Apples - Journal of Applied Language Studies最新文献

Vocational teachers as policy actors 作为政策参与者的职业教师

Apples - Journal of Applied Language Studies Pub Date : 2024-06-10 DOI: 10.47862/apples.136338

Mari J. Wikhaug Andersen

{"title":"Vocational teachers as policy actors","authors":"Mari J. Wikhaug Andersen","doi":"10.47862/apples.136338","DOIUrl":"https://doi.org/10.47862/apples.136338","url":null,"abstract":"Linguistic diversity has become a focus in the Norwegian National Curriculum (LK20), which establishes students experiencing “multilingualism as a resource” as a policy intention. This study explores if and how this policy intention corresponds with teachers’ experiences and practices in mainstream vocational education and training (VET). Using the concept of policy enactment developed by Ball et al. (2012) as a theoretical and analytical framework, I analyze the curricular aims set by the LK20 Core Curriculum and a subject-specific VET curriculum, comparing them to the teaching practices reflected in interview data gathered through linguistic ethnographic fieldwork in mainstream Norwegian VET programs in 2020 and 2021. My findings show that (a) the National Curriculum positions vocational teachers as subject-specific, mainly Norwegian-oriented language teachers held to ensure the enactment of “multilingualism as a resource”, even though most vocational teachers are not trained in language education, and that (b) vocational teachers act as interpreters, translators, and relatively passive receivers of language-related policies, also frequently assuming critical positions towards these policies and some organizational features of the educational institution. The study highlights the ambiguous and challenging positions vocational teachers find themselves in, emphasize the necessity of more multilingually-oriented approaches to mainstream vocational education, and show that for language-related policy intentions like “multilingualism as a resource” to be enacted, it is imperative to provide policy actors like vocational teachers with sufficient suitable resources.","PeriodicalId":409563,"journal":{"name":"Apples - Journal of Applied Language Studies","volume":" 37","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-06-10","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141365431","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

“We don’t have it in my mother tongue” "我们没有我母语的版本"

Apples - Journal of Applied Language Studies Pub Date : 2024-06-08 DOI: 10.47862/apples.136167

Unni Soltun Andreassen

{"title":"“We don’t have it in my mother tongue”","authors":"Unni Soltun Andreassen","doi":"10.47862/apples.136167","DOIUrl":"https://doi.org/10.47862/apples.136167","url":null,"abstract":"This study explores the experiences and evolving stance of a newly arrived adolescent student, Hamid, regarding the use of his first language as a tool for learning in the transition from introduction classes to vocational education and training (VET). The article is based on fieldnotes and interviews from a larger linguistic ethnographic fieldwork and draws on a critical sociolinguistic framework. It reveals that while Hamid initially intended to distance himself from his first language upon transitioning to the mainstream school system, it ultimately emerges as an indispensable linguistic capital for navigating the language and literacy practices of VET. Such a finding challenges prevailing educational policy and practice in Norway, which prioritizes linguistic scaffolding based on students’ first language(s) only at the outset of their educational trajectories and assumes its diminishing relevance over time spent in the country. In the analysis, Bourdieu's (1977) concept of capital is employed as a conceptual lens to interpret Hamid’s experiences and reflections. Furthermore, the study considers how scaffolding (Bruner, 1966) and disciplinary literacy interact and influence Hamid’s stance.","PeriodicalId":409563,"journal":{"name":"Apples - Journal of Applied Language Studies","volume":" 6","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-06-08","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141369873","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

Reviewing research methods on adult migrants’ digital literacy 审查有关成年移民数字扫盲的研究方法

Apples - Journal of Applied Language Studies Pub Date : 2024-04-20 DOI: 10.47862/apples.137177

Nicolas Guichon

引用次数: 0

Centering indigenous knowledge through multimodal approaches in English first additional language learning 在英语为第一附加语言的学习中采用多模态方法，以本土知识为中心

Apples - Journal of Applied Language Studies Pub Date : 2024-01-22 DOI: 10.47862/apples.126131

