Journal of Language Identity and Education最新文献

{"title":"Spanish So White: Conversations on the Inconvenient Racism of a ‘Foreign’ Language Education, by Schwartz, A. (2023).Schwartz, A. (2023). <b>Spanish So White: Conversations on the Inconvenient Racism of a ‘Foreign’ Language Education</b> . Bristol, UK: Multilingual Matters, 160pp., $17.95 (Paperback), ISBN: 9781800416895","authors":"Benjamin Puterbaugh","doi":"10.1080/15348458.2023.2274863","DOIUrl":"https://doi.org/10.1080/15348458.2023.2274863","url":null,"abstract":"Click to increase image sizeClick to decrease image size Additional informationNotes on contributorsBenjamin PuterbaughBenjamin Puterbaugh is a third year PhD student in Applied Linguistics at the University of South Florida. His research explores the links between language and social identities, especially in relation to race and socio-economic class. He is particularly interested in critical approaches in Sociolinguistics and Discourse Analysis. His research also focuses on Spanish and Haitian Creole.","PeriodicalId":46978,"journal":{"name":"Journal of Language Identity and Education","volume":"120 11","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-11-10","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135136185","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":"Activating Linguistic and Cultural Diversity in the Language Classroom (Vol. 55), by Piccardo, E., Lawrence, G., Germain-Rutherford, A., &amp; Galante, A. (2022).Piccardo, E., Lawrence, G., Germain-Rutherford, A., &amp; Galante, A. (2022). <b>Activating Linguistic and Cultural Diversity in the Language Classroom (Vol. 55)</b> . Berlin, Germany: Springer Nature, 327 pp., $159.99 (paperback), ISBN 9783030871239","authors":"Hongbo Song, Yue Wang","doi":"10.1080/15348458.2023.2274862","DOIUrl":"https://doi.org/10.1080/15348458.2023.2274862","url":null,"abstract":"Click to increase image sizeClick to decrease image size Disclosure statementNo potential conflict of interest was reported by the author(s).Additional informationFundingThe work was supported by Hubei Provincial Higher Education Teaching Research Project [Grant Number: 2017252]; and Hubei Provincial Social Science Research Project [Grant Number: 22ZD036].Notes on contributorsHongbo SongHongbo Song is a Professor of Applied Linguistics at the School of Foreign Languages in Wuhan University of Science and Technology, China. Her main research interests are foreign language education and teacher development. She has published more than 20 articles in key academic journals in China, and in international journals. Her work also includes five books, and eight projects at both national and provincial levels.Yue WangYue Wang is a postgraduate student at the School of Foreign Languages in Wuhan University of Science and Technology, China. Her research interest is foreign language education and teaching.","PeriodicalId":46978,"journal":{"name":"Journal of Language Identity and Education","volume":"118 40","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-11-10","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135137053","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":"English Learner as an Intersectional Identity","authors":"Yasuko Kanno, Sara E. N. Kangas","doi":"10.1080/15348458.2023.2275280","DOIUrl":"https://doi.org/10.1080/15348458.2023.2275280","url":null,"abstract":"English learners’ (ELs’) opportunity gap in U.S. K–12 schools is well known. While many of us in the field of applied linguistics are committed to achieving greater parity for ELs, the field as a whole has a propensity to approach this opportunity gap by addressing ELs’ linguistic needs. This response, however, is siloed in nature, resulting in tunnel vision that reduces ELs into a single identity—that is, language learners—when in fact they are also at the intersection of multiple identities, such as students of color, low-income students, and students with disabilities. By applying an intersectionality lens to three examples from research and practice to illustrate how ELs’ intersectional identities create inequalities beyond language barriers, we urge those in the field of applied linguistics to collaborate with educators, policymakers, and researchers in other fields to address the linguistic and nonlinguistic barriers that ELs face in their educational journey.","PeriodicalId":46978,"journal":{"name":"Journal of Language Identity and Education","volume":"11 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-11-08","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135341862","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":"Individual Language Policy: Bilingual Youth in Vietnam, by Nguyen, T. T. T. (2022).Nguyen, T. T. T. (2022). <i> <b>Individual Language Policy: Bilingual Youth in Vietnam</b> </i> . Bristol, UK: Multilingual Matters, 144 pp., $129.95 (hardback), ISBN 9781800411135","authors":"Yetunde S. Alabede","doi":"10.1080/15348458.2023.2274858","DOIUrl":"https://doi.org/10.1080/15348458.2023.2274858","url":null,"abstract":"Click