Language Awareness最新文献

{"title":"The emergence of critical multilingual language awareness in teacher education: the role of experience and coursework","authors":"Koen Van Gorp, Peter I. De Costa, Christina M. Ponzio, Hima Rawal, Lee Her, Mingzhu Deng","doi":"10.1080/09658416.2023.2257601","DOIUrl":"https://doi.org/10.1080/09658416.2023.2257601","url":null,"abstract":"AbstractTo better prepare future teachers for an increasingly linguistically diverse student population, teacher education programs have integrated critical language awareness frameworks into their coursework. However, re­search on the influence of such coursework on teachers’ critical multilingual awareness is scarce. Given the importance of developing teachers’ critical multilingual language awareness (CMLA), this case study explores the impact of experience and course work on a novice language teacher educator and a pre-service teacher’s emerging CMLA at a large Mid­western U.S. university. It gauges teachers’ evolving awareness of the five CMLA domains (cognitive, social, affective, performance and power), with a particular focus on the power domain. Based on an iterative and recursive qualitative analysis of interview and course artifact data, this study shows that teachers are able to develop CMLA through coursework, especially if they are able to link it to personal experiences. Furthermore, a deep understanding of the power domain of language builds on (1) an awareness of the other domains of CMLA—in particular the affective and social domains—and (2) the ways these domains impact English learners’ equitable access to educational opportunities.ABSTRACT (MANDARIN) 针对语言越发多元化的中小学学生群体, 教师教育项目致力于更好地培养职前教师, 因而开始在课程中融入与批判性语言意识相关的知识框架。然而, 目前研究很少涉足这类课程如何影响教师的批判性多语语言意识(CMLA)的发展。鉴于培养老师CMLA的重要性, 本文所描述的研究探索个人经历及课程内容对一名职前语言教师教育者以及一名职前教师的已萌芽的CMLA的影响。此研究的数据搜集于一所美国中西部大学的教师教育项目。本研究衡量了教师对CMLA五个维度(认知的, 社会的, 情感的, 表现的, 及权力的)的不断发展的认识, 且集中探讨权力这一维度。通过一系列对采访与课程资料数据的迭代的和递归的质化分析, 本研究展示了通过教师教育课程发展教师CMLA的可能性, 尤其是当课程内容与教师的个人经历建立关联。此外, 教师对语言的权力维度更深层次的认识建立于(1)对CMLA其他维度的认识, 尤其是情感和社会维度；(2)对这些维度如何影响英语学习者得到的教育公平和教育机会的认识。PLAIN LANGUAGE SUMMARYPre-service and in-service teachers often struggle to enact pedagogical practices that sustain the diverse languages that multilingual and multicultural learners bring into the classroom. This problem is amplified when the teachers are white monolingual, English-dominant speaking individuals with little experience working with minoritized students. To better understand how we might be better able to foster greater awareness of multilingual learners’ existing language resources, we traced the development of a pre-service teacher’s critical awareness of language alongside the support she received from a novice teacher educator. Drawing upon Prasad and Lory’s Domains of Critical Multilingual Language Awareness (CMLA) Framework for Teachers, which considers the overarching influence of power across five domains (cognitive, affective, social, performance and power), we explored (1) how both our participants interpreted power in an English language teacher education practicum course that focused on translanguaging, and (2) how power issues were manifested in the coursework. Our interview and course artifact data suggest that teachers are able to develop CMLA through coursework, especially if they are able to link it to personal experiences. We","PeriodicalId":46683,"journal":{"name":"Language Awareness","volume":"37 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-09-25","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135864186","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":2,"RegionCategory":"文学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Using the third-person singular pronoun <i>they</i> in academic writing: perspectives from English language teachers in Philippine universities","authors":"Veronico N. Tarrayo","doi":"10.1080/09658416.2023.2256652","DOIUrl":"https://doi.org/10.1080/09658416.2023.2256652","url":null,"abstract":"AbstractIn recent decades, gender-fair language (GFL) has drawn considerable attention in educational settings. The field of English language teaching (ELT) likewise has contributed to this development, with gender issues receiving significant focus. The current study adds to this evolving conversation by