Journal of Multilingual Theories and Practices最新文献

{"title":"Language awareness and the online experiences of transnational Chinese dual language teachers during the global pandemic","authors":"Mei-Ying Chen, Sandro R. Barros","doi":"10.1558/jmtp.21184","DOIUrl":"https://doi.org/10.1558/jmtp.21184","url":null,"abstract":"The experience of transnational teachers who serve in bilingual education programmes in the US remains, by and large, under-examined in the literature. To fill this gap, this study adopted a phenomenological methodology attuning, specifically, to the impact that the shift to online instruction had on the language awareness of five transnational Chinese teachers working at dual language immersion programmes during the Covid-19 pandemic. Using conversations with these professionals as the data source, and mobilising standard language ideology and translanguaging as interpretative frameworks, this study identified three aspects of teachers’ language awareness related to the transition online: (1) contradictions in the linguistic and curricular push towards achieving linguistic homogeneity within dual language immersion programmes, (2) the influence of monoglossic language policies in practical teaching decisions and (3) the surfacing of translingual pedagogies as a demand of the online space.","PeriodicalId":391103,"journal":{"name":"Journal of Multilingual Theories and Practices","volume":"55 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2022-03-28","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"116373802","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}

{"title":"Translanguaging in online language teaching","authors":"Apsara Wimalasiri, Corinne A. Seals","doi":"10.1558/jmtp.20849","DOIUrl":"https://doi.org/10.1558/jmtp.20849","url":null,"abstract":"The Covid-19 pandemic has restricted social interactions to online spaces, shifting usual face-to-face classrooms to online platforms. This article investigates how teachers and adult learners in an English as an additional language classroom experience these changes, solve problems that arise and negotiate their teaching and learning methods in an online space. Specifically, we focus on a case involving a teacher practising in an online Zoom English language classroom during the 2020 Covid-19 lockdown in Aotearoa New Zealand. The data for this article come from a semi-structured narrative interview, four hours of online classroom observations and a stimulated recall session. Data analysis was conducted using the Interactional Sociolinguistics approach to discourse analysis. Findings from this study show how the teacher shifted to an online space, overcoming initial struggles and negotiating her teaching methodologies, including making use of new technological advancements of the online platforms she used. Additionally, the data highlight the teacher’s efforts to maintain pedagogical translanguaging in her online classes as an effective language teaching strategy. However, there are also restrictions in her awareness of benefits of using spontaneous translanguaging in the language classroom, highlighting that her choices do not always align with translanguaging as a form of social justice.","PeriodicalId":391103,"journal":{"name":"Journal of Multilingual Theories and Practices","volume":"6 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2022-03-28","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"131810963","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}

{"title":"Tensions and potentials of translanguaging in online spaces","authors":"Jeannette D. Alarcón, Ye He, Joan Lachance, Jamie L. Schissel, M. Zoch","doi":"10.1558/jmtp.20796","DOIUrl":"https://doi.org/10.1558/jmtp.20796","url":null,"abstract":"While dual language bilingual education (DLBE) programmes in the United States aim at cultivating pedagogical practices that support bilingualism and biliteracy development, they often idealise instructional models that separate languages within instruction and create educational spaces that privilege monolingual English-language proficiency standards. Scholars have called on schools to focus on the learning needs of language-minoritised learners through pedagogies that build upon the bilingual resources from language-minoritised learners and educators. One approach is adopting translanguaging pedagogies that promote flexible, hybrid, fluid languaging practices and advance social justice agendas in classrooms, ensuring that all students are educated deeply and justly. With the transition to and expansion of online teacher education programmes, it is critical to explore how teacher educators support teachers’ beliefs regarding translanguaging in online spaces. This self-study aimed to investigate our efforts as teacher educators to include translanguaging pedagogies as both a way to model practices and a conceptual framework for supporting in-service teachers to understand languages and language learning at a deeper level by exploring the guiding question: How has translanguaging (planned and unplanned) been part of online DLBE teacher education learning spaces? Using a narrative inquiry analysis based on teacher educators’ individual journals and critical friend group discussions, we explored both the tensions and potentials in online teaching and teacher education spaces based on our experiences.","PeriodicalId":391103,"journal":{"name":"Journal of Multilingual Theories and Practices","volume":"3 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2022-03-28","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"126662721","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}

