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Pre-service teachers’ hinting practices in managing responses in a microteaching context 职前教师在微格教学情境中管理回应的暗示实践
IF 1.6 2区 文学
Linguistics and Education Pub Date : 2024-09-13 DOI: 10.1016/j.linged.2024.101345
{"title":"Pre-service teachers’ hinting practices in managing responses in a microteaching context","authors":"","doi":"10.1016/j.linged.2024.101345","DOIUrl":"10.1016/j.linged.2024.101345","url":null,"abstract":"<div><p>Microteaching is a pedagogical approach that allows educators to enhance their teaching techniques through practice and feedback in controlled, classroom-like environments. This study uses multimodal conversation analysis to investigate how pre-service teachers at a Korean university, with English as their second language, manage student participation in microteaching sessions. The analysis reveals the intricacies of teachers’ hinting practices that are aimed at mobilizing and pursuing student responses. The excerpts exemplify how pre-service teachers use hints to foster an engaged and dynamic classroom environment, highlighting their contingent decision-making in question-and-answer sequences. These findings offer valuable insights into the teaching practices employed by pre-service teachers in a microteaching context and contribute to expanding our understanding of classroom interactional competence in teacher education.</p></div>","PeriodicalId":47468,"journal":{"name":"Linguistics and Education","volume":null,"pages":null},"PeriodicalIF":1.6,"publicationDate":"2024-09-13","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142230638","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
Disciplinary content and text structures communicated in the classroom – pathways in science lessons 课堂上交流的学科内容和文本结构 - 科学课的路径
IF 1.6 2区 文学
Linguistics and Education Pub Date : 2024-09-11 DOI: 10.1016/j.linged.2024.101343
{"title":"Disciplinary content and text structures communicated in the classroom – pathways in science lessons","authors":"","doi":"10.1016/j.linged.2024.101343","DOIUrl":"10.1016/j.linged.2024.101343","url":null,"abstract":"<div><p>Making meaning about disciplinary knowledge involves both disciplinary content and relevant semiotic resources (e.g., text structures) for communicating the content, as two sides of a coin. The purpose of this study is to contribute to research in science education with a model for visualising how the two sides of the coin are elaborated in classroom interaction, aiming to support students’ disciplinary knowledge development. The model was developed based on data from a series of lessons in a primary science classroom where the teacher and her students negotiated and made meaning about action and reaction forces. We show how the model can be used to deepen the understanding of how the meaning making through classroom interaction forms a pathway, visualising different levels of disciplinary literacy and hence the model's usefulness for both research and for designing teaching practices.</p></div>","PeriodicalId":47468,"journal":{"name":"Linguistics and Education","volume":null,"pages":null},"PeriodicalIF":1.6,"publicationDate":"2024-09-11","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.sciencedirect.com/science/article/pii/S0898589824000767/pdfft?md5=767b29972b6cd971fbe24bcf0342e9ce&pid=1-s2.0-S0898589824000767-main.pdf","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142168615","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
Two voices, one paper: Using storywork to reassess the impact of academic language on “English Learners” in Alaska 两种声音，一篇论文：利用故事作业重新评估学术语言对阿拉斯加 "英语学习者 "的影响
IF 1.6 2区 文学
Linguistics and Education Pub Date : 2024-09-07 DOI: 10.1016/j.linged.2024.101344
{"title":"Two voices, one paper: Using storywork to reassess the impact of academic language on “English Learners” in Alaska","authors":"","doi":"10.1016/j.linged.2024.101344","DOIUrl":"10.1016/j.linged.2024.101344","url":null,"abstract":"<div><p>In this paper, featuring a collaboration between Ève, a white applied linguist from Réunion Island, and Giovanna, an Indigenous Yupik undergraduate student from Mountain Village, we offer perspectives from Alaska on the topic of academic language. Academic English has served as a tool to further marginalize Alaska Native students, who make up a large segment of the student population designated as English Learners in Alaska. After providing background information on the linguistic landscape of Alaska, we discuss considerations for the academic language construct, and end with implications for assessment, suggesting ways to indigenize our approach to language assessment.</p></div>","PeriodicalId":47468,"journal":{"name":"Linguistics and Education","volume":null,"pages":null},"PeriodicalIF":1.6,"publicationDate":"2024-09-07","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142150711","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
Using multimodal resources to design EFL classroom lead-ins—A multimodal pedagogical stylistics perspective 利用多模态资源设计英语课堂导入--多模态教学文体学视角
IF 1.6 2区 文学
Linguistics and Education Pub Date : 2024-08-31 DOI: 10.1016/j.linged.2024.101338
