International Multilingual Research Journal最新文献_第4页

Dialect competence, dialect attitude and social inclusion: A case study of migrants in Chongqing, China 方言能力、方言态度与社会包容:以重庆外来人口为例

IF 2.1 1区文学

International Multilingual Research Journal Pub Date : 2023-05-02 DOI: 10.1080/19313152.2023.2208512

Jinlong Yang, Yeming Yang

{"title":"Dialect competence, dialect attitude and social inclusion: A case study of migrants in Chongqing, China","authors":"Jinlong Yang, Yeming Yang","doi":"10.1080/19313152.2023.2208512","DOIUrl":"https://doi.org/10.1080/19313152.2023.2208512","url":null,"abstract":"ABSTRACT Adopting methods of the questionnaire, matched-guise test and semi-structured interview among different occupational groups of migrants in Chongqing, China, the present study investigates the correlation between dialect competence, dialect attitude and social inclusion. The results show that entrepreneur migrants have the highest dialect competence, followed by labor migrants and intellectual migrants. All the migrants’ attitude toward Mandarin Chinese, mainly reflected in the “emotional cognitive” and “social evaluation” dimensions, is significantly more positive than that toward Chongqing dialect. In terms of social inclusion, the entrepreneur migrants rank highest, followed by intellectual migrants and labor migrants. Statistics indicate that there is a significant correlation between migrants’ social inclusion and their dialect competence and attitude (in particular, the “emotional cognitive” dimension of their dialect attitude plays an important role in affecting their social inclusion). In addition, the semi-structured interview reveals that the migrants’ language environment of working and living is a crucial factor affecting their dialect competence, dialect attitude, and hence their social inclusion. Based on the results, this paper provides suggestions on how to improve migrants’ social inclusion from a language planning perspective.","PeriodicalId":46090,"journal":{"name":"International Multilingual Research Journal","volume":"17 1","pages":"318 - 332"},"PeriodicalIF":2.1,"publicationDate":"2023-05-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"41996776","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

Examining ESL and bilingual teachers’ agency after NCLB: expanding the ecological perspective NCLB后ESL与双语教师代理的考察：生态视野的拓展

IF 2.1 1区文学

International Multilingual Research Journal Pub Date : 2023-04-11 DOI: 10.1080/19313152.2023.2201090

Yao Fu, Zhenjie Weng

{"title":"Examining ESL and bilingual teachers’ agency after NCLB: expanding the ecological perspective","authors":"Yao Fu, Zhenjie Weng","doi":"10.1080/19313152.2023.2201090","DOIUrl":"https://doi.org/10.1080/19313152.2023.2201090","url":null,"abstract":"ABSTRACT There is growing recognition about the importance of studying teacher agency in working with Linguistically Diverse Students (LDSs) after No Child Left Behind (NCLB) and Every Student Succeed Act (ESSA) given that the high-stakes testing and accountability system, required by NCLB and largely maintained by ESSA, have exerted negative effects on LDS educators and students. In response to this, we compiled a comprehensive set of empirical studies and conducted a thematic synthesis to examine how various factors could impact pre-service and in-service teachers’ agency in English as Second Language (ESL) and bilingual PreK-12 classrooms in the U.S. We adopted the ecological model of teacher agency as the analytical framework to guide our synthesis. Through both a top-down and bottom-up coding process, we further expanded the existing ecological model by adding two factors: knowledge and emotions. Detailed analyses led to seven common factors that could shape teachers’ agentic power in working with LDSs, all of which are either from the iterational or practical-evaluative dimension of agency. The projective dimension of teacher agency is relatively less discussed. Among those factors, cultural and structural factors draw most research attention across the selected studies, with the structural factors exerting most constraining effects on teacher agency. Additionally, we uncovered nuanced differences in teacher knowledge and emotions through in-depth analysis of the ESL and bilingual contexts. Further implications on how to improve teacher education and professional development are provided, in addition to the future directions for research.","PeriodicalId":46090,"journal":{"name":"International Multilingual Research Journal","volume":"17 1","pages":"245 - 269"},"PeriodicalIF":2.1,"publicationDate":"2023-04-11","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"44076655","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 beliefs about multilingual learners: how language ideologies shape teachers’ hypothetical policymaking 教师对多语言学习者的信念：语言意识形态如何影响教师的假设决策

