Applied Linguistics Department

Happening in APLING

November 20, 2025
by Damian Diaz
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Dr. Kimberly Urbanski and Doctoral Student Damián Díaz at the Sociocultural Theory and L2 Working Group Roundtable

On November 14, Dr. Kimberly Urbanski, Associate Professor and Graduate Program Director of the PhD Program in Applied Linguistics at the University of Massachusetts Boston, and Damián Díaz, PhD student in Applied Linguistics at the University of Massachusetts Boston, presented a work-in-progress project titled “Literacy Concepts and How to Utilize Them: Intermediate French L2 Students Learning to Use Field, Tenor, and Mode as Instruments for Reading and Analyzing Texts.” In their talk, Urbanski and Díaz examined the developmental processes of two intermediate French L2 learners as they engaged with the concepts of Field, Tenor, and Mode through Concept-Based Language Instruction (C-BLI) while reading and analyzing narrative texts. Their presentation invited fellow Sociocultural Theory scholars to discuss the potential of their analysis for describing learner development and underscored the need for explicit instruction on how to use concepts within C-BLI. Please see the presentation abstract below.

Literacy concepts and how to utilize them: intermediate French-L2 students learning to use Field, Tenor and Mode as instruments for reading/analyzing texts

The talk will explore the potential of Rabardel and Beguin´s (2005) conceptualizations on artefacts, utilization schemes, and instruments to analyze interactions specifically between two (of the group of 4) intermediate French L2 learners and one researcher-teacher while they work on developing their understanding of the concepts of Field, Tenor and Mode through SCOBAs when reading/analyzing narrative texts. We present four analytic categories (Concept Declaration, Concept Application, Content Evidence Provision and Language Evidence Provision) that we have created to describe the students´ development of personal utilization schemes in their argumentative process of reading and analyzing the texts with the mediation of the literacy concepts. Thus far, we believe that our analysis is pointing to the need to provide specific instruction on how to use concepts within Concept-Based Language Instruction (C-BLI).

November 20, 2025
by Damian Diaz
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Dr. Juan David Gutiérrez and Dr. Minh Nghia Nguyen Present Research at MATSOL Emerging Scholars Webinar

On November 13, alumni Dr. Juan David Gutiérrez and Dr. Minh Nghia Nguyen shared results from their research projects at the Emerging Scholars webinar hosted by the Massachusetts Association of Teachers of Speakers of Other Languages (MATSOL). Dr. Juan David Gutiérrez, who also serves as Director of Curriculum and Instruction for Pathways and Multilingual Programs at the University of Massachusetts Boston, presented on the first-year experiences of multilingual students. Drawing on narrative data, he highlighted the emergence of students’ voices and self-perceptions across the academic year, offering insights into how higher education institutions can strengthen inclusive practices. Meanwhile, Dr. Minh Nghia Nguyen, a lecturer in the Department of Applied Linguistics at the University of Massachusetts Boston, discussed findings from a community-based study that developed a culturally sustaining pedagogy to support the literacy development of Vietnamese immigrants in Massachusetts. Her presentation showcased evidence of cognitive, emotional, and identity development among adult Vietnamese learners engaged in literacy education. Below are the abstracts for their presentations.

Storytelling Literacy Pedagogy: Stories from the Vietnamese Diaspora, Dr. Minh Nghia Nguyen

This talk presents a community-based study that developed a culturally sustaining pedagogy for the holistic literacy development of Vietnamese immigrants in Massachusetts. Grounded in sociocultural and critical perspectives, the pedagogy used storytelling as a cultural practice to honor learners’ knowledge, promote multilingual literacy, and advance multilingual justice in adult education. Drawing on 28 weeks of classroom data, oral and written stories, and interviews, the study shows how literacy learning became a site for cognitive, emotional, and identity development, positioning learners as active participants in shaping pedagogy and community life. This work reimagines adult literacy education as a socially committed praxis that bridges the community and the university, challenging neoliberal approaches while fostering relational, community-led knowledge creation.