{"title":"Using multimodal resources to design EFL classroom lead-ins—A multimodal pedagogical stylistics perspective","authors":"","doi":"10.1016/j.linged.2024.101338","DOIUrl":"10.1016/j.linged.2024.101338","url":null,"abstract":"<div><p>The study explores the ways EFL teachers use multimodal resources to design classroom lead-ins on the basis of multimodal stylistic analyses of the lead-ins in six award-winning classroom demonstrations. Results show that verbal mode and image mode are mainly used in the lead-ins to establish cognitive framework for the new teaching topics, and body language, such as eye movements, facial expressions, and gestures, is particularly important in attracting students’ attention and motivate their participation. The foregrounded complementary reinforcement relationships within the multimodal ensembles in the lead-ins play significant roles in designing students’ learning experiences. Discussions on the multimodal stylistic features and their teaching effects also indicate that topic relevance, closeness to life, mode conciseness, proper use of body language, complementary reinforcement within mode ensembles, and dynamicity of mode choices are general guidelines for the design of effective multimodal classroom lead-ins. The study not only verifies the effectiveness of the multimodal pedagogical stylistic theory but also provides feasible implications for the design and implementation of multimodal classroom lead-ins in EFL teaching.</p></div>","PeriodicalId":47468,"journal":{"name":"Linguistics and Education","volume":null,"pages":null},"PeriodicalIF":1.6,"publicationDate":"2024-08-31","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142098056","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
Inclusion of home languages during early childhood instructional conversations 在幼儿教学对话中融入家庭语言
IF 1.6 2区 文学
Linguistics and Education Pub Date : 2024-08-30 DOI: 10.1016/j.linged.2024.101341
{"title":"Inclusion of home languages during early childhood instructional conversations","authors":"","doi":"10.1016/j.linged.2024.101341","DOIUrl":"10.1016/j.linged.2024.101341","url":null,"abstract":"<div><p>Including home languages in classrooms can increase multilingual students’ participation, improve literacy, and promote inclusion. It is a prevalent topic at academic conferences; however, home language use in classrooms is less common. This study was a microanalysis of home language use during Instructional Conversations at a linguistically diverse English-medium preschool. Data sources included 27 h of classroom videos of Instructional Conversations and interviews with educators who used children's home languages. Home language use during Instructional Conversations was rare in these data; however, when employed, it was followed by increased participation by the multilingual children, facilitating language and concept development. These findings indicate a need for explicit educator preparation on home language use in classrooms. Educators in this study who used children's home languages adopted alternative discourse patterns than those traditionally found in schools. They reported being motivated by the increased participation of multilingual children and positive responses from families.</p></div>","PeriodicalId":47468,"journal":{"name":"Linguistics and Education","volume":null,"pages":null},"PeriodicalIF":1.6,"publicationDate":"2024-08-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142098055","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
Attitude in ecological evaluations of college English textbooks in China 中国大学英语教材生态评价中的态度问题
IF 1.6 2区 文学
Linguistics and Education Pub Date : 2024-08-27 DOI: 10.1016/j.linged.2024.101342
{"title":"Attitude in ecological evaluations of college English textbooks in China","authors":"","doi":"10.1016/j.linged.2024.101342","DOIUrl":"10.1016/j.linged.2024.101342","url":null,"abstract":"<div><p>Ecolinguistics, as an emerging paradigm in linguistic studies, provides an approach for analysing ecological constructions in texts. However, different contexts feature quite different ecological philosophical traditions. English textbooks, often including imported materials, raise consideration for its ecological suitability for different social contexts. This study examines the ecological evaluations of College English textbooks used in China to elucidate the underlying evaluations and assess them according to Chinese harmonious ecosophy. Adopting Martin and White's (2005) attitude system, this study analyses the selected textbooks from the aspects of affect, judgment and appreciation with the UAM Corpus Tool to annotate instantiations of natural resources. Semantic analyses suggest that the authorial construction of nature in textbooks propagate some inharmonious ecological worldviews. The study not only improves our understanding of stance of textbooks towards the natural world but also helps to explore the role textbooks play in ecological education.</p></div>","PeriodicalId":47468,"journal":{"name":"Linguistics and Education","volume":null,"pages":null},"PeriodicalIF":1.6,"publicationDate":"2024-08-27","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142084118","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: Process and power in education Translanguaging：教育过程与权力
IF 1.6 2区 文学
Linguistics and Education Pub Date : 2024-08-14 DOI: 10.1016/j.linged.2024.101340
{"title":"Translanguaging: Process and power in education","authors":"","doi":"10.1016/j.linged.2024.101340","DOIUrl":"10.1016/j.linged.2024.101340","url":null,"abstract":"<div><p>In this article we develop translanguaging as a theoretical perspective in education by drawing together ideas of process and symbolic power. We first outline critiques of translanguaging, most particularly the issue of deconstructivism and concerns about transformative limitations. We then focus on the potential of translanguaging as a conceptual frame for how language mediates learning in the context of social inequity (schools). We primarily draw on Bakhtin's (1981) theorisation of language and Bourdieu's (1991) understanding of the relationship between language and symbolic power to suggest that taking sociohistorical context as central to translanguaging can help us to move beyond ‘internal’ structuralist debates and open up productive lines of inquiry at the intersection of language and learning.</p></div>","PeriodicalId":47468,"journal":{"name":"Linguistics and Education","volume":null,"pages":null},"PeriodicalIF":1.6,"publicationDate":"2024-08-14","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.sciencedirect.com/science/article/pii/S0898589824000731/pdfft?md5=711190197cfdcf51014c8179421ef987&pid=1-s2.0-S0898589824000731-main.pdf","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141990432","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