Petronella Nondumiso Nompilo Machimana, G. Genis

{"title":"Centering indigenous knowledge through multimodal approaches in English first additional language learning","authors":"Petronella Nondumiso Nompilo Machimana, G. Genis","doi":"10.47862/apples.126131","DOIUrl":"https://doi.org/10.47862/apples.126131","url":null,"abstract":"In this article, we address findings from a study conducted with high school learners in Gauteng, South Africa. It explored the strategies used by learners when learning English as a First Additional Language (EFAL). We used a conceptualisation of Ubuntu as a lens through which to explore EFAL learning. Data collection included an open-ended questionnaire and non-participant observation. Participants were purposefully sampled from peer-tutoring organisations around Gauteng. The key findings, which include the use of indigenous poetry, dance and storytelling by learners, highlight the need to include indigenous practices in the language classroom. Learners also showed a preference for cooperative learning and for using humour as a strategy for EFAL learning. We argue that the silencing of indigenous knowledge systems (IKS) perpetuates epistemic violence by limiting the resources available for learning. Therefore, more should be done in the EFAL classroom to ensure the inclusion of IKS. Through the findings of this study, we propose that including Ubuntu values and IKS in the curriculum is imperative if educational outcomes are to be improved, as these systems allow learners to become more involved and engaged in their own learning. This will re-centre African voices and valorise indigenous epistemologies.","PeriodicalId":409563,"journal":{"name":"Apples - Journal of Applied Language Studies","volume":"19 6","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-01-22","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139608208","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

"In teacher work you must understand others and have empathy for them!” “在教师的工作中，你必须理解别人，对他们有同理心!”

Apples - Journal of Applied Language Studies Pub Date : 2023-07-28 DOI: 10.47862/apples.126159

A. Barcelos, Maria Ruohotie-Lyhty

引用次数: 0

Mother tongue education in four Nordic countries - problem, right or resource? 北欧四国的母语教育——问题、正确还是资源?

Apples - Journal of Applied Language Studies Pub Date : 2023-06-28 DOI: 10.47862/apples.113671

Jenni Alisaari, Line Møller Daugaard, J. Dewilde, Raisa Harju-Autti, Leena Maria Heikkola, J. Iversen, Niina Kekki, Sari Pesonen, Anne Reath Warren, Boglárka Straszer, Maija Yli-Jokipii

{"title":"Mother tongue education in four Nordic countries - problem, right or resource?","authors":"Jenni Alisaari, Line Møller Daugaard, J. Dewilde, Raisa Harju-Autti, Leena Maria Heikkola, J. Iversen, Niina Kekki, Sari Pesonen, Anne Reath Warren, Boglárka Straszer, Maija Yli-Jokipii","doi":"10.47862/apples.113671","DOIUrl":"https://doi.org/10.47862/apples.113671","url":null,"abstract":"The Declaration of a Nordic Language Policy stipulates that all Nordic residents have the right to preserve and develop their mother tongue and their national minority languages. Hence, this article investigates the question of mother tongue education for linguistic minority students. Through four ‘telling cases’, the article explores how four Nordic countries, Denmark, Finland, Norway, and Sweden, orient towards mother tongues, Indigenous and national minority languages in their educational policies. Drawing on Ruíz’ (1984) framework of orientations in language planning, we investigate the following question: In what ways are mother tongues framed as rights, resources, or problems in four telling cases of educational policy in Denmark, Finland, Norway and Sweden? The analysis of the telling cases shows that although all four countries provide various forms of mother tongue education, thus apparently aligning with the intentions in the Declaration of a Nordic Language Policy, there are important differences between the provisions. Nevertheless, across the four countries, the official national languages are placed at the top of a language ideological hierarchy. The official national languages are followed by national minority languages as mother tongues. These languages are awarded rights but are not considered resources for the whole population (e.g., Ruíz, 1984). The Danish telling case inserts a supranational layer in the hierarchy, namely mother tongues with status as official languages in the European Union. The hierarchy of mother tongues thus reflects how some types of mother tongues are more readily granted rights and considered to be resources than others.","PeriodicalId":409563,"journal":{"name":"Apples - Journal of Applied Language Studies","volume":"24 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-06-28","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"116132404","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

Negotiating epistemic congruence 协商认知一致性

Apples - Journal of Applied Language Studies Pub Date : 2023-05-25 DOI: 10.47862/apples.126199

Angelica Granqvist

{"title":"Negotiating epistemic congruence","authors":"Angelica Granqvist","doi":"10.47862/apples.126199","DOIUrl":"https://doi.org/10.47862/apples.126199","url":null,"abstract":"Based on fieldwork in an upper-secondary school in Sweden, this paper centers on Swedish as two school-subjects: Swedish (SWE) and Swedish as a second language (SSL), as taught in one class. Adhering to separate curricula, and taught by SWE and SSL teachers respectively, they are often implemented as physically separated subjects. By contrast, this paper explores three different learning spaces in relation to everyday negotiations of belonging and participation among the migrant language learners: combined whole-class teaching, a separate SSL group, and combined book-group discussions. Drawing from the notion of the classroom as a contact zone (Canagarajah, 2020) and theory of spatial repertoire (Pennycook & Otsuji, 2014), I discuss how minoritized second language learners negotiated social belonging and linguistic participation in these differently embodied learning spaces. Engaging a linguistic ethnographic approach, the data production consisted of fieldnotes from classroom observations, audio-recorded book discussions and semi-structured interviews. The material was analyzed by means of an epistemic stance analysis. Findings indicate that while an epistemic incongruence prevailed in the combined whole-class teaching, the reverse was found in the separate SSL group. In the space between these opposites, the book-group discussions served as a growing ground for epistemic congruence at the interface of SWE and SSL. The article thus contributes insights into how the organization of SWE and SSL affects how students navigate their multiple and hybrid identities as well as the extent to which they feel a sense of social belonging in order to fully participate in different educational practices.","PeriodicalId":409563,"journal":{"name":"Apples - Journal of Applied Language Studies","volume":"1 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-05-25","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"123888529","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

