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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
{"title":"Metaphorical conceptualizations of knowledge in Swedish and Finnish primary school curricula","authors":"Annika Hillbom ,&nbsp;Marja Nenonen ,&nbsp;Esa Penttilä","doi":"10.1016/j.linged.2025.101421","DOIUrl":"10.1016/j.linged.2025.101421","url":null,"abstract":"<div><div>This study analyzes metaphors related to knowledge in the Swedish and Finnish primary school curricula with an aim to find out how knowledge is conceptualized in these texts. Metaphors are analyzed with the so-called PIMS method recently developed by Johansson Falck &amp; Okonski (2022, 2023). In total, 11 different conceptual metaphors involving knowledge, mainly based on image schemas, were identified in both Swedish and Finnish curricula, plus two more in the Swedish curriculum only. The most frequent ones, based on image schemas, are <span>in-out</span> and <span>process</span>. The results show that the conceptualizations of knowledge in the Swedish and Finnish primary school curricula are largely similar, although Swedish and Finnish are unrelated languages. However, there are also differences, which we suggest are due to partly different views on education and knowledge in the two school systems.</div></div>","PeriodicalId":47468,"journal":{"name":"Linguistics and Education","volume":"87 ","pages":"Article 101421"},"PeriodicalIF":1.6,"publicationDate":"2025-05-06","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143907891","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
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
{"title":"Motivating rural EFL students in multimodal teaching","authors":"Yueh-Hung Tseng","doi":"10.1016/j.linged.2025.101425","DOIUrl":"10.1016/j.linged.2025.101425","url":null,"abstract":"<div><div>English as a Foreign Language (EFL) teaching with the focus on drills often demotivates Taiwanese students in rural districts. As many studies connected multimodal teaching to motivation, the present study was thus set up to introduce multimodal teaching at a grade five class in a rural elementary school community of indigenous students and to explore its relationship to motivation. Data collected included questionnaires, interviews, teaching videos, student artifacts, and my reflection journal. The study found that multimodal teaching motivated participants to learn English by providing opportunities for participants to use their senses, to draw upon cultural and personal resources and build more equal power relationships. This study suggest that teachers need to use arts, singing, and drama, dance and language to enhance students’ motivation. This study is significant as few studies have explored multimodal teaching and motivation (<span><span>Jacob, 2012</span></span>; <span><span>Jiang &amp; Luk, 2016</span></span>) and with rural and indigenous students.</div></div>","PeriodicalId":47468,"journal":{"name":"Linguistics and Education","volume":"87 ","pages":"Article 101425"},"PeriodicalIF":1.6,"publicationDate":"2025-04-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143891677","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
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
{"title":"Healthy candy canes and magic ramen: Do concept maps show knowledge, language and cultural connections?","authors":"Barbara Ettenauer ,&nbsp;Cory Buxton ,&nbsp;Jingtian Yu ,&nbsp;Yanming Di","doi":"10.1016/j.linged.2025.101423","DOIUrl":"10.1016/j.linged.2025.101423","url":null,"abstract":"<div><div>Typically, concept maps have been used for teaching, studying and assessment in science education. Yet, this research team argues that besides showing connections to what a person knows about a topic, concept maps also display which language choices were helpful for the learner, and hint at personal experiences that are embedded in the maps. This mixed methods study uses concept maps from one multilingual elementary grade after school science club in the U.S. to show how students used the full range of available resources to communicate their scientific ideas. Findings revealed that students positioned themselves as competent knowers, made flexible language choices and incorporated personal experiences when constructing their maps. This study also adds to the literature on Legitimation Code Theory (LCT) because this new application of LCT autonomy codes highlights what was helpful for the learner as they both understood and made personal connections to the target content.</div></div>","PeriodicalId":47468,"journal":{"name":"Linguistics and Education","volume":"87 ","pages":"Article 101423"},"PeriodicalIF":1.6,"publicationDate":"2025-04-29","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143888020","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
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
