right to copy, distribute and display the work freely as long as it is for nonprofit purposes, and the original author(s) is given credit and&nbsp;<em>Apples - Journal of Applied Language Studies&nbsp;</em>is named as the original publication.</p> <p>7. This Agreement, whenever called upon to be construed, shall be governed under Finnish law.</p> <p>8. The parties to this Agreement consent and agree that all possible disputes will be resolved primarily by negotiations. If needed all legal proceedings relating to the subject matter of this Agreement shall be maintained in Jyväskylä district court.</p> <p>9. This Agreement cannot be modified except by a written instrument signed by the parties hereto.</p> <p>10. This Agreement shall be binding upon the parties hereto, their heirs, successors, assigns and personal representatives.</p> <p>11. If the Article was prepared jointly with other authors, you warrant that you have been authorized by all co-authors to sign this Agreement on their behalf, and to agree on their behalf the order of names in the publication of the Article. You shall notify us in writing of the names of any such co-authors.&nbsp;</p> <p>If the article includes material from other copyrighted sources, the Author agrees to send the relevant permissions to Apples editors (address below).</p> <p>If the article include illustrations in which a person can be recognized, the Author agrees to send the relevant permissions to Apples editors (address below).</p> <p>Apples – Journal of Applied Language Studies<br>Centre for Applied Language Studies<br>P.O. Box 35<br>FIN-40014 University of Jyväskylä, Finland</p> <p>Email&nbsp;<a href=""></a></p> <p>&nbsp;</p> <p>&nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp;</p> Ideology in Swedish ELT <p>Grounded in scholarship on multilingualism, this multimodal case study aims to identify factors related to ideologies of language and culture in an English language classroom in a public lower secondary school in Sweden for an enhanced understanding of learning conditions for multilingual students. Using a triangulation of methods, participant observation, materials analysis, and interviews, the study examines teaching practice, materiality, language use and teachers’ perspectives on multilingualism and their own teaching practices in the multilingual classroom. The study finds a predominance of factors rooted ideologies of monolingualism and monoculturalism. Teaching practice was marked by the traditional approach to teaching English with a focus on Britain/the U.K. as a homogenous monocultural and monolingual nation and a Swedishness norm dominated teaching practice and classroom interaction: extensive usage of the Swedish language, examples of teaching strategies related to a contrastive Swedish-English grammar approach and a study of target language culture from a national Swedish perspective. An application of Nancy Hornberger’s model of the continua of biliteracy to the data identifies teaching practice in the classroom as close to the privileged ends. The analysis of interviews suggests that the traditional approach was normalized and that teachers had limited awareness of pedagogical strategies for the inclusion of multilingual students.</p> Eva Zetterberg Pettersson Copyright (c) 2021 Eva Zetterberg Pettersson 2023-12-21 2023-12-21 17 3 1 22 10.47862/apples.125894 Manifestations of an expert teacher’s practical theory of language pedagogy in translanguaging situations in early childhood education and care <p>This case study explores how an expert teacher’s practical theory of language pedagogy is manifested in translanguaging situations involving the use of multilingual children’s home languages in early childhood education and care. Practical theory encompasses teachers’ views of good teaching in relation to values, aims and principles. We applied nexus analysis to observation data, analysed interactions in translanguaging situations involving multilingual children’s home languages and related them to the teacher’s practical theory of language pedagogy. The main result was that some principles and aims, such as pedagogical tact, were variously manifested in different situations, while others, such as utilising children’s language expertise, stayed the same across situations. Furthermore, multiple principles and aims from a practical theory can affect even activities of short duration. The results also show that translanguaging occurred both in teacher- and child-initiated situations, implying a dual locus of power when using the children’s home languages. The expert teacher’s practices were mostly in line with how she had previously verbalised her practical theory. The findings point to the importance of enhancing reflection on the dynamic relationship between practical theory and situational practices in both pre- and in-service teacher training.</p> Anu Palojärvi Merja Koivula Karita Mård-Miettinen Niina Rutanen Copyright (c) 2021 Anu Palojärvi, Merja Koivula, Karita Mård-Miettinen, Niina Rutanen 2023-12-21 2023-12-21 17 3 23–43 23–43 10.47862/apples.129191 Chronotopic identities of learners of Korean as a heritage language in Finland <p>The noticeable growth of the number of immigrant pupils has led to the growing needs for heritage language education in Finland. However, language studies have tended to be mainly focused on the national languages and English at regular schools. In this article, I attempt to explore the identities of the young heritage language learners based on the learners’ personal multilingualism and lived experience. Bakhtin’s concept of the chronotope, the time-space configuration manifested in the learners’ utterances, has served as a key resource for analysing the data of learners’ discourses on their language identities. Four distinctive chronotopes have been detected and implicated to frame various identities as language learners; the contemporaneous, the biographical, the social-historical chronotope and the ‘adventure time of everyday life.’ The findings show how the exploration of these chronotopes about the learners’ language repertoires and practices make visible the young learners’ playful sense-making process of constructing their identities. It has further led to an implication for language classrooms, where the learners’ agency to make sense of the identities from their own lives needs to be respected and encouraged.</p> Dukkeum SUN Copyright (c) 2021 Dukkeum SUN 2023-12-21 2023-12-21 17 3 44–62 44–62 10.47862/apples.115484