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Presence of spanish in a hispanic-serving institution on the southwestern US border: Towards better serving underrepresented students 在美国西南边境为西班牙裔服务的机构中西班牙语的存在：为代表性不足的学生提供更好的服务
IF 1.6 2区 文学
Linguistics and Education Pub Date : 2025-03-14 DOI: 10.1016/j.linged.2025.101408
Rosalva Alamillo
{"title":"Presence of spanish in a hispanic-serving institution on the southwestern US border: Towards better serving underrepresented students","authors":"Rosalva Alamillo","doi":"10.1016/j.linged.2025.101408","DOIUrl":"10.1016/j.linged.2025.101408","url":null,"abstract":"<div><div>This research explores the presence of Spanish in a Hispanic-Serving Institution (HSI) in Southern California. Latinxs who are potentially Spanish speakers make up 34.6 % of the HSI's undergraduate enrollment. Three dimensions of space were analyzed: 1) the political dimension through institutional language policies; 2) the spatial dimension through linguistic landscape methodologies; and 3) the experiential dimension by collecting students’ perceptions about Spanish use on their university. Outcomes showed that the HSI positioned itself politically as appreciating linguistic diversity; however, outcomes revealed little Spanish in campus signage. Likewise, most students wanted to see more Spanish in their campus. The absence of Spanish in the educational space perpetuates the invisibility of Spanish speakers, underrepresents their identities, and reinforces the hegemony of English. The author recommends three approaches to better serve historically underrepresented students attending HSIs: the exploration of HSIs’ schoolscapes, the adoption of the critical pedagogy of place, and movement towards decolonization of HSIs.</div></div>","PeriodicalId":47468,"journal":{"name":"Linguistics and Education","volume":"87 ","pages":"Article 101408"},"PeriodicalIF":1.6,"publicationDate":"2025-03-14","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143628567","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
Collective memorying of kindergarten through the logic of children
IF 1.6 2区 文学
Linguistics and Education Pub Date : 2025-03-11 DOI: 10.1016/j.linged.2025.101409
Daniel Edelen , Audra Skukauskaitė
{"title":"Collective memorying of kindergarten through the logic of children","authors":"Daniel Edelen ,&nbsp;Audra Skukauskaitė","doi":"10.1016/j.linged.2025.101409","DOIUrl":"10.1016/j.linged.2025.101409","url":null,"abstract":"<div><div>In this interactional ethnographic study of first grade children's interactions during mathematics, we demonstrate how children created a common understanding of “kindergarten” despite their different experiences of kindergarten during the Covid-19 pandemic. Drawing on concepts of language games and collective memory, we make visible how a collective memory of Kindergarten first grade children co-constructed with their peers, became a resource for solving mathematics problems. We center the voices and actions of the children to uncover the nuanced complexities of children's ways of knowing and doing mathematics. In tracing the logic of the children, we reconceptualize collective memory as <em>collective memorying</em> - a process-oriented action. We conclude with an invitation for future research foregrounding children's ways of knowing.</div></div>","PeriodicalId":47468,"journal":{"name":"Linguistics and Education","volume":"87 ","pages":"Article 101409"},"PeriodicalIF":1.6,"publicationDate":"2025-03-11","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143592952","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
Latine emergent bilinguals’ translanguaging in family literacy practices in Texas
IF 1.6 2区 文学
Linguistics and Education Pub Date : 2025-03-10 DOI: 10.1016/j.linged.2025.101407
Gilberto P. Lara , Lucila D. Ek , Myriam Jimena Guerra , Kenya M. Vargas
{"title":"Latine emergent bilinguals’ translanguaging in family literacy practices in Texas","authors":"Gilberto P. Lara ,&nbsp;Lucila D. Ek ,&nbsp;Myriam Jimena Guerra ,&nbsp;Kenya M. Vargas","doi":"10.1016/j.linged.2025.101407","DOIUrl":"10.1016/j.linged.2025.101407","url":null,"abstract":"<div><div>This study focuses on the home (bi)literacy practices of six bilingual Latine elementary school emergent bilingual students in South Texas. The research study is based on linguistic brokering and translanguaging to provide insights into the complexities of biliteracy development in their family context. The corpus of data includes participant observation field notes, audio and video recordings from home visits, interview transcripts, and written work by the children. The study reveals the diverse linguistic environment in the students' homes, which includes Spanish, English, Mexican Spanish, Central American Spanish, and South American Spanish. The research also explores how the students' translanguaging practices at home helped them develop their biliteracy skills while aiding their family members and improving family well-being. Moreover, the study examines how the students used digital literacy practices to maintain long-distance family relationships. These findings have important implications for researchers and educators leveraging home translanguaging, (bi)literacy practices, and knowledge to bridge the home-school divide.