IF 2.1 1区文学

International Multilingual Research Journal Pub Date : 2023-03-06 DOI: 10.1080/19313152.2023.2182094

Katie A. Bernstein, Kate T. Anderson, Kevin Close, Sara Rodriguez Martinez

{"title":"Teacher beliefs about multilingual learners: how language ideologies shape teachers’ hypothetical policymaking","authors":"Katie A. Bernstein, Kate T. Anderson, Kevin Close, Sara Rodriguez Martinez","doi":"10.1080/19313152.2023.2182094","DOIUrl":"https://doi.org/10.1080/19313152.2023.2182094","url":null,"abstract":"ABSTRACT Teachers’ language ideologies shape their classroom language policy-making, which in turn shapes students’ opportunities to learn. Attention to language ideologies is therefore critical for teacher educators who seek to support pre- and in-service teachers in becoming pro-multilingual policymakers. This mixed methods, survey-based study explores the language ideologies and hypothetical policy-making of 134 pre- and in-service teachers at a large public university in Arizona. It employs decision tree models to examine connections between participants’ demographics, their language ideologies, and their hypothetical policymaking around Spanish-English dual-language bilingual education (DLBE). Findings show intersections between current and future educators’: (a) contextualized experiences, (b) ability to discuss DLBE accurately (without misunderstandings), and (c) ability to engage concretely with details of hypothetical policy making around DLBE. The study offers a unique vantage point from which to consider how pre- and in-service teacher education can inform teachers’ accurate understandings of DLBE/multilingualism, language ideological stances, and stances toward linguistic diversity.","PeriodicalId":46090,"journal":{"name":"International Multilingual Research Journal","volume":"17 1","pages":"191 - 219"},"PeriodicalIF":2.1,"publicationDate":"2023-03-06","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"46474205","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: 3

The visibility and salience of languages in an Indian agglomeration: A case study 印度聚居区语言的可见性和显著性：一个案例研究

IF 2.1 1区文学

International Multilingual Research Journal Pub Date : 2023-02-23 DOI: 10.1080/19313152.2023.2182095

Nusrat Begum, S. Sinha

{"title":"The visibility and salience of languages in an Indian agglomeration: A case study","authors":"Nusrat Begum, S. Sinha","doi":"10.1080/19313152.2023.2182095","DOIUrl":"https://doi.org/10.1080/19313152.2023.2182095","url":null,"abstract":"ABSTRACT Linguistic landscaping (LL) is an emerging field of Sociolinguistics exploring the language in its textual form in public sphere. This paper investigates the visibility and prominence of languages in the public space of Patna, the capital city of Bihar, India. A total of 10 city neighborhoods are chosen for the study. The corpus of the study is collected by using diversity sampling method, and the data corpus compiled for the study comprised 700 top-down and bottom-up signs, photographed at the main busiest streets of the chosen neighborhoods. The data have been categorized concerning distributions of languages and language/script combinations used on signs and the pattern of language distributions across the domains of the LL. The findings indicate that Hindi, being the first official language of the state and English, the lingua franca of the globalized world and the language of power, status and prestige dominate the linguistic landscape of the city. However, other majority languages spoken in Bihar are ignored in public spaces. Using the approach of language and symbolic power, the study explicates the hegemony of Hindi language and deprivation of regional languages in the LL of Bihar.","PeriodicalId":46090,"journal":{"name":"International Multilingual Research Journal","volume":"17 1","pages":"220 - 244"},"PeriodicalIF":2.1,"publicationDate":"2023-02-23","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"46965327","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

The design of mathematics testing accommodations for second language learners: semiotic exchangeability of translation and illustration pop-up glossaries in computer-administered tests 第二语言学习者的数学测试设施设计:计算机管理测试中翻译和图解弹出词汇的符号互换性

IF 2.1 1区文学

International Multilingual Research Journal Pub Date : 2023-02-23 DOI: 10.1080/19313152.2023.2178216

