Linguistics and Education最新文献

Using the body and material artefacts for spatial reasoning in classroom programming activities 在课堂程序设计活动中使用身体和物质人工制品进行空间推理

IF 2.1 2区文学

Linguistics and Education Pub Date : 2026-04-01 Epub Date: 2026-02-06 DOI: 10.1016/j.linged.2026.101502

Kreeta Niemi , Teppo Jakonen , Susanne Roos

{"title":"Using the body and material artefacts for spatial reasoning in classroom programming activities","authors":"Kreeta Niemi , Teppo Jakonen , Susanne Roos","doi":"10.1016/j.linged.2026.101502","DOIUrl":"10.1016/j.linged.2026.101502","url":null,"abstract":"<div><div>We use multimodal conversation analysis to investigate programming activities as embodied and interactional phenomena. Drawing on the theory of embodied cognition, we analyse video-recorded interactions of Finnish pupils aged 9–10 years who are programming block-based codes for educational robots for a collaborative story animation project. The analysis focuses on how the pupils negotiate directional instructions, transform them into code, and implement their programming. The analysis reveals i) how the coding platform and its features constitute a situated problem and material space that the participants structure through embodied and social negotiation, ii) how the participants use their bodies as resources for cognitive reasoning and communicating the contingencies of the activity and iii) engage in object manipulation for testing and accommodating what is possible with the space and materials. The findings also indicate that a trial-and-error approach in which pupils test, observe and refine their code is essential to activity engagement and for developing programming and computational thinking skills.</div></div>","PeriodicalId":47468,"journal":{"name":"Linguistics and Education","volume":"92 ","pages":"Article 101502"},"PeriodicalIF":2.1,"publicationDate":"2026-04-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"146189350","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

Contiguous and non-contiguous instructed actions: Teaching-by-doing in cohort-organized whole-group and small-group classroom interactions 连续和非连续的指示行动：在群组组织的整体小组和小组课堂互动中，边做边教

IF 2.1 2区文学

Linguistics and Education Pub Date : 2026-04-01 Epub Date: 2026-02-13 DOI: 10.1016/j.linged.2026.101513

Ali Reza Majlesi

{"title":"Contiguous and non-contiguous instructed actions: Teaching-by-doing in cohort-organized whole-group and small-group classroom interactions","authors":"Ali Reza Majlesi","doi":"10.1016/j.linged.2026.101513","DOIUrl":"10.1016/j.linged.2026.101513","url":null,"abstract":"<div><div>This study investigates how instructional practices are temporally and multimodally organized in classroom interaction. While prior ethnomethodological conversation analytic (EMCA) research has examined how instructions are produced through talk, embodied demonstration, and material resources, less attention has been paid to how instruction shifts between distal, non-contiguous framing and immediate, contiguous procedural enactments. The data consist of 10 hours of video-recorded interaction from two settings: Swedish for Immigrants (SFI) language classrooms and STEM (mathematics/physics) courses in upper secondary education. Using EMCA, the data show how teachers and students collaboratively move between framing instructions and proceduring them through embodied, material, and spatially organized action. Instructional work unfolds along a continuum between non-contiguous instruction, where rules and principles are introduced in advance, and contiguous instruction, where instruction and enactment are laminated into the same interactional sequence. The findings demonstrate that instructional clarity is not achieved through instruction-giving alone, but through practices such as parsing, staging, and embodied directives, whereby teachers guide instruction-following through teaching-by-doing. By comparing whole-group and small-group interaction across language and STEM classrooms, the study clarifies how temporal sequencing and multimodality jointly produce instructional order and contributes to EMCA research on instruction in educational settings.</div></div>","PeriodicalId":47468,"journal":{"name":"Linguistics and Education","volume":"92 ","pages":"Article 101513"},"PeriodicalIF":2.1,"publicationDate":"2026-04-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"146189354","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

Rhetorical shifts in the AI age: A Metadiscourse analysis of applied linguistics master’s theses in the Chinese EFL context 人工智能时代的修辞转换：应用语言学硕士论文的元语篇分析

IF 2.1 2区文学

Linguistics and Education Pub Date : 2026-04-01 Epub Date: 2026-02-03 DOI: 10.1016/j.linged.2026.101508