{"title":"Exploring child agency and positioning in mother-child homework dynamics: Learning to write the five-paragraph essay","authors":"Kate Shea ,&nbsp;Kade Downs ,&nbsp;Angel Steadman ,&nbsp;Hayriye Kayi-Aydar","doi":"10.1016/j.linged.2025.101429","DOIUrl":"10.1016/j.linged.2025.101429","url":null,"abstract":"<div><div>This article details the discursive positions adopted during a mother and child’s bilingual (Turkish and English) interactions drafting five-paragraph essays over the course of a semester. Using positioning theory (Davies and Harré, 1990), the researchers analyze the multiplicity of positions adopted as the mother-scholar navigates her dual roles as parent and educator and her bilingual child develops agency as an emerging writer. Data sources included video recordings of four homework sessions, the teacher’s assignment prompts, and the child’s drafts and final essays. The research questions included: What positions become central as a mother and child co-construct writing through dialogue? How do these positions limit or facilitate the child’s agency in the writing process? This analysis provides valuable insight for parents and teachers for how to better support multilingual and multicultural students and their agentic development as writers.</div></div>","PeriodicalId":47468,"journal":{"name":"Linguistics and Education","volume":"87 ","pages":"Article 101429"},"PeriodicalIF":1.6,"publicationDate":"2025-04-26","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143873847","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
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
{"title":"Arabic language tutors’ beliefs on including regional varieties in undergraduate degree courses in England","authors":"Melissa Anne Towler","doi":"10.1016/j.linged.2025.101427","DOIUrl":"10.1016/j.linged.2025.101427","url":null,"abstract":"<div><div>Despite the recognition of Arabic as a diglossic language with multiple regional varieties (RVs), Modern Standard Arabic (MSA) continues to be prioritised by educators in England. This study investigates tutors' perceptions on including RVs in their courses through 12 qualitative, semi-structured interviews with tutors from eight of the nine Higher Education Institutions (HEIs) in England offering undergraduate degree courses with a major component in Arabic. The findings reveal that tutors’ beliefs are often shaped by dominant language ideologies. However, there is growing evidence of change, with some HEIs embracing Arabic’s diglossic, multidialectal nature by teaching both MSA and RVs, and tutors increasingly raising awareness of the sociolinguistic reality of Arabic use. Yet, as this is not always a formal part of the curriculum, not all learners benefit. These findings highlight the need for professional development to support tutors in aligning course content with the sociolinguistic reality of Arabic.</div></div>","PeriodicalId":47468,"journal":{"name":"Linguistics and Education","volume":"87 ","pages":"Article 101427"},"PeriodicalIF":1.6,"publicationDate":"2025-04-25","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143869076","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
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
{"title":"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","authors":"Alison L. Bailey ,&nbsp;Louise C. Wilkinson","doi":"10.1016/j.linged.2025.101428","DOIUrl":"10.1016/j.linged.2025.101428","url":null,"abstract":"","PeriodicalId":47468,"journal":{"name":"Linguistics and Education","volume":"87 ","pages":"Article 101428"},"PeriodicalIF":1.6,"publicationDate":"2025-04-25","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143869077","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
Frequency and framing keywords in EMI: A comparison of two lecturers EMI中的频率与框架关键词：两位讲师之比较
IF 1.6 2区 文学
Linguistics and Education Pub Date : 2025-04-24 DOI: 10.1016/j.linged.2025.101422
Joseph Siegel
{"title":"Frequency and framing keywords in EMI: A comparison of two lecturers","authors":"Joseph Siegel","doi":"10.1016/j.linged.2025.101422","DOIUrl":"10.1016/j.linged.2025.101422","url":null,"abstract":"<div><div>English medium instruction (EMI) courses can present challenges for both lecturers and students. The lecturer’s planning and delivery of lecture content, especially in terms of spoken output, has rarely been investigated. This study focused on an analysis of two university lectures from different disciplines. In pre-lecture discussions with the researcher, lecturers had indicated a set of key concepts and important words that they expected the students to recognize and learn more about during the lectures. Based on those lists, the lecture transcripts were scrutinized in terms of keyword frequency as well as in relation to Sinclair and Coulthard’s (1975) framework for understanding classroom discourse and speaker output, which allowed patterns of keyword use within lecture discourse to be identified. Comparative results from the analysis showed keywords being more frequent in the Sociology lecture than in the Robotics class. In terms of patterns of lecturer output, the majority of keywords were included in the categories “Informative” and “Comment”; however, quantitative and proportional differences in these patterns were also observed. Practical advice for EMI lecturers in relation to keyword frequency and framing is offered to account for language proficiency levels of teachers and/or students in similar higher education contexts.