Educational Linguistics最新文献

Hypothetical mistakes: hedging wrong answers with conditional language in initiation-response-evaluation (IRE) sequences in an American high school classroom 假设性错误：在美国高中课堂上，在 "启动-回答-评价"（IRE）序列中用条件性语言对冲错误答案

Educational Linguistics Pub Date : 2023-12-20 DOI: 10.1515/eduling-2023-0007

J. Chandras

{"title":"Hypothetical mistakes: hedging wrong answers with conditional language in initiation-response-evaluation (IRE) sequences in an American high school classroom","authors":"J. Chandras","doi":"10.1515/eduling-2023-0007","DOIUrl":"https://doi.org/10.1515/eduling-2023-0007","url":null,"abstract":"Abstract This article analyzes American high school students hedging incorrect responses to teacher-initiated questions in IRE (Initiation-Response-Evaluation) format using conditional language and hypotheticals in ways that facilitate an affiliative stance between students and their teacher. Scholarship on hedging details its use to approximate responses as a shield against doubt and criticism or as collaborative communication, whereas stance is a grammatically encompassed expression of attitudes related to the content of a message. This study brings together theories of stance, hedging, and conditional language use to outline how errors can be a student-initiated pedagogical tool to deepen explanations and engagement. To broaden understanding of the form and function of both incorrect answers and hedging as a structure expanding traditional IRE turntaking for managing classroom discourse, this article outlines seven examples total where students hedge what they know to be incorrect answers drawn from recordings made in forty, fifty-minute high school level Latin lessons over the 2019–2020 academic year. This study presents a model and impacts of students creatively reconfiguring evaluative responses along with their teacher during instruction through hedging incorrect information in conditional, and sometimes hypothetical, formats.","PeriodicalId":153620,"journal":{"name":"Educational Linguistics","volume":"111 8","pages":""},"PeriodicalIF":0.0,"publicationDate":"2023-12-20","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"138954054","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0

Theoretical and applied perspectives on teaching foreign languages in multilingual settings: pedagogical Implications 多语言环境下外语教学的理论和应用视角：教学启示

Educational Linguistics Pub Date : 2023-11-24 DOI: 10.1515/eduling-2023-0004

Ying Yan, Yongyan Zheng

引用次数: 0

It isn’t sloppy language: exploring the discourse of Village English 它不是马虎的语言:探索乡村英语的话语

Educational Linguistics Pub Date : 2023-11-14 DOI: 10.1515/eduling-2023-0005

Patrick Edward Marlow, Wendy Whitehead Martelle, Joan Parker Webster, Kelly Kealy

{"title":"It isn’t sloppy language: exploring the discourse of Village English","authors":"Patrick Edward Marlow, Wendy Whitehead Martelle, Joan Parker Webster, Kelly Kealy","doi":"10.1515/eduling-2023-0005","DOIUrl":"https://doi.org/10.1515/eduling-2023-0005","url":null,"abstract":"Abstract In Alaska, as elsewhere in the United States, standardized American English is privileged over both local varieties of English and Indigenous languages. This privileged position is maintained, in part, through a deficit model of language acquisition and a model of school success which locates the source of underachievement among K-12 students within the child rather than within the broader sociopolitical context of school and schooling. Using a critical participatory action research approach, this article examines a single graduate course for K-12 teachers intended to address ideologies of linguistic deficit and demonstrate that the varieties of English spoken by adults and children in Southwest Alaska are systematic and rule-governed. Data are analyzed in terms of trajectories of learning, focusing on three distinct points within this trajectory: Pre-course questionnaire, Mid-point questionnaire and post-course artifacts (e.g., final projects for the master’s degree). Through the lens of discourse analysis (Gee, James Paul. 2010. An introduction to discourse analysis: Theory and method , 3rd edn. New York, NY: Routledge), we illustrate and discuss the tensions inherent in shifting discourse models as the teachers contend with course content that challenges broadly accepted explanations for school underachievement.","PeriodicalId":153620,"journal":{"name":"Educational Linguistics","volume":"6 12","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-11-14","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"136229442","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0

Academic adjustment of international students studying in South Korea: the Global Korea Scholarship program perspective 国际学生在韩国学习的学业调整:全球韩国奖学金项目的视角

Educational Linguistics Pub Date : 2023-10-20 DOI: 10.1515/eduling-2022-0017

Narangerel Vanchinkhuu, Yousun Shin

{"title":"Academic adjustment of international students studying in South Korea: the Global Korea Scholarship program perspective","authors":"Narangerel Vanchinkhuu, Yousun Shin","doi":"10.1515/eduling-2022-0017","DOIUrl":"https://doi.org/10.1515/eduling-2022-0017","url":null,"abstract":"Abstract The study was to investigate the academic adjustment of international students studying in South Korea under the Global Korea Scholarship Program. Previous research has shown that academic adjustment is linked to the achievement and satisfaction of international students at higher education institutions. Two research questions shaped the current study: (1) examining the correlations between the variables included in the study and (2) identifying the significant variables that contributed to international students’ academic adjustment. The Multicultural Personality Survey and Academic Adjustment Survey were utilized as the primary instruments and were administered online over one and a half months. A total of 100 participants from diverse demographic backgrounds were involved in the data collection. Correlational analysis and regression analysis were employed to answer the two research questions. The results of the correlational analysis revealed that there were higher correlations observed between multicultural personality and GPA, preferred language and multicultural personality, as well as multicultural personality and the Academic Adjustment Survey. Additionally, the regression analysis indicated that Korean language proficiency and preferred language proficiency emerged as significant variables that impacted international students’ academic adjustment. The results provided further insights into the factors contributing to academic adjustment among international students in South Korea.","PeriodicalId":153620,"journal":{"name":"Educational Linguistics","volume":"38 3","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-10-20","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135567483","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0