Student Voice Across Time: Narrative Inquiry into Multilingual Transitions in Higher Education, Dr. Juan David Gutiérrez

How do multilingual students make sense of their academic journeys across time? In this presentation, Dr. Juan D. Gutiérrez shares a narrative inquiry study tracing the first-year experiences of multilingual university students navigating language, learning, and institutional transitions. Through a three-phase interview process, the study highlights how students’ voices and self-perceptions evolve across an academic year. The session foregrounds the methodological value of temporally grounded narrative research for capturing complexity in student development and informing inclusive practices in higher education.

November 6, 2025
by Apostolos Koutropoulos
Comments Off on  Obituary: Professor Charles (Chuck) Meyer

 Obituary: Professor Charles (Chuck) Meyer

We are deeply saddened by the passing of our beloved colleague, Professor Emeritus Charles (Chuck) Meyer. Professor Meyer was a cornerstone of the Department of Applied Linguistics — a brilliant scholar, devoted educator, and kind, generous human being whose humor, humility, and intellectual depth touched everyone around him.

Born and raised in Milwaukee, Professor Meyer received his B.A. in Linguistics (1976), M.A. in English (1978), and Ph.D. in English (1983), all from the University of Wisconsin—Milwaukee, where his dissertation, A Descriptive Study of American Punctuation, foreshadowed his lifelong interest in the empirical study of language and grammar.

He began his teaching career at Western Kentucky University (1983–1986) before joining the University of Massachusetts Boston as Assistant Professor of English in 1986. He became a pivotal figure in the development and institutionalization of Applied Linguistics—first as a program and later as an independent department—where he served as a faculty member from 1991 until his retirement and as department chair from 2012 to 2015. He was promoted to Associate Professor in 1991 and to Full Professor in 1999. He retired as Professor Emeritus in 2020 after more than three decades of devoted service to the university, his students, and his colleagues—years marked by his intellect, leadership, generosity, and deep commitment to academic life.

Professor Meyer’s pioneering research in Corpus Linguistics and World Englishes transformed how we understand language variation, change, and use. As Co-Director of the American Component of the International Corpus of English (ICE), he helped lead a groundbreaking global effort to document and analyze English across national and regional contexts. He was a major figure in ICAME, the society attached to the ICE project, attending the annual conference for many years. He was invited to give guest lectures in England, Northern Ireland, Spain, Germany, and Japan. His work always transcended data collection; it sought to illuminate how language reflects identity, community, and the dynamic processes of communication and change.

Among his many publications — including ten books and nearly fifty articles and book chapters — his volumes English Corpus Linguistics and Introducing English Linguistics (Cambridge University Press) became foundational texts that shaped generations of linguists and educators. For the second edition of English Corpus Linguistics, his last book, he substantially rewrote the text with new data and new sections making it essentially a different book (Cambridge 2023). He also authored Apposition in Contemporary English (Cambridge UP) and co-edited The Verb in Contemporary English (Cambridge UP). His co-edited book The Variability of Current World Englishes (De Gruyter, 2014) further exemplified his global and collaborative approach to linguistic inquiry.

Beyond his own research, Professor Meyer played a central role in shaping the field through his extensive editorial and professional service. As Co-Editor of the Language and Computers series (Rodopi Publishers, Amsterdam) and longtime Editorial Board Member of Cambridge University Press’s Studies in English Language series, he nurtured innovative scholarship and elevated corpus-based research internationally. His tenure as Editor and later Co-Editor of the Journal of English Linguistics expanded the journal’s reach and influence, while his leadership in organizations such as the International Corpus of English and the American Dialect Society reflected his lifelong dedication to building scholarly communities grounded in rigor and collegiality.

Students in Applied Linguistics greatly valued his courses and the depth of knowledge he brought into every class. His colleagues had great respect for his wisdom, integrity, and unassuming brilliance. As Department Chair, he led with fairness and care, guiding the department through challenging transitions while never losing his sense of humor.