Social and Institutional Factors Affecting Language Learning Activities 影响语言学习活动的社会和制度因素

Apples - Journal of Applied Language Studies Pub Date : 2023-05-23 DOI: 10.47862/apples.110930

M. Case

引用次数: 0

Limittäiskielisyys osana kuvataiteen prosesseja

Apples - Journal of Applied Language Studies Pub Date : 2023-05-23 DOI: 10.47862/apples.122185

Heidi Vaarala

{"title":"Limittäiskielisyys osana kuvataiteen prosesseja","authors":"Heidi Vaarala","doi":"10.47862/apples.122185","DOIUrl":"https://doi.org/10.47862/apples.122185","url":null,"abstract":"Tässä artikkelissa käsittelen kahdeksan Berliinissä asuneen suomalaislähtöisen kuvataiteilijan käsityksiä kielten merkityksestä identiteettiinsä ja taiteeseensa. Vastaan kolmeen tutkimuskysymykseen; ensinnäkin siihen, miten eri kielten käyttö on vaikuttanut taiteilijoiden identiteettiin, toisekseen siihen, miten he käyttävät kieliä visuaalisessa taiteessaan ja lopuksi siihen, mikä rooli kielellä, monikielisyydellä/limittäiskieleilyllä on heidän taiteessaan. Kesällä 2019 ja talvella 2021 kerätty aineisto koostuu kuvataiteilijoiden haastatteluista, ottamistani valokuvista taiteilijoiden työhuoneilta ja heidän töistään sekä heidän julkaisemistaan kirjoista ja nettisivuista. Tässä artikkelissa runsaasta aineistosta on hyödynnetty ensisijaisesti haastatteluja, mutta myös taiteilijoiden teoksia ja ottamiani valokuvia. Menetelmänä hyödynnän soveltavassa kielentutkimuksessa viime aikoina korosteisesti esillä ollutta limittäiskielisyyden käsitettä, jonka piirissä kieliä ei nähdä toisistaan erillisinä, vaan niitä tarkastellaan käyttäjä- ja tilannelähtöisesti. Tavoitteenani on siis tarkastella kuvataiteilijaa ja visuaalista taidetta tieteidenvälisesti soveltavan kielentutkimuksen ja taiteentutkimuksen rajapinnalla.","PeriodicalId":409563,"journal":{"name":"Apples - Journal of Applied Language Studies","volume":"13 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-05-23","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"131475564","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

Exploring the conditions of English language education through the experience of Eritrean Sophomore English language learners and teachers 通过对厄立特里亚高二英语学习者和教师的经验，探讨英语教育的现状

Apples - Journal of Applied Language Studies Pub Date : 2023-03-24 DOI: 10.47862/apples.120265

Mussie Tewelde, J. Moate, Hanna Posti-Ahokas

{"title":"Exploring the conditions of English language education through the experience of Eritrean Sophomore English language learners and teachers","authors":"Mussie Tewelde, J. Moate, Hanna Posti-Ahokas","doi":"10.47862/apples.120265","DOIUrl":"https://doi.org/10.47862/apples.120265","url":null,"abstract":"This study addresses the little studied context of English language education in Eritrea. Despite the teaching of English as a subject and the forward-looking mother tongue policy implemented in Eritrean elementary education, Eritrean students struggle to cope with English as the medium of instruction from the start of junior school to the end of tertiary education. This qualitative study analyses sixteen sophomore student interviews and six teacher interviews to critically explore the conditions of English language education in Eritrea. Using an ecological perspective, the findings from this study highlight how the affective, didactic, study and linguistic conditions interrelate with one another to form the characteristic features of the English language education ecosystem and provide insights into the different ways participants within this ecosystem respond to these conditions. The aim of this study is to better understand what supports and hinders students’ language development in order to be able to support the reformation and transformation of English language education in Eritrea.","PeriodicalId":409563,"journal":{"name":"Apples - Journal of Applied Language Studies","volume":"31 6 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":"126097340","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