“I Have Magic in My Mouf!”: Embodied languaging enactments of African American multilingual students in a Spanish-English immersion program "我的毛发有魔力！"：非裔美国多语种学生在西班牙语-英语浸入式课程中的体现性语言实践
IF 1.6 2区 文学
Linguistics and Education Pub Date : 2024-08-07 DOI: 10.1016/j.linged.2024.101339
{"title":"“I Have Magic in My Mouf!”: Embodied languaging enactments of African American multilingual students in a Spanish-English immersion program","authors":"","doi":"10.1016/j.linged.2024.101339","DOIUrl":"10.1016/j.linged.2024.101339","url":null,"abstract":"<div><p>There is limited research that examines African American students’ language learning experiences in Spanish-English dual-language program settings, which exacerbates the narrative that African American students are not the “ideal” demographic for bilingual programs. To address these concerns, we highlight the experiences of two African American multilingual children to examine how they form their translanguaging repertoires. Specifically, we focus on three types of enactments in which they embodied these repertoires, which revealed how they engaged language learning in dynamic and varied ways. These examples further challenge traditional norms engendered in bilingual programming writ large that exhibit narrow viewpoints of language speakers and language speaking.</p></div>","PeriodicalId":47468,"journal":{"name":"Linguistics and Education","volume":null,"pages":null},"PeriodicalIF":1.6,"publicationDate":"2024-08-07","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141943532","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
“Because we bilingual”: Examining an early career ESOL teacher's humanizing approach to language use "因为我们是双语者研究一名早期 ESOL 教师在语言使用方面的人性化方法
IF 1.6 2区 文学
Linguistics and Education Pub Date : 2024-08-02 DOI: 10.1016/j.linged.2024.101337
{"title":"“Because we bilingual”: Examining an early career ESOL teacher's humanizing approach to language use","authors":"","doi":"10.1016/j.linged.2024.101337","DOIUrl":"10.1016/j.linged.2024.101337","url":null,"abstract":"<div><p>Although some of the scholarship in applied linguistics and teacher education illustrates an understanding of the complicated domination of English—and particularly White Mainstream English (WME)—in the education of multilingual students who are learning English as an additional language, the issue remains that the teaching and learning of English is often positioned as a neutral, value-free endeavor in much of the curriculum and practice used in US K-12 classrooms, and around the world. Therefore, an important question centers around how teachers might use linguistically sustaining, humanizing language practices in their classrooms, despite working in contexts that generally privilege WME. To illustrate the important role that teachers can play in supporting humanizing, linguistically vibrant classrooms, we highlight the practices of Catherine, an African American teacher of multilingual students, and explore how she leveraged her own multilingualism to affirm a variety of language practices in her classroom.</p></div>","PeriodicalId":47468,"journal":{"name":"Linguistics and Education","volume":null,"pages":null},"PeriodicalIF":1.6,"publicationDate":"2024-08-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141943531","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
Thorny issues with academic language: A perspective from scientific practice 学术语言的棘手问题：科学实践的视角
IF 1.6 2区 文学
Linguistics and Education Pub Date : 2024-07-24 DOI: 10.1016/j.linged.2024.101334
{"title":"Thorny issues with academic language: A perspective from scientific practice","authors":"","doi":"10.1016/j.linged.2024.101334","DOIUrl":"10.1016/j.linged.2024.101334","url":null,"abstract":"<div><p>A debate over the construct of academic language (AL) has engendered significant polarization in the field of language education. The issues at the heart of the AL debate are thorny and persistently elusive to resolve. Yet they are not unpredictable, particularly when viewed from the perspective of how scientific communities advance knowledge. In this article, we highlight two thorny issues with AL from the perspective of scientific practice: (a) the modeling issue and (b) the paradigm issue. For each issue, we discuss methodological and pedagogical implications using examples from research on language use in STEM education. Further, we analyze how the two thorny issues have manifested in other contentious debates in language education (cognitive-social debate, translanguaging vs. codeswitching). Finally, we propose ways forward in light of the thorny issues toward advancing our collective knowledge as a community of researchers and practitioners committed to the education of language minoritized students.</p></div>","PeriodicalId":47468,"journal":{"name":"Linguistics and Education","volume":null,"pages":null},"PeriodicalIF":1.6,"publicationDate":"2024-07-24","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141865568","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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