Linguistics and Education最新文献

Promoting humanizing, meaningful, and just language instruction for multilingual learners and their peers: A pedagogical vision illustrated by examples from practice 为多语言学习者及其同龄人促进人性化、有意义和公正的语言教学：通过实践案例说明教学愿景

IF 1.6 2区文学

Linguistics and Education Pub Date : 2024-11-13 DOI: 10.1016/j.linged.2024.101358

Emily Phillips Galloway , Paola Uccelli

{"title":"Promoting humanizing, meaningful, and just language instruction for multilingual learners and their peers: A pedagogical vision illustrated by examples from practice","authors":"Emily Phillips Galloway , Paola Uccelli","doi":"10.1016/j.linged.2024.101358","DOIUrl":"10.1016/j.linged.2024.101358","url":null,"abstract":"<div><div>In this article, we engage with the question of how to create just and humanizing instructional conditions for learning <em>through</em> and <em>about</em> language at school. Rather than an empirical study, this article invites readers to rethink the role of languages in education by introducing and illustrating what we call <em>Pedagogies of Voices</em> (POV). Informed by research and practice, POV instructional approaches acknowledge and leverage the reality of multilingual and multidialectal repertoires in linguistically diverse classrooms, counteracting the tendency towards prescriptivism, which constrains what counts as language learning and teaching in schools. Through vignettes from middle-school multilingual classrooms implementing the TRANSLATE literacy curriculum, we illustrate how POV-inspired instruction transforms the conventions of classroom interactions by scaffolding language learning through relational activities that affirm and expand students’ multilingual repertoires and metalinguistic strategies for learning through and about language. These POV-inspired practices shift the role of teachers, who become learners of their students’ ways with language and shift the instructional goal from a narrow focus on teaching the language of school literacy to a concerted effort to foster flexible, resourceful, critical, and creative student voices—what we call <em>Critical Rhetorical Flexibility</em>. These two shifts, we argue, contribute to creating the enabling conditions to foster inclusive, humanizing communities in which students and teachers experience the joyful challenge of learning through languages together. We conclude with thoughts and considerations for theory, future practice-embedded research, and evidence-based educational practice.</div></div>","PeriodicalId":47468,"journal":{"name":"Linguistics and Education","volume":"84 ","pages":"Article 101358"},"PeriodicalIF":1.6,"publicationDate":"2024-11-13","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142657690","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

Encouraging translanguaging in collaborative talk in EFL classrooms: An epistemic network comparative study 在 EFL 课堂的合作对话中鼓励翻译语言：认识论网络比较研究

IF 1.6 2区文学

Linguistics and Education Pub Date : 2024-11-11 DOI: 10.1016/j.linged.2024.101360

Ming Li, Zhouqin Qu

引用次数: 0

Grammatical and rhetorical reasoning in upper secondary students’ collaborative talk about a literary text 高中生合作谈论文学文本时的语法和修辞推理

IF 1.6 2区文学

Linguistics and Education Pub Date : 2024-10-25 DOI: 10.1016/j.linged.2024.101359

Agnes Strandberg , Jimmy van Rijt

引用次数: 0

Understanding EFL students’ academically transitioning experiences with meaning-making-based instruction: A qualitative inquiry 通过基于意义建构的教学，了解 EFL 学生的学业过渡体验：定性调查

IF 1.6 2区文学

Linguistics and Education Pub Date : 2024-10-07 DOI: 10.1016/j.linged.2024.101357