Hong Lei

{"title":"Rhetorical shifts in the AI age: A Metadiscourse analysis of applied linguistics master’s theses in the Chinese EFL context","authors":"Hong Lei","doi":"10.1016/j.linged.2026.101508","DOIUrl":"10.1016/j.linged.2026.101508","url":null,"abstract":"<div><div>This study investigates the evolution of rhetorical practices in applied linguistics (AL) master’s theses within the Chinese English as a foreign language (EFL) context following the widespread emergence of generative artificial intelligence (AI). The research employs a tripartite comparative analysis of pre- and post-GPT theses alongside an AI-generated corpus to examine the impact of algorithmic mediation on academic metadiscourse. Findings reveal a complex stylistic convergence; students’ academic writing in the post-GPT era increasingly adopts standardized organizational patterns, evidenced by a significant increase in interactive metadiscourse (e.g., transition and frame markers). Concurrently, while interpersonal stance shifts toward more direct, assertive claims, there is a significant increase in self-mention. This surge in explicit authorial presence suggests that students are actively negotiating their rhetorical agency and asserting intellectual ownership against the depersonalized nature of AI-generated discourse. These findings highlight how AI reconfigures academic argumentation through a framework of distributed agency. The study underscores an urgent global necessity to shift L2 writing pedagogy from functional skills toward critical digital literacies to safeguard students’ capacity for nuanced argumentation and authentic authorial voice.</div></div>","PeriodicalId":47468,"journal":{"name":"Linguistics and Education","volume":"92 ","pages":"Article 101508"},"PeriodicalIF":2.1,"publicationDate":"2026-04-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"146189349","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

Constructing the nation through textbook discourse: Social representations of China in middle school civics education 教科书话语中的国家建构：中学公民教育中的中国社会表征

IF 2.1 2区文学

Linguistics and Education Pub Date : 2026-04-01 Epub Date: 2026-01-22 DOI: 10.1016/j.linged.2026.101506

Yue Zhang

{"title":"Constructing the nation through textbook discourse: Social representations of China in middle school civics education","authors":"Yue Zhang","doi":"10.1016/j.linged.2026.101506","DOIUrl":"10.1016/j.linged.2026.101506","url":null,"abstract":"<div><div>This study examines how Chinese middle-school <em>Morality and Law</em> textbooks construct and communicate representations of the nation within contemporary civics education. Drawing on Social Representations Theory, it employs a two-tiered analytical framework combining content analysis with discourse-pragmatic interpretation. The analysis shows how abstract national images are anchored in cultural narratives and objectified through familiar symbols, historical figures, and forms of figuration. Emotional meanings are subtly embedded within these semiotic resources, fostering cohesive patterns of civic attachment while shaping the interpretive possibilities available to learners. Developmental shifts across grade levels reveal a progression from interpersonal ethics to institutional and global framings. Comparative observations indicate that this representational coherence differs from more heterogeneous civic discourses in other contexts. By examining language as a mediating resource in learners’ moral and emotional socialization, the study contributes to research on educational discourse and meaning-making, illustrating how textbook narratives organize shared meanings and shape civic sensibilities in school contexts.</div></div>","PeriodicalId":47468,"journal":{"name":"Linguistics and Education","volume":"92 ","pages":"Article 101506"},"PeriodicalIF":2.1,"publicationDate":"2026-04-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"146039310","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

Can translanguaging space be constrained? A moment analysis of an IELTS speaking teacher’s translanguaging practices in online teaching videos 翻译空间会受到限制吗？一位雅思口语教师在网络教学视频中的翻译实践分析

IF 2.1 2区文学

Linguistics and Education Pub Date : 2026-04-01 Epub Date: 2026-02-01 DOI: 10.1016/j.linged.2026.101510