</div></div>","PeriodicalId":47468,"journal":{"name":"Linguistics and Education","volume":"87 ","pages":"Article 101407"},"PeriodicalIF":1.6,"publicationDate":"2025-03-10","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143577796","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
Teachers’ use of sign-supported speech in interaction with multilingual children in Swedish preschools
IF 1.6 2区 文学
Linguistics and Education Pub Date : 2025-03-10 DOI: 10.1016/j.linged.2025.101398
Karolina Larsson , Polly Björk-Willén , Katarina Haraldsson , Kristina Hansson
{"title":"Teachers’ use of sign-supported speech in interaction with multilingual children in Swedish preschools","authors":"Karolina Larsson ,&nbsp;Polly Björk-Willén ,&nbsp;Katarina Haraldsson ,&nbsp;Kristina Hansson","doi":"10.1016/j.linged.2025.101398","DOIUrl":"10.1016/j.linged.2025.101398","url":null,"abstract":"<div><div>Many preschoolers in Sweden have other family languages than Swedish. Sign-supported speech (SSS) is often used to support children's second language development and participation in interaction. The aim of the present paper is to study how preschool teachers use SSS in interaction with multilingual children, and children's way of participation in such interaction. The study was conducted in three preschool units situated in a multilingual area. The design is video-ethnographic, and the analyses build on Conversation Analysis. The findings show that teachers’ focus on sign-support sometimes limits their responsivity, which negatively affects children's participation in interaction. Furthermore, SSS is often used regardless of children's communicative needs, and has an agenda of its own. Since children's language learning is both interactive and contextual, it is not a question of using sign-support or not in preschool, but more a question of how it is used, why, with whom and in which situations.</div></div>","PeriodicalId":47468,"journal":{"name":"Linguistics and Education","volume":"87 ","pages":"Article 101398"},"PeriodicalIF":1.6,"publicationDate":"2025-03-10","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143577795","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":2,"RegionCategory":"文学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"OA","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
引用次数: 0
Attitudes and ideologies of deaf signers toward American Sign Language structure
IF 1.6 2区 文学
Linguistics and Education Pub Date : 2025-03-05 DOI: 10.1016/j.linged.2025.101410
Emily Jo Noschese
{"title":"Attitudes and ideologies of deaf signers toward American Sign Language structure","authors":"Emily Jo Noschese","doi":"10.1016/j.linged.2025.101410","DOIUrl":"10.1016/j.linged.2025.101410","url":null,"abstract":"<div><div>This qualitative study investigates Deaf signers’ perceptions and usage of word order in American Sign Language (ASL), focusing on the Subject-Object-Verb (SOV) ideology. Through interviews with 10 Deaf participants, the study explores their views on the ideology that ‘ASL is a SOV language’ and examines their preferences for SOV versus SVO word orders in ASL. These preferences are analyzed in relation to participants’ educational backgrounds, family contexts, and exposure to ASL. Regardless of their diverse experiences, the belief in ASL's SOV structure remains prevalent among the participants. However, the findings highlight the complex interplay between language ideology and practical usage, revealing nuances in ASL's everyday application. This dynamic nature of ASL usage intersects with linguistic norms, cultural beliefs, and communication practices within the Deaf communities. Despite strong ideological attachment to ASL's SOV structure, personal beliefs do not seem to always fully align with language in daily life.</div></div>","PeriodicalId":47468,"journal":{"name":"Linguistics and Education","volume":"87 ","pages":"Article 101410"},"PeriodicalIF":1.6,"publicationDate":"2025-03-05","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143548513","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
Translingual approach in assessing academic writing for emerging multilingual writers in EMI higher education
IF 1.6 2区 文学
Linguistics and Education Pub Date : 2025-03-05 DOI: 10.1016/j.linged.2025.101403
