Educational Linguistics最新文献_第2页

The knowledge-rich project, coloniality, and the preservation of whiteness in schools: a raciolinguistic perspective 知识丰富的计划、殖民主义和学校中白人的保留:一个种族语言学的视角

Educational Linguistics Pub Date : 2023-03-28 DOI: 10.1515/eduling-2022-0018

I. Cushing

{"title":"The knowledge-rich project, coloniality, and the preservation of whiteness in schools: a raciolinguistic perspective","authors":"I. Cushing","doi":"10.1515/eduling-2022-0018","DOIUrl":"https://doi.org/10.1515/eduling-2022-0018","url":null,"abstract":"Abstract Since the early 2010s, education policy in England has been shaped by so-called knowledge-rich ideologies of curriculum design, built around a purportedly essential body of knowledge which all children must be taught if they are to succeed in school and experience upward social mobility. The knowledge-rich project is underpinned by a colonial, missionary and conservative narrative that the homes of working class and racially marginalised families are illiterate, degenerate, and symptomatic of cultural, linguistic, and cognitive deficit – and these defects must be compensated for through Western-centric curricula. In this article I adopt a raciolinguistic perspective to trace the colonial histories of the knowledge-rich project and its emergence as a political and academic agenda in the 1980s. I argue that the knowledge-rich project is actively designed to sustain white supremacy through the systematic discrediting and annihilation of language practices of racially marginalised children, particularly those racialised as Black. I show how raciolinguistic ideologies are integral to the knowledge-rich project, circulating through racist perceptions about language and society which frame racialised children as displaying linguistic inadequacies which carry a threat to social and national cohesion.","PeriodicalId":153620,"journal":{"name":"Educational Linguistics","volume":"8 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-03-28","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"122936366","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

Quantity and quality of literacy instruction for English language learners in Indiana elementary schools 印第安纳州小学英语学习者识字教学的数量与质量

Educational Linguistics Pub Date : 2023-03-24 DOI: 10.1515/eduling-2022-0014

Haiyan Li, Wayne E. Wright, Trish Morita‐Mullaney

{"title":"Quantity and quality of literacy instruction for English language learners in Indiana elementary schools","authors":"Haiyan Li, Wayne E. Wright, Trish Morita‐Mullaney","doi":"10.1515/eduling-2022-0014","DOIUrl":"https://doi.org/10.1515/eduling-2022-0014","url":null,"abstract":"Abstract This research adopts a collective case study to explore the quantity (time allocations for key literacy components and group configurations) and the quality of English language arts (ELA) instruction for Grade 1 English language learners (ELLs) across six classrooms in three Indiana elementary school districts during the 2019–2020 school year. Three teachers (treatment group) were participants in a year-long professional development (PD) program consisting of ELL teacher licensure coursework (plus instructional coaching for two of the treatment teachers). The other three teachers (control group) did not participate in the PD program. Analysis of video-recordings of teachers’ ELA instruction, coded video instances, and time allocations reveal that overall treatment teachers allocated more time for the ELA block, more time for vocabulary, comprehension, and fluency instruction, and in general provided higher quality instruction. The findings provide evidence of the effectiveness of the PD program for improving ELA instruction for ELLs. However, both control and treatment teachers have some discrepancies in the quality and quantity of their literacy instruction compared to evidence-based research. This study holds important implications for literacy educators as they identify and employ strategies best suited for ELLs.","PeriodicalId":153620,"journal":{"name":"Educational Linguistics","volume":"7 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-03-24","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"123704406","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

The expectations-reality dissonance in student teaching: a discourse analysis of one pre-service teacher’s perspective 学生教学中的期望与现实失调:一位职前教师视角的语篇分析

Educational Linguistics Pub Date : 2023-03-17 DOI: 10.1515/eduling-2022-0020

J. Kaya

{"title":"The expectations-reality dissonance in student teaching: a discourse analysis of one pre-service teacher’s perspective","authors":"J. Kaya","doi":"10.1515/eduling-2022-0020","DOIUrl":"https://doi.org/10.1515/eduling-2022-0020","url":null,"abstract":"Abstract Student teaching has been conceptualized as an experience that translates into ample teaching practice and meaningful teacher knowledge. Such a conceptualization misses issues that emerge from student teaching as social practice (i.e., the distinctive ways people engage in activities associated with a particular domain of knowledge in a specific social context). Using interview data from a larger qualitative study that investigated pre-service teachers’ learning experiences, I conducted a discourse analysis of Lany’s perspective on her student teaching experience. Unlike other student teachers, Lany perceived the social practices at her placement to be unjust, holding student teaching with contempt and wanting it shortened. Findings indicated an expectations-reality dissonance in student teaching and the reproduction of socially constructed school norms and unequal social relations between school personnel and Lany. These constrained Lany’s abilities to practice teaching and shaped her identities. The study sheds light on the need for teacher educators and other tangential agents to more actively advocate for those who are apprenticing teachers to ensure quality education.","PeriodicalId":153620,"journal":{"name":"Educational Linguistics","volume":"122 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-03-17","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"122749178","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

Novice language teacher identity construction: similarities, differences, and beyond 新手语文教师身份建构:相同点、不同点和超越

Educational Linguistics Pub Date : 2023-01-16 DOI: 10.1515/eduling-2022-0013

Mostafa Nazari, Peter I. De Costa, Sedigheh Karimpour

引用次数: 3

Enhancing bilingual resources in third language acquisition: towards pedagogical translanguaging 加强第三语言习得中的双语资源:面向教学翻译