Yunan Zhang , Jiahao Wang , Ping Liu , Lianjiang Jiang

{"title":"Can translanguaging space be constrained? A moment analysis of an IELTS speaking teacher’s translanguaging practices in online teaching videos","authors":"Yunan Zhang , Jiahao Wang , Ping Liu , Lianjiang Jiang","doi":"10.1016/j.linged.2026.101510","DOIUrl":"10.1016/j.linged.2026.101510","url":null,"abstract":"<div><div>Despite extensive research on translanguaging in school classrooms, studies situated in the context of online videos remain scarce. This study examines an online English teaching video through a translanguaging lens, focusing on the construction process, affordances, and constraints of the translanguaging space. Data include observations of viewers’ real-time responses and stimulated-recall interviews with four learners. Moment analysis was used to examine translanguaging moments highlighted by participants. Findings suggest that online teaching videos can constitute a translanguaging space where teachers mobilize their full linguistic repertoire to support content learning. The teacher’s embedding of key English expressions, cross-varietal and multimodal shifts, and integration of external knowledge facilitate knowledge construction. However, the translanguaging space is constrained by the video medium and teacher’s “talking head” video style: spatial constraints limit multimodal actions, and the teacher-centered monologic video format further reduces opportunities for interactive translanguaging. This study could contribute to a nuanced understanding of translanguaging in online contexts and have implications for developing online teaching materials.</div></div>","PeriodicalId":47468,"journal":{"name":"Linguistics and Education","volume":"92 ","pages":"Article 101510"},"PeriodicalIF":2.1,"publicationDate":"2026-04-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"146189347","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

Rhetorical evolution in mathematical modelling: A diachronic analysis of metadiscourse in MCM/ICM contest papers 数学建模中的修辞演变：MCM/ICM竞赛论文中元话语的历时分析

IF 2.1 2区文学

Linguistics and Education Pub Date : 2026-04-01 Epub Date: 2026-01-24 DOI: 10.1016/j.linged.2026.101507

Chuanming Yang , Yunjie Guo , Junjie Shao , Lin Zhang , Feng Kevin Jiang

{"title":"Rhetorical evolution in mathematical modelling: A diachronic analysis of metadiscourse in MCM/ICM contest papers","authors":"Chuanming Yang , Yunjie Guo , Junjie Shao , Lin Zhang , Feng Kevin Jiang","doi":"10.1016/j.linged.2026.101507","DOIUrl":"10.1016/j.linged.2026.101507","url":null,"abstract":"<div><div>This study investigates diachronic changes in metadiscourse within a relatively under-researched STEM genre: Mathematical Contest in Modelling (MCM) and Interdisciplinary Contest in Modelling (ICM) reports. Focusing on introduction sections, where writers must frame the problem, justify modelling choices, and persuade judges of the significance of their approach, we examine how student writers adapt rhetorical strategies in response to evolving evaluative demands. A corpus of 120 award-winning papers across two timeframes (2004–2013 and 2014–2023) was analysed using Hyland’s (2005a) model of interactive and interactional metadiscourse. Corpus searches were supplemented with functional coding to capture genre-specific forms. Results show a notable rise in engagement markers and boosters, accompanied by a decline in hedges and attitude markers. These trends indicate a shift toward more reader-oriented and assertive discourse, reflecting both broader developments in STEM communication and the contests’ particular communicative demands, where informative exposition is combined with persuasive promotion. The findings highlight the distinctive rhetorical identity of MCM/ICM introductions, which differ from other sections such as conclusions, and from conventional STEM writing more broadly. By tracing rhetorical evolution across two decades, the study demonstrates how student writers negotiate credibility, coherence, and persuasion within highly competitive contexts. The study contributes to ESP research by clarifying how genre- and section-specific pressures shape metadiscourse use. Pedagogically, it underscores the value of explicit instruction in the persuasive deployment of metadiscourse resources, helping STEM students develop rhetorical awareness alongside technical competence.</div></div>","PeriodicalId":47468,"journal":{"name":"Linguistics and Education","volume":"92 ","pages":"Article 101507"},"PeriodicalIF":2.1,"publicationDate":"2026-04-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"146079347","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

From epistemic violence to collective resistance: Critical translanguaging pedagogy as transformative practice in a segregated refugee classroom 从认知暴力到集体抵抗：在隔离的难民教室中作为变革实践的批判性跨语言教学法

IF 2.1 2区文学

Linguistics and Education Pub Date : 2026-04-01 Epub Date: 2026-01-12 DOI: 10.1016/j.linged.2026.101492