Guillermo Solano-Flores, V. Shyyan, Magda Chía, Rachel R. Kachchaf

{"title":"The design of mathematics testing accommodations for second language learners: semiotic exchangeability of translation and illustration pop-up glossaries in computer-administered tests","authors":"Guillermo Solano-Flores, V. Shyyan, Magda Chía, Rachel R. Kachchaf","doi":"10.1080/19313152.2023.2178216","DOIUrl":"https://doi.org/10.1080/19313152.2023.2178216","url":null,"abstract":"ABSTRACT We examined semiotic exchangeability in pop-up glossary translations and illustrations used as supports for second language learners (SLLs) in computer-administered mathematics tests. In a sample of 516 mathematics items, Grades 3–8 and 11, from a large-scale assessment program in the US, test developers identified terms that could be translated and terms that could be illustrated without altering the target constructs. In each item, we examined: number of unique words (w), number of unique terms identified for translation (t), and number of unique terms identified for illustration (i.) Of the 3,186 terms identified for translation or for illustration, only about one sixth were identified both for translation and for illustration. We observed statistically significant w and t differences attributable to the main effect of depth of knowledge and type of item and statistically significant i differences attributable to the main effect of type of item. The correlation of item translatability (T = t/w) and item illustratability (I = i/w) was low for all items combined but higher and statistically significant for some types of items and for greater values of depth of knowledge. We conclude that translation and illustration pop-up glossaries are functionally different sets of semiotic resources that support SLLs in different ways.","PeriodicalId":46090,"journal":{"name":"International Multilingual Research Journal","volume":"17 1","pages":"177 - 190"},"PeriodicalIF":2.1,"publicationDate":"2023-02-23","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"47400300","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

Language diversity as resource or as problem? Educator discourses and language policy at high schools in the Netherlands 语言多样性是资源还是问题？荷兰高中教育者话语与语言政策

IF 2.1 1区文学

International Multilingual Research Journal Pub Date : 2023-02-16 DOI: 10.1080/19313152.2022.2162761

Cynthia Groff, W. Zwaanswijk, A. Wilson, Nadira Saab

{"title":"Language diversity as resource or as problem? Educator discourses and language policy at high schools in the Netherlands","authors":"Cynthia Groff, W. Zwaanswijk, A. Wilson, Nadira Saab","doi":"10.1080/19313152.2022.2162761","DOIUrl":"https://doi.org/10.1080/19313152.2022.2162761","url":null,"abstract":"ABSTRACT The ways in which educators talk about diversity, and specifically about linguistic diversity, reflect underlying beliefs about language in society and influence teaching practice. Semi-structured interviews with 55 high school teachers in the Netherlands were analyzed qualitatively in order to identify teachers’ discourse patterns related to the backgrounds and home languages of their students as well as language policies in the school context. The teachers struggle with the labels to categorize students with migration backgrounds, showing awareness of problematic insider-outsider labels. In terms of language diversity, deficit discourses about home languages and a monolingual focus on Dutch acquisition for immigrants highlights the prevalence of a language-as-problem orientation in decisions about language use. Language policy is focused on the development of skills in the target language, Dutch, and the promotion of a Dutch-only norm in the high schools. However, some interviewees describe the potential resource of the mother tongue in the classroom. Highlighting taken-for-granted assumptions in the discourses of Dutch teachers does not negate their best intentions in preparing their students for society. Rather it demonstrates the influence of language ideologies on teaching practice and the importance of teacher preparation and increased awareness of students’ home language resources.","PeriodicalId":46090,"journal":{"name":"International Multilingual Research Journal","volume":"17 1","pages":"157 - 175"},"PeriodicalIF":2.1,"publicationDate":"2023-02-16","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"46429805","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

Enhancing L2 learning in a class of unaccompanied minor refugee students through translanguaging pedagogy 通过跨语言教学法加强无人陪伴的未成年难民学生的二语学习

IF 2.1 1区文学

International Multilingual Research Journal Pub Date : 2022-11-29 DOI: 10.1080/19313152.2022.2151762

Paraskevi Mammou, Christina Maligkoudi, Nikos Gogonas

引用次数: 0

Long-term English learners’ mathematics course trajectories: downstream consequences of early remediation on college preparation 长期英语学习者的数学课程轨迹:早期补习对大学预科的下游影响

IF 2.1 1区文学

International Multilingual Research Journal Pub Date : 2022-10-26 DOI: 10.1080/19313152.2022.2137910

Paulina J. Biernacki, Jennifer Altavilla, K. Kanopka, Hsi-Chien Hsieh, Guillermo Solano-Flores

引用次数: 1

Linguistic acculturation preferences of Catalan local students toward their peers of Moroccan descent. The determining factors of linguistic assimilationism 加泰罗尼亚本地学生对摩洛哥裔同龄人的语言文化适应偏好。语言同化的决定因素

