Educational Linguistics最新文献_第3页

Framing bilingualism within the context of a transnational border: place-based and place-conscious enactments for two kinds of bilingual youth in Laredo, Texas 在跨国边界的背景下构建双语:德克萨斯州拉雷多两类双语青年的地方本位和地方意识立法

Educational Linguistics Pub Date : 2022-06-01 DOI: 10.1515/eduling-2022-0003

C. Faltis

引用次数: 1

Language proficiency: from description to prescription and back? 语言能力:从描述到处方再返回?

Educational Linguistics Pub Date : 2022-06-01 DOI: 10.1515/eduling-2021-0006

C. Leung

{"title":"Language proficiency: from description to prescription and back?","authors":"C. Leung","doi":"10.1515/eduling-2021-0006","DOIUrl":"https://doi.org/10.1515/eduling-2021-0006","url":null,"abstract":"Abstract Language proficiency, when expressed as a grade or a mark, is often associated with the notions of measurement accuracy, reliability and trustworthiness. In this article my focus is on English as an additional/second language proficiency in the past fifty years or so. I will suggest that the notion of proficiency is an artefact influenced by the ebbs and flows of intellectual movements and conceptual recontextualizations. The onset of the concept of communicative competence in the 1970s serves as the point of departure for this discussion. I will explore the ways in which this primarily research-oriented concept has been filtered through a particular set of disciplinary and ideological perspectives that led to a pared-down view of language communication and a universalist approach to curriculum development and assessment of proficiency. After that I will turn to the recent research findings and theorizations in fields such as academic literacies, English as a Lingua Franca, flexible multilingualism and translanguaging to show the need for a more empirically situated, dynamic and fluid approach to language use and language proficiency. Further exploratory work is needed at this watershed moment. I will illustrate some of the challenges by analysing some of the conceptual and technical difficulties found in an international language curriculum and assessment framework as it attempts to embody a more dynamic and situated approach. In the final part of the discussion I will suggest a set of basic questions for further reflexive analysis and research.","PeriodicalId":153620,"journal":{"name":"Educational Linguistics","volume":"1 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2022-06-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"128854099","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: 6

Bangla and the identity of the heritage language teacher 孟加拉语与传承语言教师的身份

Educational Linguistics Pub Date : 2022-03-10 DOI: 10.1515/eduling-2021-0008

Asma Afreen, B. Norton

{"title":"Bangla and the identity of the heritage language teacher","authors":"Asma Afreen, B. Norton","doi":"10.1515/eduling-2021-0008","DOIUrl":"https://doi.org/10.1515/eduling-2021-0008","url":null,"abstract":"Abstract Research on language teacher identity in the field of heritage language (HL) teaching has received little attention, although identity is a central concern in HL education. Our research seeks to address this gap in the research on language teacher identity. Drawing on the Darvin and Norton’s (2015) conceptual framework of identity and investment, we investigate the extent to which Bangla HL teachers are invested in teaching Bangla, and how their investment provides insight into their identity as heritage language teachers. The study was conducted at the community-based Vancouver Bangla School, and the data, which focuses on our focal participant, Mili, were drawn from a year-long qualitative case study. Data sources include participant classroom observations, field notes, interview transcripts, a questionnaire, and educational resources used in the class, which were analyzed using thematic analysis. Findings indicate that Mili’s investment in teaching Bangla was deeply rooted in her ideological belief in the importance of HL maintenance for cultural continuity. However, she was also interested in the transcultural relationship between Bangla and English, and between Bangladeshi culture and Canadian culture. Her investment in teaching Bangla as a heritage language suggests that an HL teacher may serve as a cultural mentor, collaborator, innovator, and active community member. As a member of both the Canadian and Bangladeshi cultural community, she valued students’ Canadian cultural practices and helped students in negotiating their new transcultural identities as Bangladeshi-Canadians. Our study suggests that the identity of the HL teacher could be expressed as a transcultural identity that resists binaries and embraces hybridity.","PeriodicalId":153620,"journal":{"name":"Educational Linguistics","volume":"49 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2022-03-10","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"114508350","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: 2

The dark side of EMI?: a telling case for questioning assumptions about EMI in HE 百代的阴暗面?:一个对高等教育中EMI假设提出质疑的生动案例

