This paper argues that the most significant trend in applied linguistics is the emergence of the field as a generic discipline, involving several subareas, all characterised by the aim of developing theoretical and empirical studies of language as a key element in real world problems. Various subsidiary trends are apparent including numerous methodological and theoretical developments. The paper argues that so far these trends respond only inconsistently to two major challenges in the relationship between the academy and the lay community: (1) identifying and studying issues held to be problems by those outside the academy; and (2) clarifying the nature of the contributions of research to those real world problems. Three themes are considered: the relationship between surface data and theory development; the problem of the specific and the general; and the importance of problematicity. The paper concludes that applied linguistics needs to be accountable to two communities, the academy and the lay communities it aims to work with.
Rahmat, Leila, Mohammad Hossein Yousefi & Payman Rezvani
2024. Neither dichotomy nor continuum: Iranian EFL teachers’ cognitions on research–practice relationship. Educational Research for Policy and Practice
Halvorsen, Kristin & Gøril Thomassen Hammerstad
2023. Ethics of access in contemporary applied linguistics projects. Journal of Applied Linguistics and Professional Practice
Bygate, Martin
2020. Some directions for the possible survival of TBLT as a real world project. Language Teaching 53:3 ► pp. 275 ff.
Grujicic-Alatriste, Lubie
2020. Knowledge Translation at the Sites of Practice: From Outreach and Dissemination to Reflexive Evaluation. In Language Research in Multilingual Settings, ► pp. 1 ff.
König, Clelia
2020. Outreach and Collaboration with Au-Pair Girls in Home Employment Settings. In Language Research in Multilingual Settings, ► pp. 217 ff.
Weideman, Albert
2017. The Foundations of a Discipline of Design. In Responsible Design in Applied Linguistics: Theory and Practice [Educational Linguistics, 28], ► pp. 1 ff.
Weideman, Albert
2024. Accountability: Seeking Justice in Designs. In A Theory of Applied Linguistics [Educational Linguistics, 65], ► pp. 229 ff.
Rambiritch, Avasha & Albert Weideman
2016. Telling the Story of a Test: The Test of Academic Literacy for Postgraduate Students (TALPS). In Post-admission Language Assessment of University Students [English Language Education, 6], ► pp. 197 ff.
Mcnamara, Tim
2015. Applied Linguistics: The Challenge of Theory: Table 1:. Applied Linguistics 36:4 ► pp. 466 ff.
2010. Second language acquisition, teacher education and language pedagogy. Language Teaching 43:2 ► pp. 182 ff.
van der Slik, Frans & Albert Weideman
2009. Revisiting test stability: further evidence relating to the measurement of difference in performance on a test of academic literacy. Southern African Linguistics and Applied Language Studies 27:3 ► pp. 253 ff.
BYRNES, HEIDI
2007. Developing National Language Education Policies: Reflections on the CEFR. The Modern Language Journal 91:4 ► pp. 679 ff.
2005. Control of Halotolerant Bacteria in Salted Fish (Faseikh) Using Trisodium Phosphate. Pakistan Journal of Biological Sciences 8:6 ► pp. 882 ff.
Cook, Guy
2005. Calm seas or troubled waters? Transitions, definitions and disagreements in applied linguistics. International Journal of Applied Linguistics 15:3 ► pp. 282 ff.
[no author supplied]
2016. A Transdisciplinary Framework for SLA in a Multilingual World. The Modern Language Journal 100:S1 ► pp. 19 ff.
This list is based on CrossRef data as of 11 january 2025. Please note that it may not be complete. Sources presented here have been supplied by the respective publishers.
Any errors therein should be reported to them.