Language, Culture and Curriculum最新文献_第4页

Crossing linguistic and disciplinary boundaries? Linguistic practices in STEM/S.T.E.M. classrooms, or how a multilingual habit does not make a multilingual monk 跨越语言和学科界限？STEM/S.T.E.M.课堂上的语言实践，或者多语言习惯如何不会造就多语言僧侣

IF 3.5 1区文学

Language, Culture and Curriculum Pub Date : 2023-07-06 DOI: 10.1080/07908318.2023.2232389

S. Melo-Pfeifer

引用次数: 0

Towards linguistically and culturally responsive curricula: the potential of reciprocal knowledge in STEM education 面向语言和文化响应课程:STEM教育中互惠知识的潜力

IF 3.5 1区文学

Language, Culture and Curriculum Pub Date : 2023-06-08 DOI: 10.1080/07908318.2023.2221895

Emmanuelle Le Pichon, Dania Wattar, Mai Naji, Hyunha Rosalia Cha, Ye Jia, Kanza Tariq

引用次数: 2

Local intercultural language assistants in New Zealand classrooms 新西兰课堂的当地跨文化语言助理

IF 3.5 1区文学

Language, Culture and Curriculum Pub Date : 2023-06-01 DOI: 10.1080/07908318.2023.2219062

Constanza Tolosa, D. Navarro, Ben Egerton

引用次数: 0

Over-framing: interrogating sentence frames as pedagogical support vs. language restriction 过度框架：作为教学支持的疑问句框架与语言限制

IF 3.5 1区文学

Language, Culture and Curriculum Pub Date : 2023-05-31 DOI: 10.1080/07908318.2023.2218096

Katherine Barko-Alva, Chris K. Chang‐Bacon

{"title":"Over-framing: interrogating sentence frames as pedagogical support vs. language restriction","authors":"Katherine Barko-Alva, Chris K. Chang‐Bacon","doi":"10.1080/07908318.2023.2218096","DOIUrl":"https://doi.org/10.1080/07908318.2023.2218096","url":null,"abstract":"ABSTRACT Sentence frames are a frequently used form of pedagogical scaffolding in language education. Yet there is debate around whether sentence frames offer the opportunity for analysis and internalisation of authentic language use, or simply facilitate rote, ‘plug and play’ language use. This paper takes a linguistic ethnography approach informed by case study methodology to explore the use of sentence frames in a dual language bilingual education (DLBE) setting. Data were collected across 78 h of field observations and 15 h of interviews conducted over one school year. Classroom observations and interviews were conducted in both Spanish and English. Findings point to the frequency with which the use of sentence frames can perpetuate a phenomenon we describe as over-framing. Specifically, our findings demonstrate tensions between a teacher’s introduction of sentence frames as a ‘fill in the blank’ format, as opposed to an opportunity to develop language awareness through breaking down and exploring frames with students collaboratively. We provide recommendations for shifting the field’s approach to the use of sentence frames in future research and practice.","PeriodicalId":17945,"journal":{"name":"Language, Culture and Curriculum","volume":" ","pages":""},"PeriodicalIF":3.5,"publicationDate":"2023-05-31","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"48170603","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":1,"RegionCategory":"文学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0

Teacher perception of language differences: challenging the normative futurity and native speakerism 教师对语言差异的感知：挑战规范的未来性和母语主义

IF 3.5 1区文学

Language, Culture and Curriculum Pub Date : 2023-05-22 DOI: 10.1080/07908318.2023.2212171

Sun Young Lee, Jieun Kim

{"title":"Teacher perception of language differences: challenging the normative futurity and native speakerism","authors":"Sun Young Lee, Jieun Kim","doi":"10.1080/07908318.2023.2212171","DOIUrl":"https://doi.org/10.1080/07908318.2023.2212171","url":null,"abstract":"ABSTRACT\u0000 While teachers value cultural and linguistic diversity, they see the benefits of speaking different languages in the future tense, feeling it hard to specify how language differences positively impact students’ learning in the present. This study explores teachers’ temporal perceptions of language differences, specifically focusing on how teacher perceptions of language differences as \"future assets\" are intertwined with native speakerism in the present. It draws on multi-year interviews that unveil how teachers prioritise monolingualism as the norm of classroom discourse and juxtaposes teachers' accounts with an immigrant child’s navigation of cultural-linguistic assets to speak Korean and English in non-school contexts. Through this, we argue that, whereas teachers see the potential benefits of speaking different languages that seek to pluralise the educational futures, they continue to hold the normative view on language differences by not being offered the epistemic tools to question whose future and whose language are imagined as the desired endpoints of language education. Approaching teachers’ statements as the outcome of the limited epistemic principles of normative futurity, this study calls for disrupting the continuity of native speakerism to support culturally and linguistically diverse students through the non-linear, reparative, and multiple relations to the futures in language education.","PeriodicalId":17945,"journal":{"name":"Language, Culture and Curriculum","volume":" ","pages":""},"PeriodicalIF":3.5,"publicationDate":"2023-05-22","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"47751392","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":1,"RegionCategory":"文学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0

