Journal of Multilingual Theories and Practices最新文献_第4页

Teacher expectations of multilingual students’ achievement 教师对多语种学生成绩的期望

Journal of Multilingual Theories and Practices Pub Date : 2021-12-07 DOI: 10.1558/jmtp.19513

Fauve De Backer, Wendelien Vantieghem, Koen Van Gorp, S. Slembrouck, Piet van Avermaet

{"title":"Teacher expectations of multilingual students’ achievement","authors":"Fauve De Backer, Wendelien Vantieghem, Koen Van Gorp, S. Slembrouck, Piet van Avermaet","doi":"10.1558/jmtp.19513","DOIUrl":"https://doi.org/10.1558/jmtp.19513","url":null,"abstract":"Assessment is a powerful tool for both teachers and students to get more insight into students’ competences. However, multilingual learners may be underperforming on tests because linguistic barriers hinder them in demonstrating their content knowledge. In this study, we investigate whether multilingual assessment holds the potential to adjust erroneous teacher expectations of multilingual students. We discuss a randomised experiment in which 1,154 students in 5th grade (age 9 to 12) were randomly assigned to one of four test conditions: (1) a bilingual test, (2) a bilingual test with additional read-aloud accommodation in both the language of schooling and home language, (3) read-aloud accommodation in the language of schooling and (4) a control condition without accommodations. Flemish teachers were asked how well they expected their students to perform on a science test. By using chi-square tests, we examine the accuracy of teacher expectations and investigate whether this differs according to students’ linguistic backgrounds and test accommodations. The results suggest that when multilingual students use read-aloud accommodations in their L1, they more often tend to do better than expected by their teachers. Implications for testing culture, test accommodations and teacher expectations are discussed.","PeriodicalId":391103,"journal":{"name":"Journal of Multilingual Theories and Practices","volume":"52 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":"133049818","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

Language assessment frameworks as language policy 作为语言政策的语言评估框架

Journal of Multilingual Theories and Practices Pub Date : 2021-12-07 DOI: 10.1558/jmtp.20395

Saskia Van Viegen, E. Jang

引用次数: 0

Adolescent test-taker characteristics 青少年应试者特征

Journal of Multilingual Theories and Practices Pub Date : 2021-12-07 DOI: 10.1558/jmtp.19885

Yun-Yee Cheong

{"title":"Adolescent test-taker characteristics","authors":"Yun-Yee Cheong","doi":"10.1558/jmtp.19885","DOIUrl":"https://doi.org/10.1558/jmtp.19885","url":null,"abstract":"This qualitative validation study investigates the characteristics and needs of adolescent test-takers sitting the reading paper of the Singapore-Cambridge General Certificate of Education Ordinary-Level Chinese Language Examination (GCE 1160). Specifically, evidence gathered through semi-structured interview and document analysis was organised around the following three issues: adolescence and adolescent literacy; reading motivation, interests and authenticity; and new technologies and reading literacy. Findings from the analysis suggest that Singaporean adolescents are generally becoming less motivated to read extensively in the Chinese language, seemingly the direct result of digital technologies and heavy homework loads. It also appeared that motivation to read is connected to the relevance and appeal of texts available as well as the perceived value of reading in securing better education and job opportunities. Another pattern illustrated by the study was that the internet is the defining technology for literacy and learning for Singaporean adolescents. Whilst evidence suggested that the GCE 1160 reading examination is designed with adequate knowledge of adolescence and adolescent literacy, several threats to validity were identified, including the relatively low appeal of the passages to test-takers, and their relevance, authenticity and sensitivity to new technologies and reading literacy. Drawing on a socio-cognitive validation framework, the study analyses these threats to validity and outlines practical directions whereby policy-makers and test designers might develop the reading examination.","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":"123503142","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

Examinations in Singapore’s bilingual policy 考试在新加坡的双语政策

Journal of Multilingual Theories and Practices Pub Date : 2021-05-04 DOI: 10.1558/JMTP.13465