Answerability in computer-assisted language learning: a critical examination of social justice research from a decolonial perspective 计算机辅助语言学习中的可回答性:从非殖民化角度对社会正义研究的批判性考察

Educational Linguistics Pub Date : 2023-09-15 DOI: 10.1515/eduling-2023-0002

Gilbert Dizon

{"title":"Answerability in computer-assisted language learning: a critical examination of social justice research from a decolonial perspective","authors":"Gilbert Dizon","doi":"10.1515/eduling-2023-0002","DOIUrl":"https://doi.org/10.1515/eduling-2023-0002","url":null,"abstract":"Abstract In this conceptual article, the author introduces decolonization as an alternative to social justice frameworks. As stakeholders in second language (L2) teaching, the author stresses decolonization as a means for L2 researchers to work against colonial practices in educational research, which negatively impact historically disenfranchised communities. Specifically, Patel’s (Patel, Leigh. 2016. Decolonizing educational research: From ownership to answerability . New York: Routledge) answerability framework is introduced as a practical method to support decolonization in L2 research. The article is made up of four main sections. The first section explains the concept of settler colonialism and highlights how it is ingrained in educational research. In the second section, the author defines decolonization and distinguishes it from the more popular social justice movement. In the third section, the author summarizes four computer-assisted language learning (CALL) papers which were featured in a recent special issue on the topic of social justice. The author then provides a critical analysis of the reviewed studies from a decolonial perspective in the fourth and final section, while also suggesting ways in which researchers and educators can re-orient their work towards decolonization.","PeriodicalId":153620,"journal":{"name":"Educational Linguistics","volume":"6 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-09-15","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135353911","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0

Limited capital: a genealogy of culturelessness in (language) teacher education 有限的资本:(语言)教师教育的无文化谱系

Educational Linguistics Pub Date : 2023-08-24 DOI: 10.1515/eduling-2023-0008

Tasha Austin

引用次数: 0

Soft linguistic terrorism: 21st century re-articulations 软语言恐怖主义:21世纪的重新发音

Educational Linguistics Pub Date : 2023-07-20 DOI: 10.1515/eduling-2023-0003

Mike Mena

引用次数: 0

Frontmatter 头版头条

Educational Linguistics Pub Date : 2023-06-01 DOI: 10.1515/eduling-2023-frontmatter1

引用次数: 0

Activating Linguistic and Cultural Diversity in the Language Classroom 在语言课堂中激活语言和文化多样性

Educational Linguistics Pub Date : 2023-05-11 DOI: 10.1007/978-3-030-87124-6

P. Hu, Qiao Zhou

引用次数: 4

Plurilingual Chinese learners of French Lx: agentic assembling of semiotic resources for learning 多语汉语法语学习者:学习符号学资源的代理组合

Educational Linguistics Pub Date : 2023-04-05 DOI: 10.1515/eduling-2022-0015

S. Lau, Caroline Dault, Sarah Théberge

{"title":"Plurilingual Chinese learners of French Lx: agentic assembling of semiotic resources for learning","authors":"S. Lau, Caroline Dault, Sarah Théberge","doi":"10.1515/eduling-2022-0015","DOIUrl":"https://doi.org/10.1515/eduling-2022-0015","url":null,"abstract":"Abstract This paper reports an interview study with Chinese international students in an Anglophone university in Quebec, Canada, exploring their use of language and cross-language learning strategies to support their learning of French Lx (third language and beyond). Drawing on plurilingualism, Dynamic Model of Multilingualism, and language learning strategies, this article examines how Chinese learners made dynamic, creative, and, at times, unexpected links among Chinese and other additional languages and mobilized previous learning and professional experience to strategically enhance their French language learning. As a logographic language, Chinese is typologically distant from Latin-based languages. The focal participants, however, generated multilingual, multidirectional, and multimodal connections among the languages they knew. Their agentic assemblage of communicative repertoires for language learning contests the abyssal thinking behind the deficit-oriented label of “allophones” (those whose mother tongue is neither French nor English) that is used widely in the country. The study urges teachers and researchers to rethink language pedagogies that respond to and take full advantage of these student-directed strategies for better learning. Particularly, the paper argues for greater attention to students of non-alphabetic language backgrounds to recognize and co-learn with them about these self-initiated plurilingual strategies in order to build on their metalinguistic resources and create equitable classroom spaces for more effective teaching and learning.","PeriodicalId":153620,"journal":{"name":"Educational Linguistics","volume":"27 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-04-05","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"122317053","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0