Yet beyond his many accomplishments, Chuck will be remembered most for his humanity. His humor animated our conversations, his kindness made others feel seen and valued, and his warmth brightened every room.

We will miss him terribly — his intellect, his laughter, his generosity of spirit. The world, and the Applied Linguistics Department, feel profoundly emptier without him. But he leaves an enduring legacy in scholarship, in teaching, and in the generations of students and future educators whose thinking and practice he shaped with care, wisdom, and humanity.

Professor Meyer leaves behind his wife, closest friend and companion, Libby Fay, and his beloved daughter Eleanor Rose Meyer and daughter-in-law Andrea Everett. He is survived by his brother Jim and sisters Jean and Katie. He will be interred at Mount Auburn Cemetery in December, and any posts, photos, letters can be uploaded to the cemetery’s webpage for him after the burial. Donations can be made by planting a tree in Chuck’s memory at The Gifted Tree for Massachusetts. Plans are being made for a campus memorial event to celebrate Professor Meyer’s life and career; please watch for the announcement.

October 20, 2025
by Souvik Barua
Comments Off on 1st Roundtable in 2025: Language, Inequality, and Public Discourse

1st Roundtable in 2025: Language, Inequality, and Public Discourse

On October 1, 2025, the Department of Applied Linguistics at the University of Massachusetts Boston hosted a roundtable at University Hall featuring Dr. Jennifer Sclafani, Chisom Nlebedum, and Aram Ahmed. The event brought together current research on how language, media, and education shape public understanding and social life in different parts of the world.

English Medium Instruction and Kurdish Language Policy in Iraqi Kurdistan

Aram Ahmed, a PhD candidate in Applied Linguistics, presented his ongoing project titled “Navigating Iraqi Kurdistan’s Language Policy: English Medium Instruction and the Status of Kurdish in Private Education.” His study looks at how English Medium Instruction (EMI) is used in private schools in the Kurdistan Region of Iraq (KRI) and how this affects the place of the Kurdish language. Using Critical Discourse Analysis, Aram studies official policy documents, school texts, and interviews with teachers and parents. His case study uses the Cambridge international curriculum, teaching most subjects in English while offering Kurdish and Arabic classes. Aram’s findings show that English is seen as a symbol of global success and high-quality education, while Kurdish often plays only a minor or symbolic role. Teachers expressed both pride in Kurdish and concern that it is losing importance in schools. His ongoing study shows how global and local forces come together in education and how they influence language, identity, and opportunity. This study highlights the complex relationship between neoliberal branding, language ideology, and cultural identity in the Kurdistan Region’s education system.

Media Representations of Opioid Addiction and Homelessness in Boston

Dr. Jennifer Sclafani and Chisom Nlebedum gave a talk based on their recent study presented at the Italian Association for the Study of English (AIA 32) conference, held at the University of Turin, Italy, from September 11-13, 2025. Their talk, “Representations of Opioid Addiction and Homelessness in an American City: A Multimodal Analysis of News Discourse,” explored how Boston’s Mass and Cass area has been represented in U.S. media. Their study examines how major U.S. television networks and newspapers portray Boston’s “Mass and Cass” area, an intersection of the Roxbury, Dorchester, and South End neighborhoods recognized as the center of the city’s homelessness and opioid crises. Using multimodal critical discourse analysis, they analyzed both broadcast and print/online news sources to explore how language, visuals, and sound construct public perceptions of the crisis. Their findings show that private networks often emphasized visible disorder, using collective and metonymic terms like “tents” to represent unhoused residents. In contrast, public broadcasting presented more individualized and policy-oriented reporting. Across sources, political and institutional voices dominated the coverage, while the perspectives of Mass and Cass residents remained underrepresented. This project, supported by the UMass Boston John W. McCormack Graduate School of Policy and Global Studies, continues in collaboration with Dr. Peter Federman.