to increase image sizeClick to decrease image size Additional informationNotes on contributorsYetunde S. AlabedeYetunde S. Alabede is a third-year Ph.D. student in Curriculum, Instruction, and Teacher Education at Michigan State University. Her research explores language policy and planning, especially family language policy among African migrant families and the nexus between home and school to support African bi/multilingual children.","PeriodicalId":46978,"journal":{"name":"Journal of Language Identity and Education","volume":"13 5","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-11-07","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135432287","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":"Playground Learning: African American English in Latinx Linguistic Repertoires","authors":"Amelia Tseng","doi":"10.1080/15348458.2023.2263568","DOIUrl":"https://doi.org/10.1080/15348458.2023.2263568","url":null,"abstract":"","PeriodicalId":46978,"journal":{"name":"Journal of Language Identity and Education","volume":"1 7","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-10-27","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"136317768","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":"Investment, Chinese Language Learning and Imagined Identities: A Case Study of African International Students in China","authors":"Wen XU, Jiani Ma, Pin Zhou","doi":"10.1080/15348458.2023.2259984","DOIUrl":"https://doi.org/10.1080/15348458.2023.2259984","url":null,"abstract":"ABSTRACTThis article challenges the current framing of English as a dominant global language and focuses specifically on African international students’ investment in Chinese language learning and the enactment of imagined identity in China. Drawing upon Darvin and Norton’s theorisation of “Identity and a model of investment,” we present an analysis of 59 African youths’ Chinese language practices across different contexts. The interview data revealed that they invested heavily into Chinese language learning and use, while displaying linguistic entrepreneurship beyond the classroom setting and mobilising their agency towards preferred linguistic outcomes. The African students’ linguistic investment turned them into proficient speakers who were able to express multiple desires that were constantly changing across time and space. The sociological construct of investment enabled us to unpack the socially and historically constructed relationship of African international students to the Chinese language and community, while compelling us to reflect on the changing world order and global language system.KEYWORDS: InvestmentChinese language learninginternational studentsidentitiesChinaAfrica Disclosure statementNo potential conflict of interest was reported by the author(s).Notes1. The Hanyu Shuiping Kaoshi (HSK), translated as the Chinese Proficiency Test, is the standardised test of Standard Chinese language proficiency of Mainland China for non-native speakers such as foreign students and overseas Chinese.Additional informationFundingThis work was supported by the Ministry of Education of the People’s Republic of China—Center for Language Education and Cooperation (general project) [grant number: 22YH45C].Notes on contributorsWen XUWen XU is Assistant Professor of Chinese Language Education at Shanghai Jiao Tong University. Her research interests focus on the intersection of language, education and society. Currently, her research projects and publications encompass studies of international students’ lived experiences in China.Jiani MaJiani Ma is Associate Professor in the Faculty of Education, Beijing Normal University. Her research interests focus on internationalisation of higher education, global education governance, education and the Belt and Road Initiative.Pin ZhouPin Zhou is currently a lecturer in the School of Chinese Language and Literature, Soochow University. His research interests lie in second language acquisition and teaching Chinese as a second language.","PeriodicalId":46978,"journal":{"name":"Journal of Language Identity and Education","volume":"62 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-10-24","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135267252","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":"“We are Not All Named Maria”: Building Transnational Identities in a United States International Baccalaureate High School","authors":"Audrey Lucero, Bobbie Bermúdez, Maggie R. Mitteis","doi":"10.1080/15348458.2023.2263075","DOIUrl":"https://doi.org/10.1080/15348458.2023.2263075","url":null,"abstract":"ABSTRACTIn this study, we use discursive analytic tools to understand how transnational high school students in one suburban high school in the United States Pacific Northwest describe their social and academic experiences in school. The majority of the students from this study were born in the United States and therefore do not fit with the traditional, geographically based conception of transnational. However, we argue