</div></div>","PeriodicalId":47468,"journal":{"name":"Linguistics and Education","volume":"87 ","pages":"Article 101422"},"PeriodicalIF":1.6,"publicationDate":"2025-04-24","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143863829","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
Latina dual language teacher candidates’ language ideologies in flux: Disrupting dominant narratives on the path to becoming teachers 拉丁裔双语教师候选人的语言意识形态流变：在成为教师的道路上打破主导叙事
IF 1.6 2区 文学
Linguistics and Education Pub Date : 2025-04-09 DOI: 10.1016/j.linged.2025.101419
Patricia Ferreyra
{"title":"Latina dual language teacher candidates’ language ideologies in flux: Disrupting dominant narratives on the path to becoming teachers","authors":"Patricia Ferreyra","doi":"10.1016/j.linged.2025.101419","DOIUrl":"10.1016/j.linged.2025.101419","url":null,"abstract":"<div><div>Emerging research on language ideologies is increasingly concentrating on Latinx bilingual Dual Language Teacher Candidates (DLTCs), an underrepresented demographics in scholarly work. However, shifts in their language ideologies over time have been understudied. DLTCs enact and articulate a range of language ideologies which, if unexamined, may perpetuate oppression for minoritized students. Utilizing a raciolinguistic framework, this critical qualitative study investigated the language ideologies of four Latina English-Spanish DLTCs over the course of their teacher preparation. The goal was to examine how any ideological shifts shaped their identities as bilingual speakers and educators. Findings revealed that influenced by coursework and student-teaching experiences, the DLTCs followed distinct, non-linear trajectories toward anti-oppressive language ideologies–although they also expressed tensions, at times (Henderson, 2022). These findings underscore the importance of creating spaces and opportunities for ongoing critical reflection in teacher preparation and beyond to challenge and dismantle White supremacist perspectives on language.</div></div>","PeriodicalId":47468,"journal":{"name":"Linguistics and Education","volume":"87 ","pages":"Article 101419"},"PeriodicalIF":1.6,"publicationDate":"2025-04-09","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143799233","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: Conceptual underpinnings of equity-oriented instructional and assessment practices with adolescent multilingual learners 译语：青少年多语学习者公平导向的教学和评估实践的概念基础
IF 1.6 2区 文学
Linguistics and Education Pub Date : 2025-03-28 DOI: 10.1016/j.linged.2025.101418
Alison L. Bailey, Megan E. Abraham, Juno Yingzhi Dong, Ines M. Torres, Yifei Phoebe Wang, Edwin Zamora, Xizi Zhang
{"title":"Translanguaging: Conceptual underpinnings of equity-oriented instructional and assessment practices with adolescent multilingual learners","authors":"Alison L. Bailey,&nbsp;Megan E. Abraham,&nbsp;Juno Yingzhi Dong,&nbsp;Ines M. Torres,&nbsp;Yifei Phoebe Wang,&nbsp;Edwin Zamora,&nbsp;Xizi Zhang","doi":"10.1016/j.linged.2025.101418","DOIUrl":"10.1016/j.linged.2025.101418","url":null,"abstract":"<div><div>The empirical papers in this Special Issue operationalize translanguaging in the context of diverse instructional and assessment practices with adolescent multilingual students. The different conceptualizations that guide their research questions, analyses and interpretations are described and connections between them and the current literature on translanguaging and other relevant fields are made. Additional aspects of the translanguaging construct as it relates to both equitable educational practices and the specifics of adolescent learners are then raised. These considerations include the reciprocal relationships between developments during adolescence and translanguaging practices, and how a translanguaging lens can help reveal the ways instruction and assessment can be asset-based, authentic and valid for adolescent multilingual learners.</div></div>","PeriodicalId":47468,"journal":{"name":"Linguistics and Education","volume":"87 ","pages":"Article 101418"},"PeriodicalIF":1.6,"publicationDate":"2025-03-28","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143715166","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
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
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