IF 2.1 1区文学

International Multilingual Research Journal Pub Date : 2022-10-20 DOI: 10.1080/19313152.2022.2135884

Ursula Hinostroza-Castillo, M. Ianos, Cristina Petreñas, Cecilio Lapresta-Rey

{"title":"Linguistic acculturation preferences of Catalan local students toward their peers of Moroccan descent. The determining factors of linguistic assimilationism","authors":"Ursula Hinostroza-Castillo, M. Ianos, Cristina Petreñas, Cecilio Lapresta-Rey","doi":"10.1080/19313152.2022.2135884","DOIUrl":"https://doi.org/10.1080/19313152.2022.2135884","url":null,"abstract":"ABSTRACT As a response to the migratory movements initiated at the end of the past century in Catalonia (Spain), its educational system aims to promote interculturality and multilingualism as a way to achieve social cohesion. For this purpose, it is important to improve our understanding of the linguistic acculturation preferences endorsed by local students toward students of immigrant origin – a scarcely studied factor. One of the main factors for achieving these objectives, that has been scarcely studied, is the linguistic acculturation preferences endorsed by local students toward students of immigrant origin. The present study applied 349 questionnaires to analyze the determining factors and linguistic acculturation preferences of local high-school students regarding the linguistic acculturation profiles of their peers of Moroccan descent in Lleida (Catalonia, Spain). The main results showed that, in order of frequency, assimilation to Catalan, assimilation to Spanish-Catalan and multilingualism were the three linguistic preferences endorsed by local students. The multinomial logistic regression model found the following determining factors: attitudes toward minority languages, attitudes toward multilingualism, Spanish self-identification, Spanish use with teachers and Catalan use with classmates. These results highlight the importance and need to further promote the use and embracement of minority languages in school settings as a possible way to increase the construction of multilingual preferences, and deconstruct prejudices and stereotypes to ultimately achieve social cohesion.","PeriodicalId":46090,"journal":{"name":"International Multilingual Research Journal","volume":"17 1","pages":"107 - 121"},"PeriodicalIF":2.1,"publicationDate":"2022-10-20","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"42712443","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

How different are English learners from their native English-speaking peers? Evidence of equivalent lexical competence in classroom conversations 英语学习者与以英语为母语的同龄人有何不同？课堂对话中对等词汇能力的证据

IF 2.1 1区文学

International Multilingual Research Journal Pub Date : 2022-09-05 DOI: 10.1080/19313152.2022.2118193

Hsi-Chien Hsieh, Simon Wiles, Guillermo Solano-Flores

{"title":"How different are English learners from their native English-speaking peers? Evidence of equivalent lexical competence in classroom conversations","authors":"Hsi-Chien Hsieh, Simon Wiles, Guillermo Solano-Flores","doi":"10.1080/19313152.2022.2118193","DOIUrl":"https://doi.org/10.1080/19313152.2022.2118193","url":null,"abstract":"ABSTRACT We address the concern that classification of English learners (ELs) primarily based on standardized tests does not accurately reflect what students know and can do with English. While qualitative classroom discourse analyses show that ELs’ language-in-use is not as limited as test scores indicate, available evidence is sparse and prone to unintentional biases. Informed by sociocultural theory, we performed a series of quantitative analyses of student conversations during academic tasks at a larger scale. We analyzed 833 conversation transcripts between pairs of K-12 students in science and English language arts (ELA) classrooms. To uncover patterns of lexical resources in different interactions, word frequency and correlation analyses were performed for three dyadic configurations: two English-only students (EO-EO), two ELs (EL-EL), and the heterogeneous combination (EO-EL). Results showed that lexical size was only significantly different among grade-level bands despite EL-EL dyads’ conversations being shorter in length in ELA. Relative to EO-EO dyads’ language use, in general, EL-EL dyads maintained better word-frequency correlations in science-specific language, while EO-EL dyads maintained strong correlations in ELA-specific language. The findings suggest that attention to authentic language use between peers in class could be more informative than discrete tests and more effective to scaffold EL learning.","PeriodicalId":46090,"journal":{"name":"International Multilingual Research Journal","volume":"17 1","pages":"87 - 106"},"PeriodicalIF":2.1,"publicationDate":"2022-09-05","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"48805244","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