that they experience cultural, social, and linguistic transnationalism in a variety of ways, and that their alignment with these complex identities influences their day-to-day interactions in school. We examine how these youth used language to position themselves racially and linguistically relative to others in their school community, and the figured worlds they drew on in the process. We find that 15 students expressed the complexity of their experiences as both insiders and outsiders in this school, sometimes engaging—and other times rejecting— the identities others ascribed to them.KEYWORDS: Discourse analysishigh schoollinguistic diversitymixed heritagetransnational youth AcknowledgementsThis research was funded by a grant for the University of Oregon Office of the Vice President for Research and Innovation. In addition, we would like to thank Bob Bussel for his support of the project, and the students who shared their experiences with us.Disclosure statementNo potential conflict of interest was reported by the author(s).Additional informationFundingThe work was supported by the University of Oregon Office of the Vice President for Research and Innovation.Notes on contributorsAudrey LuceroAudrey Lucero is an associate professor of language and literacy education and director of the Latinx Studies program at the University of Oregon. Her current research focuses on how K-8 teachers understand race and racism and engage children in critical conversations about these issues as part of their literacy instruction. She teaches courses in bilingualism & biliteracy, Latinx studies, and elementary literacy methods.Bobbie BermúdezBobbie Bermúdez is a Clinical Research Coordinator, Spanish Specialist at the University of Utah. She earned her PhD in Critical and Socio-Cultural Studies in Education at the University of Oregon. She was born and raised in Tegucigalpa, Honduras and has been speaking both Spanish and English since the first grade. Her research focuses on the experiences of Latinx individuals and how they leverage community cultural wealth to facilitate their success in higher education.Maggie R. MitteisMaggie R. Mitteis is a Faculty Instructor and Literacy Specialist in Lane Community College's ESL department as well as a doctoral candidate at the University of Oregon. Her teaching and research focuses on adult ESL learners' individual, community, and future possible identities.","PeriodicalId":46978,"journal":{"name":"Journal of Language Identity and Education","volume":"BME-26 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-10-24","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135273749","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":"Teachers’ Awareness and Management of the Social, Cultural, and Political Indexicalities of Translanguaging","authors":"Anna Mendoza, Jiaen Ou, Shakina Rajendram, Andrew Coombs","doi":"10.1080/15348458.2023.2263092","DOIUrl":"https://doi.org/10.1080/15348458.2023.2263092","url":null,"abstract":"ABSTRACTTranslanguaging scholars have debated whether dismantling boundaries between “named” languages is necessary for social justice in education. To explore this issue, we examined teachers’ reported use of named languages or translanguaging in classroom activities. We used a survey as an interview protocol to compare the extent to which four primary teachers in different international settings implemented two types of bi/multilingual practices with a recently taught class: translanguaging to learn without regard for boundaries between named languages, and symbolic valuation of students’ (named) home languages and languages of affiliation. Using the sociolinguistic construct of “indexicality” as a lens of analysis, we found that only sometimes do teachers describe attaching positive indexicalities (social, cultural, or political meanings) to dynamic translanguaging or to named languages, and only sometimes are these indexicalities egalitarian—suggesting that the answer to the debate lies in positionings teachers create while marshalling translanguaging or named languages to manage classroom identities.KEYWORDS: bi/multilingualismdiscourse analysislearner identityteacher expertisetranslanguaging Disclosure statementNo potential conflict of interest was reported by the author(s).Notes1. CACTI stands for Classroom Approaches to CLIL and Translanguaging Inventory. While “Content Language Integrated Learning” (CLIL) or “English-Medium Instruction” (EMI) often means academic subject learning in English in a country where English is not the dominant language, we use it here to refer to any subject class taught in English in primary and secondary education.2. We do not mean to suggest that Yvette grades the written texts in languages she doesn’t understand, but that she recognizes their function as a tool for making meaning, to help her students learn.3. Link to instrument on Principal Investigator’s website: https://annamend.com/cacti/. Also see Mendoza and Ou (Citation2022).Additional informationFundingThis research has