C. Lee, C. Phua

{"title":"Examinations in Singapore’s bilingual policy","authors":"C. Lee, C. Phua","doi":"10.1558/JMTP.13465","DOIUrl":"https://doi.org/10.1558/JMTP.13465","url":null,"abstract":"Singapore is a multiracial nation with three-quarters of the population comprised of ethnic Chinese people. The nation’s ‘English-knowing’ bilingual policy has resulted in a steady decline in Mandarin competency, causing much concern. While agreeing that prestige planning (related to the perceived status of the language) is lacking in Chinese language education in Singapore, some suggest that Singapore can leverage China’s economic success or strengthen the Chinese curriculum to arrest the problem. An understanding of the historical developments behind Chinese language policies is necessary to grasp the link between prestige planning and language-in-education in Singapore. This paper adopts a historical approach to show how examinations have been used as essential tools in Singapore’s meritocratic society to adjust the requirements of Chinese language education, directly affecting the learning of Mandarin and resulting in a shift from prestige planning to image planning (which relates to language identity). The primary sources used in this paper include transcripts of Parliamentary debates and reports from leading newspapers, both English and Chinese, which are critical to understanding the rationale of language policies.","PeriodicalId":391103,"journal":{"name":"Journal of Multilingual Theories and Practices","volume":"1 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2021-05-04","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"129108527","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

LangCrit analysis of teachers’ beliefs about language learning and language diversity LangCrit分析教师对语言学习和语言多样性的看法

Journal of Multilingual Theories and Practices Pub Date : 2021-05-04 DOI: 10.1558/JMTP.19104

C. Dobbs, C. M. Leider

{"title":"LangCrit analysis of teachers’ beliefs about language learning and language diversity","authors":"C. Dobbs, C. M. Leider","doi":"10.1558/JMTP.19104","DOIUrl":"https://doi.org/10.1558/JMTP.19104","url":null,"abstract":"Research has suggested that teachers’ beliefs about multilingual learners directly impact their instructional practices, and teacher educators have called for more explicit focus on addressing beliefs related to language learning and multilingual learners in teacher training programmes. Drawing from LangCrit theory, we analysed 15 early-career teachers’ beliefs about language learning. All participants were enrolled in a teacher education programme and taking a state mandated course focused on teaching multilingual learners. At the start of the course, after completing modified versions of the Beliefs About Language Learning Inventory (BALLI) and the Language Attitudes Teacher Survey (LATS), participants were asked to identify survey items that represented truths or myths of bilingualism and to reflect on their own beliefs about the topic and how those beliefs were formed. We utilised positioning theory and LangCrit theory to make meaning of participant responses. Findings suggest that participants were likely to select similar items for reflection. Additionally, their responses connected to their personal experiences of language learning in their own lives or previous classroom experiences. In line with LangCrit theory, participant responses connected their individual stories to broader discourses and emphasised socially bounded hierarchies and the dominance of English as a teaching goal. However, responses rarely addressed how language diversity is related to race or racism. Implications for teacher beliefs, particularly with regard to teacher education and policy, are discussed.","PeriodicalId":391103,"journal":{"name":"Journal of Multilingual Theories and Practices","volume":"13 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2021-05-04","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"133537445","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: 4

‘It’s not from a textbook, it’s from your real life’ “这不是来自教科书，而是来自你的现实生活。”

Journal of Multilingual Theories and Practices Pub Date : 2021-05-04 DOI: 10.1558/JMTP.18424

Mila Schwartz, Michal Segev

{"title":"‘It’s not from a textbook, it’s from your real life’","authors":"Mila Schwartz, Michal Segev","doi":"10.1558/JMTP.18424","DOIUrl":"https://doi.org/10.1558/JMTP.18424","url":null,"abstract":"This paper sets out to investigate teachers as agents in Israel, comparing Israeli born teachers with those who had past immigration experiences, regarding their attitudes toward multilingual students, personal practical knowledge and classroom practices in this field. In this study, we applied linguistic ethnography to elicit attitudinal and personal information from 20 inservice teachers. We collected participants’ data via semistructured interviews and entered additional (e.g., nonverbal) information in a researcher’s journal. We performed discourse analysis and thematic analysis to identify significant themes and indicate contributors to teachers’ agency. Data indicated attitudinal differences between immigrant and Israeli-born teachers. Immigrant teachers were found to possess personal practical knowledge that originated in their past immigration experiences. Based on this, they were able to form personal connections with immigrant students and employ diverse techniques that improved their teaching in multilingual classes. This study proposes a model of immigrant teachers’ agency shaped by teachers’ attitudes toward multilingual students in interaction with their personal practical knowledge and expressed in their classroom practices and affective behaviours. The conclusions from the study may contribute to developing teacher-training and innovative teaching techniques.","PeriodicalId":391103,"journal":{"name":"Journal of Multilingual Theories and Practices","volume":"85 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2021-05-04","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"129860852","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

Journal of Multilingual Theories and Practices Pub Date : 2021-05-04 DOI: 10.1558/JMTP.18564

M. Santello

引用次数: 0

Ideological and implementational spaces in Covid-era language policy and planning covid - 19时代语言政策和规划中的意识形态和实施空间