Though the two projects study very different contexts, they share a focus on how language connects to power, policy, and representation. The Roundtable discussion encouraged students and faculty to think about how Applied Linguistics research can reveal the social meanings behind everyday communication. The session ended with a thoughtful conversation about how researchers can use language analysis to support more inclusive and just approaches to public life. Faculty, students, and attendees joined in an engaging conversation about how linguistic research contributes to broader understandings of representation and social change.

October 8, 2025
by Damian Diaz
Comments Off on New Publication by Dr. Kimberly Urbanski and Dr. Mariana Becker Examines Peer Emotional Mediation and Development in Language Teaching Research Quarterly

New Publication by Dr. Kimberly Urbanski and Dr. Mariana Becker Examines Peer Emotional Mediation and Development in Language Teaching Research Quarterly

Dr. Kimberly Urbanski (Director of the PhD Program in Applied Linguistics at UMass Boston) and Dr. Mariana Lima Becker (Assistant Professor in the Department of Educational Theory and Practice at the University of Georgia) investigate the emotional and cognitive development of four intermediate-level French learners through the lens of a Division of Labor Pedagogy (DOLP). In this instructional approach, each learner assumes a key role in fostering the group’s collective and meaningful engagement with texts. Their article appears in the Language Teaching Research Quarterly special issue (2024, Vol. 46), “In Honour of James P. Lantolf’s Contributions to Sociocultural Theory, Second Language Development, and Language Pedagogy,” edited by Mirosław Pawlak, Zhisheng Wen, and Hassan Mohebbi. The full article is available open access at the link below.

Understanding Second Language Learners’ Emotional-Cognitive Development through Division of Labor Collaboration

October 7, 2025
by Damian Diaz
Comments Off on The Necropolitical Making of Collective Memory: A Recent Language in Society Article by Dr. Minh Nghia-Nguyen and Dr. Panayota Gounari

The Necropolitical Making of Collective Memory: A Recent Language in Society Article by Dr. Minh Nghia-Nguyen and Dr. Panayota Gounari

The collective memory of the American War in Vietnam is the focus of a recent article by Dr. Minh Nghia-Nguyen, Lecturer in Applied Linguistics at UMass Boston, and Dr. Panayota Gounari, Chair of the Department of Applied Linguistics. Their article, “Collective Remembering and Necropolitical Discourse: The American War in Vietnam Commemorated”, was published in Language in Society (Cambridge University Press). Drawing on a multimodal critical discourse analysis of forty-nine photographs taken during the war and later published in the digital edition of The New York Times for the war’s forty-second anniversary commemoration, Professors Nghia-Nguyen and Gounari explore how a “necropolitical discourse” shapes the collective remembering of the Vietnam War. The full article is available open access at the link below.

Collective remembering and necropolitical discourse: The American War in Vietnam commemorated

October 6, 2025
by Damian Diaz
Comments Off on Transformative Praxis in Focus: Wonguk Cho’s Recent Contribution to L2 Journal

Transformative Praxis in Focus: Wonguk Cho’s Recent Contribution to L2 Journal

Doctoral student Wonguk Cho’s article, “Rethinking ‘Action’ in Critical Language Pedagogy: A Snapshot of Multimodal Resistance and Pedagogical Possibilities in China,” was recently published in L2 Journal (University of California, Berkeley), Volume 17, Issue 1. The study explores the application of Critical Pedagogy (CP) in an English as a Foreign Language (EFL) speaking class at a Chinese university, focusing on students’ strategic use of multimodal resources to construct critical arguments. The full article is available through open-access at the link below.

Rethinking “Action” in Critical Language Pedagogy: A Snapshot of Multimodal Resistance and Pedagogical Possibilities in China

October 3, 2025
by Elham Khosravian
Comments Off on Nil Johnson at the MATSOL Conference

Nil Johnson at the MATSOL Conference

In June 2025, Nil Johnson presented at the MATSOL (Massachusetts Association of Teachers of Speakers of Other Languages) Conference in Framingham, MA. Her session, Language, Culture, and Disability: Confronting Inequalities for Multilingual Learners, examined how Multilingual Learners with Emotional and Behavioral Disorders (MLEBDs) face layered barriers at the intersections of language, culture and disability. Nil highlighted how systemic biases contribute to misidentification in special education, exclusionary discipline and cultural and linguistic marginalization. Framed around three themes – Difference Becomes Disability, Disability Becomes Crime, and Inclusion as a Solution – the session offered pathways toward inclusive and culturally responsive pedagogy, evidence-based interventions and collaborative policy reform.