investigating ELT practitioners’ perspectives on using the third-person singular pronoun they in academic writing (AW). This area has received little attention in the literature on gender diversity in ELT, particularly in restrictive and conservative societies such as the Philippines. Using a survey with 64 English language teachers from Philippine universities, 15 of whom participated in follow-up email interviews, the study explores what these teachers think about using singular they in AW. The study likewise examines the ways these teachers include the use of singular they in their AW teaching practice. The findings demonstrate that the teachers have positive views on using singular they in AW and, in fact, find it necessary for promoting gender inclusivity and equality. However, some teachers also report their own traditional, conservative knowledge and beliefs, and possible resistance from stakeholders as challenges that need to be faced when integrating singular they in AW as a component of GFL practice.ABSTRACT (FILIPINO)Sa nakalipas na mga dekada, ang ‘gender-fair language’ (GFL) ay nakakuha ng malaking atensyon sa mga espasyo ng pagtuturo. Nakapag-ambag din sa debelopment nito ang larang ng pagtuturo ng wikang Ingles o English language teaching (ELT), kung saan karamihan ay nagtuon sa isyu ng kasarian. Ang kasalukuyang pag-aaral ay paglahok sa nabanggit na yumayabong na talastasan, sa pamamagitan ng pagsiyasat sa perspektiba ng mga praktisyoner ng ELT sa paggamit ng panghalip pang-isahan na nasa ikatlong panauhan na they sa akademikong pagsulat o ‘academic writing’ (AW). Batay sa mga literatura hinggil sa ‘gender diversity’ sa ELT, kakaunti pa ang nagsagawa ng pag-aaral sa erya na ito, partikular na sa mga mahihigpit at konserbatibong lipunan tulad ng Pilipinas. Sa pagsasagawa ng sarbey sa 64 na guro ng wikang Ingles mula sa mga unibersidad sa Pilipinas, kung saan 15 sa kanila ay lumahok sa follow-up na interbyu sa email, sinisiyasat ng pag-aaral kung ano ang pagtingin ng mga guro sa paggamit ng pang-isahang they sa AW. Sinusuri din sa pag-aaral ang pamamaraan ng mga guro sa kung paano isinasama sa pagtuturo ng AW ang paggamit ng pang-isahang they. Natuklasan sa pag-aaral na mayroong positibong pananaw ang mga guro sa paggamit ng pang-isahang they sa AW at, sa katunayan, nakita nila ang pangangailangan nito sa pagsusulong ng ‘gender inclusivity’ at ‘equality.’ Gayunman, ilan sa mga guro ay ibinahagi rin ang kanilang sariling tradisyonal, konserbatibong kaalaman at mga paniniwala, at ang posibilidad ng resistans mula sa mga stakeholder bilang hamon na kailangan harapin kapag isinama ang pang-isahang they sa AW bilang bahagi ng praktika n","PeriodicalId":46683,"journal":{"name":"Language Awareness","volume":"48 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-09-19","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135014195","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":2,"RegionCategory":"文学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Language awareness and cultural awareness in international online cooperation: a mixed-method approach","authors":"C. Finkbeiner, Madeleine Olson, Wiebke Sophie Ost, Miri Shonfeld","doi":"10.1080/09658416.2023.2244882","DOIUrl":"https://doi.org/10.1080/09658416.2023.2244882","url":null,"abstract":"","PeriodicalId":46683,"journal":{"name":"Language Awareness","volume":" ","pages":""},"PeriodicalIF":2.0,"publicationDate":"2023-08-23","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"46310635","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":2,"RegionCategory":"文学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Teacher’s awareness of intercultural pragmatics in adult EALD classrooms: an exploratory study in the multicultural context of Australia","authors":"C. Nguyen, Anh T. Ton-Nu","doi":"10.1080/09658416.2023.2236015","DOIUrl":"https://doi.org/10.1080/09658416.2023.2236015","url":null,"abstract":"","PeriodicalId":46683,"journal":{"name":"Language Awareness","volume":" ","pages":""},"PeriodicalIF":2.0,"publicationDate":"2023-07-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"43369309","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":2,"RegionCategory":"文学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Words that don’t translate: investing in