Xiaodong Zhang

{"title":"Understanding EFL students’ academically transitioning experiences with meaning-making-based instruction: A qualitative inquiry","authors":"Xiaodong Zhang","doi":"10.1016/j.linged.2024.101357","DOIUrl":"10.1016/j.linged.2024.101357","url":null,"abstract":"<div><div>This qualitative study took place in a content-based English as a foreign language (EFL) reading course at a Chinese university. The students had to academically transition from their prior reading practices, which involved surface meaning and/or linguistic resources, to the deconstruction of the deep meaning of texts. Interviews with 16 EFL students, their reflections, as well as the researcher's field notes and audio recordings of classroom interactions, were qualitatively analyzed. The study reveals that the EFL student readers’ academic transition to the content-based reading course was supported by the pedagogical use of systemic functional linguistics (SFL). With SFL pedagogy, the students were exposed to meaning-making-based instruction, which focused on the close relationship between linguistic resources and meanings. This transition was especially exemplified by the students’ positive experiences with leveraging meaning-making-based knowledge when harnessing linguistic resources as gateways for gaining access to the deep meanings of texts, as expected in the transitioning context. However, during the transitioning process in relation to their meaning-making-based knowledge, students encountered constraints from their previous and ongoing experiences (e.g., their sensitivity to the linguistic resources in a text or textbook design), which were mitigated through teacher mediation. This study concludes that meaning-making-based instruction may have played a useful role in mediating and facilitating the EFL student readers’ transition to academically demanding reading, although the transitioning process was sensitive to dynamic but surmountable constraints.</div></div>","PeriodicalId":47468,"journal":{"name":"Linguistics and Education","volume":"84 ","pages":"Article 101357"},"PeriodicalIF":1.6,"publicationDate":"2024-10-07","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142416523","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

On the necessity (and insufficiency) of ethnographic perspectives: Towards an inter-scalar approach to research on “academic language” 论人种学视角的必要性（和不足）：以跨尺度方法开展 "学术语言 "研究

IF 1.6 2区文学

Linguistics and Education Pub Date : 2024-09-21 DOI: 10.1016/j.linged.2024.101355

Ramón Antonio Martínez

引用次数: 0

Let a hundred flowers bloom: Towards a coexistence of paradigms in language assessment literacy 百花齐放实现语言评估素养范式的共存

IF 1.6 2区文学

Linguistics and Education Pub Date : 2024-09-19 DOI: 10.1016/j.linged.2024.101346

Xiaoli Su , Hongbiao Yin , Icy Lee

{"title":"Let a hundred flowers bloom: Towards a coexistence of paradigms in language assessment literacy","authors":"Xiaoli Su , Hongbiao Yin , Icy Lee","doi":"10.1016/j.linged.2024.101346","DOIUrl":"10.1016/j.linged.2024.101346","url":null,"abstract":"<div><p>Language assessment literacy, an evolving and dynamic research field, assumes a critical role in applied linguistics. This narrative review analyzes different epistemological understandings regarding language assessment literacy. Guided by the three cognitive interests as defined by Jürgen Habermas, the article illustrates the characteristics of three paradigms of language assessment literacy: language assessment literacy as a product from the technical perspective, as a process from the practical perspective, and as a praxis from the critical perspective. The advantages and drawbacks of each paradigm are also discussed. By analysing language assessment literacy through the lens of these cognitive interests, we offer insights into how the scope of language assessment literacy can be broadened and how a critical perspective can initiate democratic discussions on under-explored issues in this research field. Also, we argue that it is crucial for academics in applied linguistics to be open-minded about the coexistence of different paradigms, as this can lead to significant contributions to language education and language assessment policies.</p></div>","PeriodicalId":47468,"journal":{"name":"Linguistics and Education","volume":"84 ","pages":"Article 101346"},"PeriodicalIF":1.6,"publicationDate":"2024-09-19","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142243535","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

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

Eunseok Ro , Hyunwoo Kim

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

Ewa Bergh Nestlog , Kristina Danielsson , Fredrik Jeppsson

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

Ève Ryan, Giovanna Arnaq Wilde

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

Qian Lei , Chunlei Zhang

{"title":"Using multimodal resources to design EFL classroom lead-ins—A multimodal pedagogical stylistics perspective","authors":"Qian Lei , Chunlei Zhang","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":"83 ","pages":"Article 101338"},"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