Educational Linguistics Pub Date : 2022-03-03 DOI: 10.1515/eduling-2021-0007

D. Block

{"title":"The dark side of EMI?: a telling case for questioning assumptions about EMI in HE","authors":"D. Block","doi":"10.1515/eduling-2021-0007","DOIUrl":"https://doi.org/10.1515/eduling-2021-0007","url":null,"abstract":"Abstract The neoliberalisation of higher education (HE), which began in earnest about three decades ago, and the global spread of English, which began earlier, together have motivated an exponential increase in the number of universities worldwide offering English-medium instruction (EMI) as a key part of their internationalisation policies. EMI in HE is by now a much discussed and examined phenomenon; however, all too often research does not challenge certain assumptions about its existence. One assumption is that the introduction of EMI is an on-the-whole innocuous change in how HE courses are delivered, and that any negative side effects for the primary stakeholders, lecturers or students, are minimal. This paper takes a contrarian and critical view of EMI, highlighting its more problematic side. This is done to some extent through a short and selective discussion of relevant literature in the next section. However, the critique comes through most clearly in subsequent sections of the paper, in which interview data collected from an EMI lecturer at a university in Catalonia are examined. As will become clear, the perspective of this single informant, presented as a ‘telling case’ (Mitchell, John C. 1984. Typicality and the case study. In R. Ellen (ed.), Ethnographic research: A guide to general conduct, 237–241. London: Academic Press), is illuminating, as it highlights aspects of EMI that do not often appear in policy documents and research publications focussing on the topic.","PeriodicalId":153620,"journal":{"name":"Educational Linguistics","volume":"330 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2022-03-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"115965769","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: 10

Implementation of multilingual mother tongue education in Cambodian public schools for indigenous ethnic minority students 在柬埔寨公立学校对土著少数民族学生实施多语母语教育

Educational Linguistics Pub Date : 2022-03-01 DOI: 10.1515/eduling-2022-0002

Wayne E. Wright, Sovicheth Boun, Virak Chan

引用次数: 2

Do we need critical educational linguistics? 我们需要批判教育语言学吗?

Educational Linguistics Pub Date : 2022-02-24 DOI: 10.1515/eduling-2021-0003

B. Spolsky

引用次数: 5

Researching and teaching (with) the continua of biliteracy 研究和教学(以)持续的双语

Educational Linguistics Pub Date : 2022-02-23 DOI: 10.1515/eduling-2021-0004

N. Hornberger

{"title":"Researching and teaching (with) the continua of biliteracy","authors":"N. Hornberger","doi":"10.1515/eduling-2021-0004","DOIUrl":"https://doi.org/10.1515/eduling-2021-0004","url":null,"abstract":"Abstract The continua of biliteracy model offers an ecological framework to situate research, teaching, and language policy in multilingual settings. Biliteracy is understood as “any and all instances in which communication occurs in two (or more) languages in or around writing” and the continua as complex, fluid, and interrelated dimensions of communicative repertoires; it is in the dynamic, rapidly changing and sometimes contested spaces along and across the continua that biliteracy use and learning occur. Formulated in the 1980s in the context of a multi-year, comparative ethnography of language policy in two Philadelphia public schools and communities, the model has served in the years since as heuristic in research, teaching, and program development locally, nationally, and internationally in Indigenous, immigrant, diaspora and decolonizing language education contexts. It has evolved and adapted to accommodate both a changing world and a changing scholarly terrain, foregrounding ethnographic monitoring, mapping, ideological and implementational spaces, voice, and translanguaging, antiracist and decolonial pedagogies in multilingual education policy and practice. I trace this trajectory, highlighting experiences in immigrant contexts of Philadelphia and Indigenous contexts of South Africa, Sweden, and Peru where the continua of biliteracy have informed bilingual program development and Indigenous and second language teaching.","PeriodicalId":153620,"journal":{"name":"Educational Linguistics","volume":"19 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2022-02-23","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"123947062","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: 2

Translanguaging and flows: towards an alternative conceptual model 译语与流:走向另一种概念模型

Educational Linguistics Pub Date : 2022-02-01 DOI: 10.1515/eduling-2022-0001

J. Lemke, Angel M. Y. Lin

引用次数: 10

Challenges in decolonizing linguistics: the politics of enregisterment and the divergent uptakes of translingualism 非殖民化语言学的挑战:注册政治和翻译主义的不同吸收

Educational Linguistics Pub Date : 2022-02-01 DOI: 10.1515/eduling-2021-0005

Suresh Canagarajah

引用次数: 19

The Dynamic Nature of Plurilingualism: Creating and Validating CEFR Descriptors for Mediation, Plurilingualism and Pluricultural Competence 多元语言的动态本质:创建和验证中介、多元语言和多元文化能力的CEFR描述符

Educational Linguistics Pub Date : 2020-04-10 DOI: 10.1007/978-3-030-36983-5_13

E. Piccardo, B. North

引用次数: 7