Educational Linguistics Pub Date : 2022-11-01 DOI: 10.1515/eduling-2022-0009

J. Cenoz, D. Gorter

{"title":"Enhancing bilingual resources in third language acquisition: towards pedagogical translanguaging","authors":"J. Cenoz, D. Gorter","doi":"10.1515/eduling-2022-0009","DOIUrl":"https://doi.org/10.1515/eduling-2022-0009","url":null,"abstract":"Abstract Third language acquisition in educational contexts is nowadays expanding in monolingual and multilingual contexts. One reason is the mobility of the population that results in an increasing number of home languages that are different from the school languages. Another reason is the spread of the teaching of English as a third language in multilingual school contexts where two other languages are also taught. Third language acquisition is a complex phenomenon that shares many characteristics with second language acquisition but also has some specific differences related to the effect of bilingualism on third language acquisition, multilingual learners’ repertoires and the specific role of metalinguistic awareness in language learning. The aim of this paper is threefold: 1) to look at the potential advantages of bilingualism on L3 considering the great diversity of situations in which an L3 is learned in school contexts; 2) to look at the similarities and differences between second and third language acquisition and 3) to discuss how pedagogical translanguaging can enhance bilingual resources so that L3 learners can develop an optimal use of their resources.","PeriodicalId":153620,"journal":{"name":"Educational Linguistics","volume":"122 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2022-11-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"124793977","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

Slicing the onion: reflections and projections on language education policy in the Caribbean 切洋葱:对加勒比地区语言教育政策的反思与展望

Educational Linguistics Pub Date : 2022-11-01 DOI: 10.1515/eduling-2022-0008

Shondel J. Nero

{"title":"Slicing the onion: reflections and projections on language education policy in the Caribbean","authors":"Shondel J. Nero","doi":"10.1515/eduling-2022-0008","DOIUrl":"https://doi.org/10.1515/eduling-2022-0008","url":null,"abstract":"Abstract The history of plantation slavery and European colonization in the Caribbean has left in its wake a rich and complex linguistic landscape, a colonial education structure, and a set of contradictory (creole/colonial) identities and language attitudes that make it fertile ground for a critical examination of language education policy development in the region. Using Jamaica, a former British colony as an illustrative case, this article takes a critical look at the historical and current framing and development of the multilayered “onion” that is language education policy in the Caribbean – a uniquely creole/colonial region with conflicting language ideologies. I examine the goals, actors, processes, and challenges and possibilities of LEP implementation (Nero, Shondel. 2018. Challenges of language education policy development and implementation in Creole-speaking contexts. In Jodi Crandall & Kathleen Bailey (eds.), Global perspectives on language education policies, 205–218. New York: Routledge and TIRF – The International Research Foundation), and also look ahead, recommending ways that we might craft viable 21st century education and LEP goals for the Caribbean and other former colonies around the world, given their colonial legacy and transnational present and future.","PeriodicalId":153620,"journal":{"name":"Educational Linguistics","volume":"1 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2022-11-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"130825159","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: 1

Illuminating language users in the discourse of linguistic diversity: toward justice-informed language education 语言多样性话语中的语言使用者启示:走向公正的语言教育

Educational Linguistics Pub Date : 2022-11-01 DOI: 10.1515/eduling-2022-0011

Ryuko Kubota, R. Aoyama, Takeshi Kajigaya, Ryan Deschambault

{"title":"Illuminating language users in the discourse of linguistic diversity: toward justice-informed language education","authors":"Ryuko Kubota, R. Aoyama, Takeshi Kajigaya, Ryan Deschambault","doi":"10.1515/eduling-2022-0011","DOIUrl":"https://doi.org/10.1515/eduling-2022-0011","url":null,"abstract":"Abstract The field of language education has mobilized diversity paradigms during the last several decades. Paradigms, such as world Englishes, English as a lingua franca, and translanguaging, have illuminated how linguistic forms and practices vary across locations, contexts, and individual linguistic repertoires. Although they aim to raise teachers’ and students’ engagement with linguistic heterogeneity, they are largely founded on the postmodern/poststructuralist valorization of linguistic hybridity and fluidity, which tends to neglect language users and thus overlooks the human differences that also inform that heterogeneity. True linguistic diversity and justice can be attained by both problematizing structural obstacles and recognizing that ideologies and structures are entrenched in unequal and unjust relations of power regarding race, gender, class, and sexuality, which influence diverse language users to communicate in certain ways. This conceptual paper problematizes the conventional focus on language in the discourse of linguistic diversity within language education, especially English language teaching, and proposes that we pay greater attention to language users. While recognizing that social justice is not a universal notion, we endorse an antiracist justice-informed contextualized approach to teaching about linguistic diversity by illuminating how diversity and power among language users as well as broader structures impact the nature of communication.","PeriodicalId":153620,"journal":{"name":"Educational Linguistics","volume":"1 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2022-11-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"129274597","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

Critical educational linguistics 批判教育语言学

Educational Linguistics Pub Date : 2022-09-27 DOI: 10.1515/eduling-2022-0007

A. Pennycook

引用次数: 2

Being and becoming an international student: the inter-relation between language socialization and identities 国际学生的存在与成为:语言社会化与身份认同的相互关系

Educational Linguistics Pub Date : 2022-08-29 DOI: 10.1515/eduling-2022-0004

Behnam Soltani, L. Tran, Amir Reza

引用次数: 0

“We are in our country. Why do we have to resort to western ways of doing things?”: an analytic framework for knowledge application in language teachers studying abroad “我们在自己的国家。为什么我们要用西方的方式做事?:国外语言教师知识应用的分析框架

Educational Linguistics Pub Date : 2022-08-09 DOI: 10.1515/eduling-2022-0010

Stevenson Marshall, A. Spracklin

引用次数: 0