{"title":"Shifting beliefs and practices on translanguaging in an online master’s programme","authors":"Bridget A. Goodman","doi":"10.1558/jmtp.21042","DOIUrl":"https://doi.org/10.1558/jmtp.21042","url":null,"abstract":"The purpose of this article is to present action research on translanguaging beliefs and practices in an online graduate education programme. The focal course is a master’s programme in an English-medium university in Kazakhstan, a country with two official languages (Kazakh and Russian), a trilingual education policy to develop proficiency in English alongside Russian and Kazakh, and a history of mixing Russian and Kazakh languages. The focal course shifted to an online teaching mode in Fall 2020 due to the Covid-19 crisis. The author has analysed data from a Zoom recording of a class lecture and a post-course anonymous survey to identify students’ beliefs and shifts in beliefs, along with influences on those beliefs. The findings suggest there are a constellation of influences online and offline that contribute to the positions and movement of student beliefs along different continua about translanguaging. One unique online contribution may be workshops and seminars in distant locales that might not otherwise be accessible for students face-to-face. Regardless of modality, providing active models of pedagogical translanguaging is recommended in future professional development courses.","PeriodicalId":391103,"journal":{"name":"Journal of Multilingual Theories and Practices","volume":"8 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2022-03-28","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"131957592","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}

{"title":"‘Keeping home languages out of the classroom’","authors":"Qianqian Zhang‐Wu","doi":"10.1558/jmtp.21280","DOIUrl":"https://doi.org/10.1558/jmtp.21280","url":null,"abstract":"Despite the growing cultural and linguistic diversity, monolingual ideologies are still rampant in American higher education. As an effort to decentre English-only, translingualism is gaining momentum in US college composition studies. Yet, existing research on translingual writing at the tertiary level remains largely conceptual and focused on in-person teaching contexts. Focusing on an argumentative essay unit in an asynchronous online writing class designed specifically for first-year multilingual international students, this exploratory qualitative study seeks to answer: (1) How did the participants perceive home language usage in American higher education? (2) How, if at all, did they put translingual writing into practice in the online writing class? Drawing upon analysis of students’ online discussion board posting, responding and their argumentative essays, the study indicates that most multilingual international students were predisposed with an English-superiority fallacy and argued that home languages should be kept out of the college classrooms. While most of the class chose to resort to English in their academic writing, several students enacted translingualism and code-meshed with their home languages to serve different purposes. This study sheds light on the complexity and dynamics of multilingual students’ translingual written practices online and points out directions for future research.","PeriodicalId":391103,"journal":{"name":"Journal of Multilingual Theories and Practices","volume":"38 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2022-03-28","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"116409797","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}

{"title":"Perspectives on the multilingual turn in assessment","authors":"Janna Fox","doi":"10.1558/jmtp.21447","DOIUrl":"https://doi.org/10.1558/jmtp.21447","url":null,"abstract":"<jats:p>.</jats:p>","PeriodicalId":391103,"journal":{"name":"Journal of Multilingual Theories and Practices","volume":"22 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2021-12-07","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"127482634","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}