Daniel H. Chang , Qinghua Chen , Angel Mei Yi Lin
{"title":"Translingual approach in assessing academic writing for emerging multilingual writers in EMI higher education","authors":"Daniel H. Chang ,&nbsp;Qinghua Chen ,&nbsp;Angel Mei Yi Lin","doi":"10.1016/j.linged.2025.101403","DOIUrl":"10.1016/j.linged.2025.101403","url":null,"abstract":"<div><div>Drawing from the first author's teaching experience in a first-year disciplinary writing course and observations, this article develops a theory to address the limitations of standardized language tests in assessing multilingual writers’ skills. These tests emphasize formulaic tasks that do not align with the complexities of university writing activities, such as reflection, or argumentation. The first author's observation of 25 first-year writers engaging with institutional writing support services reveal that academic writing is a complex process, rarely captured by standardized tests. We propose the Reflective Writing Space (RWS) model, a paradigm-shifting framework that reconceptualizes writing assessment through three interconnected dimensions: content &amp; context, skill development, and language use and proficiency. This model advocates for a more inclusive and interactive approach that actively engages students, tutors, and instructors in teaching writing. We conclude with practical recommendations for implementing the RWS framework to better support multilingual writers’ academic writing development.</div></div>","PeriodicalId":47468,"journal":{"name":"Linguistics and Education","volume":"87 ","pages":"Article 101403"},"PeriodicalIF":1.6,"publicationDate":"2025-03-05","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143548579","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":2,"RegionCategory":"文学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"OA","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
引用次数: 0
Every subject has its own language – patterns of linguistic features of expository texts in German stem textbooks
IF 1.6 2区 文学
Linguistics and Education Pub Date : 2025-03-03 DOI: 10.1016/j.linged.2025.101405
Nadine Cruz Neri , Sascha Bernholt , Hendrik Härtig
{"title":"Every subject has its own language – patterns of linguistic features of expository texts in German stem textbooks","authors":"Nadine Cruz Neri ,&nbsp;Sascha Bernholt ,&nbsp;Hendrik Härtig","doi":"10.1016/j.linged.2025.101405","DOIUrl":"10.1016/j.linged.2025.101405","url":null,"abstract":"<div><div>STEM education relies heavily on written language that students need to process in order to understand expository texts in the school context. Prior research indicates that students are challenged by certain linguistic features (LFs) prevalent in expository texts. Therefore, it is important that teachers support students adequately in their comprehension process. For German textbooks, however, research that examines which LFs are prevalent in which STEM subject is missing. In this study, we exploratively analyze the patterns of LFs of different STEM subjects (biology, chemistry, geography, mathematics, physics). For this, we examined 398 German texts extracted from 32 secondary textbooks. We found that some LFs are more prevalent in certain STEM subjects than in others. The found patterns of LFs hold the potential to provide concrete starting points for teachers to adequately support their students in processing the LFs of their respective STEM subject. Further implications and limitations are discussed.</div></div>","PeriodicalId":47468,"journal":{"name":"Linguistics and Education","volume":"86 ","pages":"Article 101405"},"PeriodicalIF":1.6,"publicationDate":"2025-03-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143528921","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":2,"RegionCategory":"文学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"OA","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
引用次数: 0
You don’t need to prove yourself: A raciolinguistic perspective on Chinese international students’ academic language anxiety and ChatGPT use 你不需要证明自己从种族语言学角度看中国留学生的学术语言焦虑和聊天软件的使用
IF 1.6 2区 文学
Linguistics and Education Pub Date : 2025-03-01 DOI: 10.1016/j.linged.2025.101406
Kewen Zheng