decolonizing practices through translanguaging","authors":"Ron Darvin, Yue Zhang","doi":"10.1080/09658416.2023.2238595","DOIUrl":"https://doi.org/10.1080/09658416.2023.2238595","url":null,"abstract":"","PeriodicalId":46683,"journal":{"name":"Language Awareness","volume":" ","pages":""},"PeriodicalIF":2.0,"publicationDate":"2023-07-25","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"43227262","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":2,"RegionCategory":"文学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Dynamic flows of translanguaging/trans-semiotizing in CLIL eco-social systems","authors":"P. He, Angel M. Y. Lin","doi":"10.1080/09658416.2023.2234824","DOIUrl":"https://doi.org/10.1080/09658416.2023.2234824","url":null,"abstract":"","PeriodicalId":46683,"journal":{"name":"Language Awareness","volume":" ","pages":""},"PeriodicalIF":2.0,"publicationDate":"2023-07-20","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"44394814","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":2,"RegionCategory":"文学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Languaging and language awareness in the global age 2020–2023: digital engagement and practice in language teaching and learning in (post-)pandemic times","authors":"Michiko Weinmann, R. Neilsen, Carolina Cabezas Benalcázar","doi":"10.1080/09658416.2023.2236025","DOIUrl":"https://doi.org/10.1080/09658416.2023.2236025","url":null,"abstract":"08:30-09:00 “Whatdoyoumeanhowcanyousaythat”: Language awareness in Salman Rushdie’s Midnight Children Juan Li (USA) The effect of pre-task practice on task performance: A proof-of-concept study Majid Nikouee (Canada) Raising sociolinguistic principles awareness for reading comprehension purposes Yliana Rodriguez (Uruguay) What’s App with you, public relations students? A study of interaction and intercultural communication in CLIL classes Marcelo Concário (Brazil) Raising the awareness and lowering the barriers: A case study of language awareness in neurodiversity Andrea C. Valente (Canada)","PeriodicalId":46683,"journal":{"name":"Language Awareness","volume":" ","pages":""},"PeriodicalIF":2.0,"publicationDate":"2023-07-19","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"42631845","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":2,"RegionCategory":"文学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Do societal and individual multilingualism lead to positive perceptions of multilingualism and language learning? A comparative study with Australian and German pre-service teachers","authors":"Alice Chik, S. Melo-Pfeifer","doi":"10.1080/09658416.2023.2234288","DOIUrl":"https://doi.org/10.1080/09658416.2023.2234288","url":null,"abstract":"","PeriodicalId":46683,"journal":{"name":"Language Awareness","volume":" ","pages":""},"PeriodicalIF":2.0,"publicationDate":"2023-07-18","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"44433339","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":2,"RegionCategory":"文学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"How long can naturalistic L2 pronunciation learning continue in adults? A 10-year study","authors":"Ron I. Thomson, Tracey M. Derwing, M. Munro","doi":"10.1080/09658416.2023.2227559","DOIUrl":"https://doi.org/10.1080/09658416.2023.2227559","url":null,"abstract":"","PeriodicalId":46683,"journal":{"name":"Language Awareness","volume":" ","pages":""},"PeriodicalIF":2.0,"publicationDate":"2023-07-12","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"43324491","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":2,"RegionCategory":"文学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Fostering crosslinguistic knowledge about language in young learners: effects of explicit L2 Spanish grammar learning on L1 English grammar","authors":"M. Martínez, Leesa Clarke, Lorna G. Hamilton, Christopher J. Hall","doi":"10.1080/09658416.2023.2228196","DOIUrl":"https://doi.org/10.1080/09658416.2023.2228196","url":null,"abstract":"","PeriodicalId":46683,"journal":{"name":"Language Awareness","volume":" ","pages":""},"PeriodicalIF":2.0,"publicationDate":"2023-06-27","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"48759116","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":2,"RegionCategory":"文学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}