Adult ethnic minorities’ mainstream language proficiency: cultural knowledge, cultural identification, and language use attitudes 少数民族成人主流语言能力:文化知识、文化认同与语言使用态度

IF 3.5 1区文学

Language, Culture and Curriculum Pub Date : 2023-05-18 DOI: 10.1080/07908318.2023.2210287

M. Gu, M. Chiu, Jennie Zhen Li

{"title":"Adult ethnic minorities’ mainstream language proficiency: cultural knowledge, cultural identification, and language use attitudes","authors":"M. Gu, M. Chiu, Jennie Zhen Li","doi":"10.1080/07908318.2023.2210287","DOIUrl":"https://doi.org/10.1080/07908318.2023.2210287","url":null,"abstract":"ABSTRACT This study examines how immigrants' enculturation/acculturation, language use, and parenting were linked to their oral and written language proficiencies in multilingual Hong Kong (speak English, speak Cantonese, read and write Chinese). Participants in this study included 655 immigrant parents (from Pakistan, Nepal, India, Philippines, Indonesia, Kenya, Bangladesh, Malaysia, and others). Structural equation modelling of survey responses showed that parents with greater ethnic enculturation or host acculturations reported better mainstream language skills (speak English, speak Cantonese, read and write Chinese). More heritage cultural knowledge was linked to better spoken Cantonese. Greater cultural identification with their own ethnic community was linked to better spoken English. Those with more local Chinese cultural knowledge reported better Chinese reading and writing and permissive parenting, which contributed to better English speaking. Compared to immigrant fathers, immigrant mothers reported lower Cantonese and English speaking proficiencies. Together, these results show that greater cultural identification with the ethnic community was linked to greater English-speaking skills.","PeriodicalId":17945,"journal":{"name":"Language, Culture and Curriculum","volume":" ","pages":""},"PeriodicalIF":3.5,"publicationDate":"2023-05-18","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"44054325","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":1,"RegionCategory":"文学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 1

Investigating the role of plurilingual pre-service language teachers’ psychological landscape in their learning-to-teach process 探究多语职前语言教师的心理景观在他们从学到教的过程中的作用

IF 3.5 1区文学

Language, Culture and Curriculum Pub Date : 2023-04-06 DOI: 10.1080/07908318.2023.2197237

Lena Cataldo-Schwarzl, Orly Haim, Eva Vetter

引用次数: 1

‘I’m aware of that, but … ’: breaking the silence on moral distress among language teachers 我知道，但是 … ’: 打破语文教师道德困境的沉默

IF 3.5 1区文学

Language, Culture and Curriculum Pub Date : 2023-03-16 DOI: 10.1080/07908318.2023.2189268

Athip Thumvichit

引用次数: 2

Identifying pluralistic approaches in language subjects in Denmark, Norway, and Sweden – A comparative curriculum analysis 确定丹麦、挪威和瑞典语言学科的多元化方法——比较课程分析

IF 3.5 1区文学

Language, Culture and Curriculum Pub Date : 2023-01-25 DOI: 10.1080/07908318.2022.2156528

Natascha Drachmann, Åsta Haukås, A. Lundberg

{"title":"Identifying pluralistic approaches in language subjects in Denmark, Norway, and Sweden – A comparative curriculum analysis","authors":"Natascha Drachmann, Åsta Haukås, A. Lundberg","doi":"10.1080/07908318.2022.2156528","DOIUrl":"https://doi.org/10.1080/07908318.2022.2156528","url":null,"abstract":"ABSTRACT In Scandinavia, plurilingualism has been embraced as an important goal in language curricula. However, research shows that teachers struggle to understand what plurilingualism is and how it can be implemented. To address this lack of clarity, we analysed the curricula for the three main language subjects of schooling in Denmark, Norway, and Sweden with the purpose of identifying which pluralistic approaches can be found in them. We based our analysis on the three main approaches described in The Framework of Reference for Pluralistic Approaches to Languages and Cultures: integrated didactic approach (IDA), intercomprehension between related languages (ICRL) and eveil aux langues (EAL). We found several similarities across the Scandinavian countries, but also some major differences, suggesting that plurilingual education in these countries will likely have different learning outcomes for the students. For example, IDA is lacking in the Swedish curriculum, and the goals for ICRL are more ambitious in Denmark than in the other countries. Furthermore, Norway and Sweden include national minority languages in their pluralistic approaches, whereas no attention is given to language diversity in regions with close political bonds to Denmark, such as the Faroe Islands, Iceland, and Greenland.","PeriodicalId":17945,"journal":{"name":"Language, Culture and Curriculum","volume":"36 1","pages":"327 - 342"},"PeriodicalIF":3.5,"publicationDate":"2023-01-25","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"46333231","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":1,"RegionCategory":"文学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 1

The Testing culture and the role of private education 测试文化与私立教育的作用

IF 3.5 1区文学

Language, Culture and Curriculum Pub Date : 2022-12-15 DOI: 10.1080/07908318.2022.2148686

Janina Brutt‐Griffler, Sumi Kim

引用次数: 0