Nil’s next presentation will be at the TESOL 2025 Virtual Convention (PreK-12 Day & Graduate Student Forum) on November 20, 2025. Her session, Stigmatized and Excluded: Multilingual Learners with Emotional and Behavioral Disabilities in U.S. Public Education, will continue this critical conversation.

October 1, 2025
by Elham Khosravian
Comments Off on Dr. Jennifer Sclafani and Chisom Nlebedum at the Italian Association for the Study of English

Dr. Jennifer Sclafani and Chisom Nlebedum at the Italian Association for the Study of English

Chisom Nlebedum and Dr. Jennifer Sclafani co-presented a multimodal critical discourse analysis of news coverage of Boston’s “Mass and Cass” drug addiction and homelessness crisis at the Italian Association for the Study of English (Associazione Italiana di Anglistica [AIA]) biennial Conference, AIA 32, which took place at the University of Turin, Italy September 11th -13th, 2025.

Dr. Sclafani and Chisom’s work on Mass and Cass, a homeless encampment at the intersection of the Roxbury, Dorchester, and South End neighborhoods of Boston, known as the epicenter of the region’s opioid and homeless crises, comes on the heels of recent federal and state ramp-ups to sanitize cities of homeless individuals. Please click here for more information about recent incendiary media comments about homelessness, and two recent shootings at another urban homeless encampment in Minneapolis.

Through an analysis of abstraction and transitivity from ABC and CBS News, Chisom and Dr. Sclafani showed that the broadcast coverage of the homelessness crisis at Mass and Cass employed several multimodal choices (visuals, sounds, words) to portray the homeless in dehumanizing ways, as nameless and voiceless people in tents and tarps breeding crime and disorderliness in an otherwise safe and orderly city. These findings are also supported by an analysis of news articles from the Boston Globe (based on previous research conducted with UMB colleague Dr. Peter Federman and Ph.D. alumna Dr. Nasiba Norova). The study demonstrates the dominant news framing of the issue which sensationalized and simplified an otherwise complex nexus of policy issues in Boston (substance addiction and treatment, mental health services, homelessness and affordable housing, public safety, and infrastructure).

Chisom and Dr. Sclafani plan to continue this work, which was supported by a grant from the UMass Boston John W. McCormack Graduate School of Policy and Global Studies, by engaging in cross-disciplinary research with colleagues (Dr. Peter Federman of the Dept. of Public Policy, Co-PI) to understand how this dominant framing of Mass and Cass contributes to policy decisions and outcomes at the city and state level.

September 29, 2025
by Elham Khosravian
Comments Off on Iuliia Fakhrutdinova Serving as a Justice & Equity Professional Council (JEPC) member for the TESOL International Association

Iuliia Fakhrutdinova Serving as a Justice & Equity Professional Council (JEPC) member for the TESOL International Association

In April 2025, Iuliia Fakhrutdinova was selected to serve as a member of the Justice & Equity Professional Council (JEPC) for the TESOL International Association. This is a new professional council that will advance the association’s commitment to social justice, diversity, equity, inclusion, and access and will help ensure member needs are being met.

Members are appointed by the TESOL Executive Committee through an application process, with advice from the leadership of the current JEPC. Once appointed, council members make a one-year commitment to serve, renewable up to three years.

Within this council, Iuliia and other members will work on supporting webinars, TESOL policies, and overall virtual and in-person convention strategies to make the TESOL convention accessible to all members worldwide.

For more information, check out the council’s website: TESOL Creates New Justice and Equity Professional Council

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