Journal of Multilingual Theories and Practices Pub Date : 2021-05-04 DOI: 10.1558/JMTP.19923

N. Hornberger

{"title":"Ideological and implementational spaces in Covid-era language policy and planning","authors":"N. Hornberger","doi":"10.1558/JMTP.19923","DOIUrl":"https://doi.org/10.1558/JMTP.19923","url":null,"abstract":"The ongoing global pandemic exacerbates, but does not initiate, longstanding language policy and planning (LPP) concerns around the ways language education policies and practices sustain inequalities across linguistic and social identities. Elsewhere, I have argued there is an urgent need for language users, educators and researchers to counter those inequalities, filling up and wedging open ideological and implementational spaces for multiple languages, literacies, identities and practices to flourish in classroom, community and society. Here, using the lens of layered, scaled and interacting implementational and ideological spaces and focusing on cases of Indigenous education in the Andes and Mexico, I explore how ethnographic studies uncover intertwining LPP dynamics that might be leveraged to promote social change in the Covid heightened context of inequality. For example, potential equality and actual inequality of languages intertwine in Mexican education policy and practice to interrupt spaces for Maya language in a Yucatec Mayan Indigenous preschool, and intertwining monoglossic and heteroglossic language ideologies in the discourse of Indigenous leaders of Ecuador’s bilingual intercultural education reveal tensions negotiated in the politics of Kichwa identity and language across spaces like ministry offices, bilingual classrooms or official translation workshops. Meanwhile, top-down and bottom-up LPP activities intertwining in Peruvian bilingual education are leveraged locally to create transformational spaces for Quechua youth to acquire and use their heritage language in multimodal ways, and critical and transformative LPP research paradigms intertwine in an ethnographic project examining how higher education administrators, teachers and students collaborate to create new spaces for Indigenous language learning in Diidxazá/Isthmus Zapotec classes in Oaxaca, Mexico. How might these dynamic LPP ideological and implementational spaces be leveraged to confront the ever-greater inequities wrought by Covid in Indigenous educational access and ways of speaking and being?","PeriodicalId":391103,"journal":{"name":"Journal of Multilingual Theories and Practices","volume":"2 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2021-05-04","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"123695201","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

Social and other nonlinguistic dimensions of grassroots heritage language community groups 基层传承语言社区群体的社会和其他非语言维度

Journal of Multilingual Theories and Practices Pub Date : 2021-05-04 DOI: 10.1558/JMTP.17206

Martin Guardado

引用次数: 0

Does bilingualism correlate with or predict higher proficiency in L3 English? A contrastive study of monolingual and bilingual learners 双语能力是否与三级英语水平的提高相关或预示着三级英语水平的提高?单语学习者与双语学习者的对比研究

Journal of Multilingual Theories and Practices Pub Date : 2020-12-01 DOI: 10.1558/JMTP.15517

Eliane Lorenz, Sharareh Rahbari, Ulrike Schackow, Peter Siemund

{"title":"Does bilingualism correlate with or predict higher proficiency in L3 English? A contrastive study of monolingual and bilingual learners","authors":"Eliane Lorenz, Sharareh Rahbari, Ulrike Schackow, Peter Siemund","doi":"10.1558/JMTP.15517","DOIUrl":"https://doi.org/10.1558/JMTP.15517","url":null,"abstract":"This study investigates whether English in instructed settings is more successfully acquired by learners who are already bilingual in comparison to those with a monolingual background. There remains substantial controversy regarding potential advantages of bilingual speakers in their acquisition of additional languages, especially in heritage speaker contexts. We here contribute to this discussion by analysing the English C-test results of 1,718 bilingual and monolingual students of grades 7 and 9, sampled in schools across Germany. The bilingual students speak either Russian or Turkish (heritage language) and German (majority language). The monolingual control group was raised in German only. The main predictor variables are reading fluency and comprehension in German and the heritage languages. Additional predictor variables include school type, school year, socioeconomic status, cognitive ability, amongst others. Using correlation and regression analyses we test if reading fluency and comprehension impact proficiency in English and if bilingual students enjoy advantages over their monolingual German peers. The results reveal no systematic advantage of bilingual students, although we find significant correlations between reading fluency and comprehension and C-test results. School type, cognitive skills, among others, are predictors for English performance, whereas socioeconomic status returns no significant effect. ","PeriodicalId":391103,"journal":{"name":"Journal of Multilingual Theories and Practices","volume":"8 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2020-12-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"121359806","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: 7