Journal of Language Identity and Education最新文献

{"title":"Diverse Language Policies and Practices of Immigrant Families in Iceland: Opportunities and Challenges","authors":"Hanna Ragnarsdóttir","doi":"10.1080/15348458.2022.2160333","DOIUrl":"https://doi.org/10.1080/15348458.2022.2160333","url":null,"abstract":"Iceland has seen rapidly changing demographics in recent years as a result of growing immigration to the country. This is reflected in the education system where children speak altogether around 100 languages. This qualitative research aims at exploring the language policies and practices of diverse immigrant families and their cooperation with their children’s preschools. The theoretical framework includes family language policy and linguistically appropriate educational practices. Data was collected in the spring and autumn of 2020 and included semi-structured interviews with parents in six families, principals and teachers in their children’s two preschools. The findings indicate that the parents have diverse language policies and different opinions on the importance of their heritage languages, Icelandic and English. While the preschools in the study emphasize linguistically appropriate approaches, these are not well developed. Other challenges include the lack of dialogue between the preschools and the families to support the children’s multilingualism.","PeriodicalId":46978,"journal":{"name":"Journal of Language Identity and Education","volume":"11 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-01-19","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135345378","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":"Interculturality and the English Language Classroom by Victoria, M. & Sangiamchit, C. (2021)","authors":"A. Tambunan, N. Irawan","doi":"10.1080/15348458.2022.2108035","DOIUrl":"https://doi.org/10.1080/15348458.2022.2108035","url":null,"abstract":"","PeriodicalId":46978,"journal":{"name":"Journal of Language Identity and Education","volume":"48 1","pages":"102 - 104"},"PeriodicalIF":1.7,"publicationDate":"2023-01-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"80290113","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":"Fong, E. T. Y. (2021). English in China: Language, Identity and Culture.","authors":"Xiaoying Wu","doi":"10.1080/15348458.2022.2139254","DOIUrl":"https://doi.org/10.1080/15348458.2022.2139254","url":null,"abstract":"","PeriodicalId":46978,"journal":{"name":"Journal of Language Identity and Education","volume":"51 1","pages":"294 - 296"},"PeriodicalIF":1.7,"publicationDate":"2022-12-08","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"76887743","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 Teacher Identity, World Englishes, and ELF: A Duoethnography Between a “Native Speaker” Teacher and a “Non-Native Speaker” Teacher","authors":"Elif Kemaloglu-Er, Robert J. Lowe","doi":"10.1080/15348458.2022.2141244","DOIUrl":"https://doi.org/10.1080/15348458.2022.2141244","url":null,"abstract":"ABSTRACT As English has developed into a global language, comprehensive suggestions have been made for the integration of World Englishes (WE) and English as a Lingua Franca (ELF) into language education. However, such suggestions have often encountered considerable resistance, in part due to the complexities in the formation of language teacher identity. In this paper, the authors employ a duoethnographic research method to explore how their encounters with WE and ELF have impacted their identities as a “native speaker” and a “non-native speaker” teacher of English. Through comparisons between their life histories, they demonstrate how their experience with WE and ELF have led to feelings of newfound legitimacy, and lingering incompleteness. The paper argues in order for the promotion of WE/ELF to be successful, more focus needs to be paid to the identity work required of teachers so that they can successfully and sensitively form a new conception of language teaching.","PeriodicalId":46978,"journal":{"name":"Journal of Language Identity and Education","volume":"214 1","pages":"478 - 491"},"PeriodicalIF":1.7,"publicationDate":"2022-11-21","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"74623615","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":"Transformative Translanguaging Espacios: Latinx Students and Their Teachers Rompiendo Fronteras sin Miedo","authors":"K. Perez","doi":"10.1080/15348458.2022.2139255","DOIUrl":"https://doi.org/10.1080/15348458.2022.2139255","url":null,"abstract":"Transformative Translanguaging Espacios: Latinx Students and Their Teachers Rompiendo Fronteras sin Miedo is a book edited by Maite T. Sánchez and Ofelia García. Due to the extreme social-political hardships faced in the United States, critical social issues such as the 2020 global pandemic, the attack on media through political malice, and increased gun violence have created more barriers for our racialized and linguistically minoritized students across the country. These inequities faced in, and outside school contexts have created a need for a transformational socio-cultural shift for our Latinx Bilingual Students. This collaborative piece invites various scholars, educators, and school administrators to inspire and create social change through the reinvigoration of translanguaging theory and pedagogy for Latinx Bilingual Students. Divided into six parts, this book provides first-hand accounts of how translanguaging can go beyond language development. When strategically implemented as a sociopolitical act, these pedagogical frameworks can transform the lives of our linguistically minoritized students. Nelson Flores begins this book’s foreword by discussing his personal experience with his bilingual identity throughout his lifetime. Flores describes how Translanguaging Theory became an influential tenant in developing the groundbreaking work on raciolinguistic ideologies with his colleague, Jonathan Rosas (2015). This conceptualization becomes a solid theme throughout the book to establish how languages are polarized, politicized, and hegemonized in public school settings. Ofelia