{"title":"construction of bilingual abilities through monoglossic literacy assessments","authors":"Sofía E. Chaparro, Jamie L. Schissel, Chelsey Klassen","doi":"10.1558/jmtp.19688","DOIUrl":"https://doi.org/10.1558/jmtp.19688","url":null,"abstract":"Schools and classrooms are positioned as sites where various community members come together with the shared goal of fostering and developing bilingual abilities in bilingual education programmes in the United States. In relation to the specific social, political and historical framings relevant to the school or classroom context, individuals in these settings separately and collectively operate in ways that not only support but conversely also erode the possibilities of meeting this goal. The limited purview of currently available and/or well-established forms of assessments in particular around bilingualism often constrains actions. When these assessments are used for decision-making processes in the classroom, the forms of language supported in the assessment can have consequences for understanding bilingualism throughout the school. Through the analysis of recorded assessment interactions, and building on the research which has illustrated how monoglossic literacy assessments, developed for monolingual children, fail to capture bilingual abilities, we illustrate the process of how children’s bilingual abilities become constructed through a monoglossic lens. Together with the narrow definitions of literacy which characterise these assessments, children’s emerging biliteracy becomes invisibilised. The data for this study come from an ethnographic, discourse analytic study of one bilingual, Two-Way Immersion programme that was part of a large urban K-8th school. Using the lens of Language Policy and Planning (LPP), we describe how confusing and contradictory policies were communicated and enacted from the multilingual teacher leaders to the classroom teachers, who were required to assess all students with reading assessments used for benchmarks by the district. Through the analysis of field notes as well as audio transcriptions of testing interactions, we show how literacy assessments that assume monolingualism as the norm fail to capture the multilingual knowledge and repertoires of emergent bilingual children. Through this analysis we show how, in this context, bilingual abilities were defined through multiple, flawed layers of language policies and decision-making – from school leaders with limited knowledge of bilingualism, to frustrated teacher-leaders with differing opinions, to stressed teachers who have no choice but to carry out the decisions made by others – so that children in the end are categorised and assessed in ways that do not show their bilingual knowledge. ","PeriodicalId":391103,"journal":{"name":"Journal of Multilingual Theories and Practices","volume":"1 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2021-12-07","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"130760764","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}

{"title":"Examining validity issues in classifying and exiting English learners through dynamic views of language proficiency","authors":"Sultan Turkan","doi":"10.1558/jmtp.19826","DOIUrl":"https://doi.org/10.1558/jmtp.19826","url":null,"abstract":"With the growing English learner population, this study identifies issues of fairness around cut score setting practices that impact English learner (EL) classifications and reclassifications in the US context. High-stakes decisions regarding the education of ELs have relied mostly on English language proficiency (ELP) assessments and the ELP-related classifications. The ELP-related classifications are central to ELs’ life cycles in US schooling. These classifications impact decisions as to whom to designate as EL, whom to administer content assessments to, and who benefits from instructional support programmes. This study examines the practices in the US pre-and post- ‘Every Child Succeeds Act’ (ESSA) of 2015 and takes a dynamic multilingualism perspective to discuss what validity evidence is missing in the current classification practices and what could be done to better align the classification practices with the dynamic languaging practices of multilingual learners.","PeriodicalId":391103,"journal":{"name":"Journal of Multilingual Theories and Practices","volume":"15 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2021-12-07","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"128913888","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}

{"title":"How are multilingual communities of practice being considered in language assessment? A language ecology approach","authors":"A. Arias, Jamie L. Schissel","doi":"10.1558/jmtp.21242","DOIUrl":"https://doi.org/10.1558/jmtp.21242","url":null,"abstract":"<jats:p>.</jats:p>","PeriodicalId":391103,"journal":{"name":"Journal of Multilingual Theories and Practices","volume":"93 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2021-12-07","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"116199784","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}

{"title":"framework to accumulate validity evidence for intended and actual consequences of Korean language proficiency testing","authors":"Dongil Shin","doi":"10.1558/jmtp.19451","DOIUrl":"https://doi.org/10.1558/jmtp.19451","url":null,"abstract":"Korea is rapidly becoming a multicultural society. As the notion of purity in ethnic bloodline has long been a requisite for ‘Koreanness’, however, the cultural nationalist identity seems to be maintained on proficiency levels tested by the most powerful, government-instituted Korean language test, TOPIK (Test of Proficiency in Korean). Research on immigrants’ language practices, ideologies and (language) testing requirements has been bleak in Korean contexts, and this article proposes one such framework by combining critical discursive approaches and contemporary argument-based approaches to validation to evaluate a newly developed test, TOPIK-speaking, and related policy issues. Drawing on Shohamy’s critical language testing (CLT), Fairclough’s critical discourse analysis (CDA), and Bachman and Palmer’s assessment use argument (AUA), it illustrates the unique features of a validation framework and uses TOPIK-speaking as an example to collect and evaluate empirical evidence for its intended and actual consequences. The practice of testing consequences should be discursively analysed as a multilayered phenomenon, reinforced by discursive conflicts, such as represented in the media.","PeriodicalId":391103,"journal":{"name":"Journal of Multilingual Theories and Practices","volume":"49 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2021-12-07","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"125527723","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}