Linguistics and Education最新文献

Voicing decolonial dialogues: Indigenous teachers’ translanguaging in the mainstream classroom 为非殖民化对话发声：土著教师在主流课堂中的翻译

IF 1.6 2区文学

Linguistics and Education Pub Date : 2025-06-10 DOI: 10.1016/j.linged.2025.101440

Trang Thi Thuy Nguyen

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引用次数: 0

Exploring the relationship between Pre-service Teachers’ Language biographical experiences and their prospective teaching in linguistically diverse classrooms 探讨职前教师的语言传记性经验与语言多样化课堂前瞻性教学的关系

IF 1.6 2区文学

Linguistics and Education Pub Date : 2025-05-22 DOI: 10.1016/j.linged.2025.101431

Denis Weger

{"title":"Exploring the relationship between Pre-service Teachers’ Language biographical experiences and their prospective teaching in linguistically diverse classrooms","authors":"Denis Weger","doi":"10.1016/j.linged.2025.101431","DOIUrl":"10.1016/j.linged.2025.101431","url":null,"abstract":"<div><div>Over the past decades, linguistic diversity in classrooms has increased across Austria and other EU and OECD countries. In Austria, migration-related multilingual pupils now comprise over a quarter of the student population, facing higher rates of grade repetition and early school leaving than their monolingual peers. While policies promote recruiting multilingual teachers to enhance educational equity, evidence of their impact is mixed. To explain these mixed results, this study explores how pre-service teachers’ language-related biographical experiences may shape their prospective teaching in linguistically diverse classrooms. Using teacher noticing as a probabilistic predictor of prospective teaching practice, data from 20 pre-service teachers at the University of Vienna were analyzed via questionnaires and stimulated recall interviews. Qualitative content and linguistic text analysis revealed three categories of language-related experiences: Flexible language use, Linguistic adaptation, and Linguistic insecurity. Experiences of linguistic adaptation were significantly associated with negative evaluations of multilingual practices, and were found among both migration-related multilingual and monolingual pre-service teachers. This suggests that it is not teachers’ multilingualism alone but their experiences with language and the meanings they attach to them that matter. The findings highlight the need for teacher education programs that encourage reflection on language-related experiences.</div></div>","PeriodicalId":47468,"journal":{"name":"Linguistics and Education","volume":"88 ","pages":"Article 101431"},"PeriodicalIF":1.6,"publicationDate":"2025-05-22","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144116604","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}

引用次数: 0

Language learning made short and sweet? Exploring student perceptions of microcelebrity teacher reels on Instagram 语言学习变得又短又甜？探索学生对Instagram上微名人老师照片的看法

IF 1.6 2区文学

Linguistics and Education Pub Date : 2025-05-20 DOI: 10.1016/j.linged.2025.101430

Erhan Aslan , Mukaddas Butabaeva Sirojitdinovna

{"title":"Language learning made short and sweet? Exploring student perceptions of microcelebrity teacher reels on Instagram","authors":"Erhan Aslan , Mukaddas Butabaeva Sirojitdinovna","doi":"10.1016/j.linged.2025.101430","DOIUrl":"10.1016/j.linged.2025.101430","url":null,"abstract":"<div><div>Many microcelebrity language teachers today share linguistic content on social media platforms to attract learners. However, little is known about how learners perceive the multimodal affordances of social media platforms utilized by microcelebrity teachers for language teaching in EFL contexts. Motivated by this gap, this study explores learner perceptions of vocabulary learning from microcelebrity language teachers in the underexplored Uzbek EFL context. Over a period of two weeks, 10 EFL students enrolled at a state university in Uzbekistan were asked to follow two Uzbek microcelebrity teacher accounts on Instagram featuring vocabulary content. In addition to the multimodal analysis of a sample of Instagram reels and stories from these accounts, learners’ experiences and perceptions about learning were elicited via learner diaries and semi-structured interviews. While the students enjoyed the engaging linguistic input incorporating role-play and references to pop culture artefacts, they also experienced challenges in relation to the fast-paced speech, brevity of the videos, and irrelevant platform-based content. The findings raise critical implications of language learning and teaching within monetized, platformized, and algorithmic social media spaces.</div></div>","PeriodicalId":47468,"journal":{"name":"Linguistics and Education","volume":"88 ","pages":"Article 101430"},"PeriodicalIF":1.6,"publicationDate":"2025-05-20","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144089782","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}