been approved by the Human Research Ethics Committee (HREC) at Anna Mendoza’s former institution, the University of Hong Kong, Project No. EA200204. The study was funded by RGCAS Grant No. 202009185059, University of Hong Kong. We extend our gratitude to those who participated in the research.Notes on contributorsAnna MendozaAnna Mendoza is Assistant Professor of Linguistics at the University of Illinois at Urbana-Champaign. She studies how to create critical translanguaging spaces in primary and secondary education that are characterized by reciprocal learning and communal accountability.Jiaen OuJiaen Ou is an EdD student in the Faculty of Education, University of Hong Kong, in Hong Kong, China. She also worked as a primary school English language teacher for a few years. Her research interests are English language education and teacher education.Shakina RajendramShakina Rajendram is Assistant Professor, Teaching Stream and the Coor","PeriodicalId":46978,"journal":{"name":"Journal of Language Identity and Education","volume":"19 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-10-18","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135884006","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":"The Interactional Organisation of Co-Teaching in Language Educational Settings: The Case of Mandarin Language Teaching in Scotland","authors":"Florence Bonacina-Pugh, Hao Zhang","doi":"10.1080/15348458.2023.2263093","DOIUrl":"https://doi.org/10.1080/15348458.2023.2263093","url":null,"abstract":"Co-teaching is a common feature of language education in schools. It usually involves two adults holding different sets of expertise and working jointly with the same group of learners. Despite the prevalence of co-teaching in language educational settings, little is known as to how co-teaching is organised and negotiated in classroom talk. Drawing on Membership Categorisation Analysis, this paper aims to shed light on the interactional organisation of co-teaching in language educational settings. To do so, we differentiate the institutional label of “classroom teacher” from the practical social identity of “teacher-hood” and investigate who, in a co-teaching setting, performs “teacher-hood” (or in other words, who is “doing being” the teacher). We take the case of a Chinese student volunteer who teaches Mandarin alongside a classroom teacher in a Scottish primary school and present a series of ethnographic vignettes where the teacher and the student volunteer find multiple and creative ways of negotiating “teacher-hood.”","PeriodicalId":46978,"journal":{"name":"Journal of Language Identity and Education","volume":"56 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-10-18","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135884961","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":"Plurilingual Identity Positioning of Newcomer Children with Emerging Print Literacy","authors":"Katie Brubacher","doi":"10.1080/15348458.2023.2257793","DOIUrl":"https://doi.org/10.1080/15348458.2023.2257793","url":null,"abstract":"ABSTRACTThe participants in this study are newcomer students in Grades 4 to 6 who arrived in elementary schools with emerging print literacy not having had the right to learn to read and write before migrating to North America. The purpose of this research is to understand who these students are. Employing a humanizing methodological design, I utilized critical and collective case studies to work with the students in co-creating oral and written texts. Each of the three case studies took place at different school sites and included four to six students and their teachers. Three key components of the students’ plurilingual identities are users of multiple named languages, English-only writers, regional migrators, and cultural plurality. This research shows how policy and researchers can use more inclusive language to talk about this group of newcomers as well as the multi-dimensional identities and languages the students bring to the classroom.KEYWORDS: Identitylimited prior schoolingnewcomerplurilingualrefugeewriting AcknowledgementsThis article draws on research supported by the Social Sciences and Humanities Research Council.Disclosure statementNo potential conflict of interest was reported by the author(s).Additional informationFundingThe work was supported by the Social Sciences and Humanities Research Council of Canada.Notes on contributorsKatie BrubacherKatie Brubacher is currently an Assistant Professor in Elementary Education specializing in language and literacy at the University of Alberta. She completed this research as part of her dissertation at the University of Toronto. Katie has almost 20 years of teaching mainly with multilingual children but also with adults.","PeriodicalId":46978,"journal":{"name":"Journal of Language Identity and Education","volume":"174 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-10-17","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"136032571","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}