{"title":"You don’t need to prove yourself: A raciolinguistic perspective on Chinese international students’ academic language anxiety and ChatGPT use","authors":"Kewen Zheng","doi":"10.1016/j.linged.2025.101406","DOIUrl":"10.1016/j.linged.2025.101406","url":null,"abstract":"<div><div>Adopting a raciolinguistic perspective, this study examines the Chinese international students’ anxiety on academic English writing under ChatGPT use and AI policing. As the baseline of language proficiency and a gatekeeper to academic achievement, academic English stands as the exclusive linguistic standard within academia. Chinese international students in the U.S. often experience different levels of anxiety in academic English writing as they are usually perceived as outsiders and linguistically deficient. In this context, AI language refining tools like ChatGPT have become a popular tool for such students to “standardize” their academic English writing. While these tools “improve” the quality of writing to some extent, they in fact exacerbate linguistic insecurity and language anxiety, because of their native-like response mode and readers’ biased policing. Through analysis of the interview data and human-AI interaction data provided by 18 Chinese international students in a U.S. graduate program, this study reveals the structural challenges faced by bilingual international students as they navigate academia in the era of ChatGPT. This paper contributes to a deeper understanding of the complexities surrounding requirement of academic English proficiency and racialized speakers’ experiences of being subjugated and engaging in self-policing in academic settings.</div></div>","PeriodicalId":47468,"journal":{"name":"Linguistics and Education","volume":"86 ","pages":"Article 101406"},"PeriodicalIF":1.6,"publicationDate":"2025-03-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143520538","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
Toward equitable classrooms: Translanguaging for adolescent emergent multilinguals
IF 1.6 2区 文学
Linguistics and Education Pub Date : 2025-02-27 DOI: 10.1016/j.linged.2025.101404
Huseyin Uysal , Zhongfeng Tian
{"title":"Toward equitable classrooms: Translanguaging for adolescent emergent multilinguals","authors":"Huseyin Uysal ,&nbsp;Zhongfeng Tian","doi":"10.1016/j.linged.2025.101404","DOIUrl":"10.1016/j.linged.2025.101404","url":null,"abstract":"<div><div>This editorial piece provides an introduction to our special issue on instruction and assessment practices in the schooling of adolescent emergent multilinguals, and a comprehensive overview of the evolution of translanguaging from its origins to its current application as a socio-cognitive-political framework in multilingual education. We discuss its infusion in pedagogical practices to promote equitable learning opportunities for adolescent learners. The special issue highlights both the theoretical underpinnings of translanguaging and its practical applications, particularly in the underexplored area of assessment, offering a fresh perspective on fostering inclusive, dynamic, and culturally sustaining classrooms.</div></div>","PeriodicalId":47468,"journal":{"name":"Linguistics and Education","volume":"86 ","pages":"Article 101404"},"PeriodicalIF":1.6,"publicationDate":"2025-02-27","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143578594","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
Navigating the emotional stickiness of belonging through scaling: A black American woman teacher's experiences in the context of teaching English abroad in Korea
IF 1.6 2区 文学
Linguistics and Education Pub Date : 2025-02-22 DOI: 10.1016/j.linged.2025.101402
Jihea Maddamsetti , KaaVonia Hinton
{"title":"Navigating the emotional stickiness of belonging through scaling: A black American woman teacher's experiences in the context of teaching English abroad in Korea","authors":"Jihea Maddamsetti ,&nbsp;KaaVonia Hinton","doi":"10.1016/j.linged.2025.101402","DOIUrl":"10.1016/j.linged.2025.101402","url":null,"abstract":"<div><div>Questions about belonging are particularly poignant to migrant English language teaching (ELT) professionals. However, few studies have explored migrant ELT professionals’ emotional belonging, and even fewer studies have studied how Black women native English teachers navigate their emotional belonging as they teach English abroad, in countries like Korea. This three-year longitudinal study explores how one Black American woman, Kayla, navigated the emotionality of belonging as she taught English in Korea. By drawing on the notions of emotional stickiness and scales, our analysis shows how emotional stickiness created key reference points for the scaling processes by which Kayla constructed a sense of belonging. By highlighting Kayla's everyday feelings of belonging vis-à-vis her scaling processes, this study deepens our understanding of migrant Black ELT professionals’ emotional lives and provides implications for ELT stakeholders at the pedagogical, programmatic, and institutional levels.</div></div>","PeriodicalId":47468,"journal":{"name":"Linguistics and Education","volume":"86 ","pages":"Article 101402"},"PeriodicalIF":1.6,"publicationDate":"2025-02-22","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143465499","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
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