García and Maite T. Sánchez begin their Introducción and Chapter 1 by vocalizing their reasoning to hyperfocus on Latinx Bilingual Students in the United States. As one of the fastestgrowing populations, Latinx Bilingual Students born in the U.S. are directly affected by language policies that purposely treat their bilingualism as two separate entities (U.S. Census Bureau, 2018). The authors argue that the sociocultural upholding of a monoglossic view of language and identity in the United States can be traced to the remnants of colonization. The authors focus on the language structures of Spanish in Mexico and Puerto Rico. Not only was Spanish a remnant of Spain’s colonial legacy, but it also created a pivotal shift where the speaker of a register was subject to the power relations between racialized groups. Therefore, an attempt to alter beliefs in language ideologies becomes necessary when conceptualizing bilingual education programs in the United States. García and Sánchez strengthen their argument by stating that translanguaging as a political act emancipates linguistically marginalized students from the oppressive views of hegemony and racialized forms of linguistic injustices. Part 2, “Good and agency ¿Para quién?” houses Chapters 2 and 3, which thematically center on the effects of gentrification in bilingual programs across the country. Heiman, Cervantes-Soon ","PeriodicalId":46978,"journal":{"name":"Journal of Language Identity and Education","volume":"4 1","pages":"297 - 299"},"PeriodicalIF":1.7,"publicationDate":"2022-11-11","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"86561083","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":"Linguistic Justice: Black Language, Literacy, Identity, and Pedagogy, by Baker-Bell, A.","authors":"Kalie Chamberlain","doi":"10.1080/15348458.2022.2025812","DOIUrl":"https://doi.org/10.1080/15348458.2022.2025812","url":null,"abstract":"","PeriodicalId":46978,"journal":{"name":"Journal of Language Identity and Education","volume":"86 1","pages":"453 - 454"},"PeriodicalIF":1.7,"publicationDate":"2022-11-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"87423558","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":"Volume 21 Thanks","authors":"","doi":"10.1080/15348458.2022.2146402","DOIUrl":"https://doi.org/10.1080/15348458.2022.2146402","url":null,"abstract":"","PeriodicalId":46978,"journal":{"name":"Journal of Language Identity and Education","volume":"40 1","pages":"458 - 459"},"PeriodicalIF":1.7,"publicationDate":"2022-11-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"75992935","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 Teacher Identity in TESOL: Teacher Education and Practice as Identity Work, by Yazan, B. & Lindahl, K. (Eds.).","authors":"Xinfeng Xie, Guiying Jiang","doi":"10.1080/15348458.2022.2051514","DOIUrl":"https://doi.org/10.1080/15348458.2022.2051514","url":null,"abstract":"","PeriodicalId":46978,"journal":{"name":"Journal of Language Identity and Education","volume":"79 1","pages":"455 - 457"},"PeriodicalIF":1.7,"publicationDate":"2022-05-20","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"77535791","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":"Towards Educational Dignity: Translanguaging y la Preparación de Maestros","authors":"Guadalupe Valdés","doi":"10.1080/15348458.2022.2066954","DOIUrl":"https://doi.org/10.1080/15348458.2022.2066954","url":null,"abstract":"For racialized bilinguals, a dignity-oriented capabilities approach would thus demand that students maintain and cultivate capacity to engage not only in academic tasks but also in the civic and social life of their communities. It would require maintaining connections to family and personal history by sustaining home/heritage languages and cultural practices, as well as actively engaging with and contesting the oppression and denigration that students and their families experience. It would demand curriculum that positions students, their families, and their communities as sources of strength and precious knowledge and that considers students to be agents with the capability to draw from those sources to advance their own vision of a better society. (Poza, 2021, p. 504)","PeriodicalId":46978,"journal":{"name":"Journal of Language Identity and Education","volume":"41 1","pages":"212 - 216"},"PeriodicalIF":1.7,"publicationDate":"2022-05-04","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"76425799","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":"Preparing Pre-Service Content Area Teachers Through Translanguaging","authors":"Zhongfeng Tian, Qianqian Zhang‐Wu","doi":"10.1080/15348458.2022.2058512","DOIUrl":"https://doi.org/10.1080/15348458.2022.2058512","url":null,"abstract":"ABSTRACT In response to the multilingual and multicultural realities in U.S. classrooms, it is important to prepare all teachers who understand translanguaging and are capable of implementing it across contexts. This exploratory qualitative study investigates how five pre-service content area teachers grappled with translanguaging in a graduate-level teacher education course which was designed from a translanguaging perspective. Data sources include teachers’ written coursework and exit interviews, and class observations. Using an inductive coding approach, we found that our content area teacher candidates developed a dynamic, holistic view to understand bilinguals’ meaning-making practices. They also perceived students’ home languages as a valuable resource that needs to be incorporated in general education classrooms to boost emergent bilinguals’ academic learning and socioemotional well-being. In addition, all five participating teachers employed a variety of translanguaging strategies (e.g., grouping based on home languages and providing translations) in their content area lesson plans.","PeriodicalId":46978,"journal":{"name":"Journal of Language Identity and Education","volume":"130 1","pages":"144 - 159"},"PeriodicalIF":1.7,"publicationDate":"2022-05-04","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"75703128","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}