引用次数: 0

Translanguaging and trans-semiotizing in English-medium classrooms: Upholding university’s policies or constructing knowledge? 英语课堂中的跨语言与跨符号化：维护大学政策还是建构知识？

IF 1.6 2区文学

Linguistics and Education Pub Date : 2025-05-07 DOI: 10.1016/j.linged.2025.101424

Mohammad Mosiur Rahman , Guangwei Hu

{"title":"Translanguaging and trans-semiotizing in English-medium classrooms: Upholding university’s policies or constructing knowledge?","authors":"Mohammad Mosiur Rahman , Guangwei Hu","doi":"10.1016/j.linged.2025.101424","DOIUrl":"10.1016/j.linged.2025.101424","url":null,"abstract":"<div><div>Universities worldwide adopt English-medium instruction (EMI) due to the global role and status of English. However, policies advocating for EMI often overlook the importance of other languages, semiotic resources, and modalities in communication. Such oversight underscores the necessity of examining the adoption and implementation processes of both English and other languages. Building on an expanded language policy framework as well as translanguaging and trans-semiotizing perspectives, we investigated the language ideologies and classroom language practices of educators and students as micro-level responses to a private Bangladeshi university's English-only policy. To gain an in-depth understanding of the phenomenon, we employed a case study design and gathered data from various sources, including semi-structured interviews, classroom observations, and stimulated recall interviews. A thematic analysis of the data revealed that both educators and students held favorable beliefs about English, the adoption of EMI, and translanguaging in classroom teaching. In their language practices, translanguaging and trans-semiotizing were an integral part of instruction for various epistemological and pedagogical reasons, and EMI was used mostly in written discourse. Thus, EMI was more of an ideological manifestation and involved languages other than English. In this light, there is a need for a policy shift from an English-only to a bi/multilingual focus in Bangladeshi higher education.</div></div>","PeriodicalId":47468,"journal":{"name":"Linguistics and Education","volume":"87 ","pages":"Article 101424"},"PeriodicalIF":1.6,"publicationDate":"2025-05-07","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143912893","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}

引用次数: 0

Metaphorical conceptualizations of knowledge in Swedish and Finnish primary school curricula 瑞典和芬兰小学课程中知识的隐喻概念化

IF 1.6 2区文学

Linguistics and Education Pub Date : 2025-05-06 DOI: 10.1016/j.linged.2025.101421

Annika Hillbom , Marja Nenonen , Esa Penttilä

引用次数: 0

Motivating rural EFL students in multimodal teaching 在多模式教学中激励农村英语学生

IF 1.6 2区文学

Linguistics and Education Pub Date : 2025-04-30 DOI: 10.1016/j.linged.2025.101425

Yueh-Hung Tseng

引用次数: 0

Healthy candy canes and magic ramen: Do concept maps show knowledge, language and cultural connections? 健康拐杖糖和神奇拉面：概念图能显示知识、语言和文化联系吗？

IF 1.6 2区文学

Linguistics and Education Pub Date : 2025-04-29 DOI: 10.1016/j.linged.2025.101423

Barbara Ettenauer , Cory Buxton , Jingtian Yu , Yanming Di

引用次数: 0

Exploring child agency and positioning in mother-child homework dynamics: Learning to write the five-paragraph essay 探讨亲子作业动态中的儿童能动性与定位：学习五段文写作

IF 1.6 2区文学

Linguistics and Education Pub Date : 2025-04-26 DOI: 10.1016/j.linged.2025.101429

Kate Shea , Kade Downs , Angel Steadman , Hayriye Kayi-Aydar

引用次数: 0

Arabic language tutors’ beliefs on including regional varieties in undergraduate degree courses in England 阿拉伯语教师对在英国本科学位课程中纳入地区语言种类的看法

IF 1.6 2区文学

Linguistics and Education Pub Date : 2025-04-25 DOI: 10.1016/j.linged.2025.101427

Melissa Anne Towler

引用次数: 0

Commentary for the Special Issue on Equity and Methodological Advancements to Transform Academic Discourse Teaching and Research. Finding Common Ground: The path forward for building teacher and student capacity for academic discourse and student success 学术话语教学与研究转型的公平与方法论进步特刊评论。寻找共同点：为学术论述和学生成功建设教师和学生能力的前进道路

IF 1.6 2区文学

Linguistics and Education Pub Date : 2025-04-25 DOI: 10.1016/j.linged.2025.101428

Alison L. Bailey , Louise C. Wilkinson

引用次数: 0