Tuba Yilmaz

{"title":"From epistemic violence to collective resistance: Critical translanguaging pedagogy as transformative practice in a segregated refugee classroom","authors":"Tuba Yilmaz","doi":"10.1016/j.linged.2026.101492","DOIUrl":"10.1016/j.linged.2026.101492","url":null,"abstract":"<div><div>This study examines how critical translanguaging pedagogy can function as a transformative practice within segregated refugee classroom contexts, exploring its potential to address linguistic marginalization while acknowledging structural constraints to such efforts. Through a six-week intervention with 14 multilingual refugee learners (MRLs) from Afghanistan, Syria, Uzbekistan, and Sudan in a Turkish public school, the study combined multilingual expression with critical consciousness development. Analysis of interview transcripts, multilingual student artifacts, and educator reflective journals through critical content analysis identified two interconnected findings. First, MRLs experienced epistemic violence through institutional home language restrictions, peer discrimination associating linguistic difference with moral deficiency, and material resource inequities that contributed to internalized linguistic shame and social isolation. Second, critical translanguaging pedagogy appeared to strengthen awareness of linguistic hierarchies, foster collective solidarity, and enable collaborative advocacy questioning monolingual institutional norms. The segregated pedagogical context—though inequitable—provided conditions for reciprocal support and shared critical reflection less readily available in integrated settings where dominant-group surveillance constrains such conversations. However, persisting internalized shame and limited institutional responsiveness suggest boundaries to classroom-level transformation. The study conceptualizes segregated refugee classrooms as Critical Translanguaging Spaces that both reproduce and resist systemic oppression, illustrating both the potential and limitations of critical pedagogy within broader raciolinguistic ideological structures.</div></div>","PeriodicalId":47468,"journal":{"name":"Linguistics and Education","volume":"92 ","pages":"Article 101492"},"PeriodicalIF":2.1,"publicationDate":"2026-04-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"145950278","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

Embedded task rehearsals: Using membership categories to achieve a shift in pre-task objectives 嵌入式任务预演：使用成员类别来实现任务前目标的转变

IF 2.1 2区文学

Linguistics and Education Pub Date : 2026-04-01 Epub Date: 2026-02-04 DOI: 10.1016/j.linged.2026.101505

David Shimamoto

{"title":"Embedded task rehearsals: Using membership categories to achieve a shift in pre-task objectives","authors":"David Shimamoto","doi":"10.1016/j.linged.2026.101505","DOIUrl":"10.1016/j.linged.2026.101505","url":null,"abstract":"<div><div>This study contributes to ongoing efforts to examine second language tasks in authentic educational settings and identify the locally occasioned practices that afford their successful performance. It considers how a pre-task rehearsal can aid in a learner's finely calibrated understanding of a task’s design. Data come from an experiential language-learning institution that offers English learners opportunities to interact in simulated service encounters. Multimodal Conversation Analysis (CA) and Membership Categorization Analysis (MCA) are used to explore how one language instructor leads task rehearsals aimed at alerting learners to obstacles that may arise in their upcoming fast-food role-play. These sequences begin with the instructor eliciting the contents of a learner’s task instruction card (“What’s on your card?”). When learners verbalize their task instructions (e.g., “I want to cancel my order.”), their utterances can be heard both as responses to the elicitation and as actions invoking the task-relevant categories “server” and “customer.” This dual categorial interpretability allows a rehearsal to be launched within the larger instruction-checking activity. The instructor then uses the rehearsal performance to provide individualized, actionable guidance on what learners can expect from their role-play tasks. Adopting an ethnomethodological perspective and informed by research on task-based language teaching (TBLT), the study offers empirical insights into how language instructors and learners collaboratively achieve the oriented-to objectives of task planning.</div></div>","PeriodicalId":47468,"journal":{"name":"Linguistics and Education","volume":"92 ","pages":"Article 101505"},"PeriodicalIF":2.1,"publicationDate":"2026-04-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"146189348","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

The coexistence of moral-educational values and neoliberal selves: Situating affect in the linguistic landscapes of a university as a branded space 道德教育价值与新自由主义自我的共存：将情感置于大学作为品牌空间的语言景观中

IF 2.1 2区文学

Linguistics and Education Pub Date : 2026-04-01 Epub Date: 2026-01-21 DOI: 10.1016/j.linged.2026.101503

Jiayu Wang , Wenhua Li , Jun Wu

引用次数: 0

“English became the bridge between me and the rest of the world”: Kurdish teachers use English as an identity tool for navigating language ideologies “英语成为我与世界其他地方之间的桥梁”：库尔德教师将英语作为一种身份工具，引导语言意识形态

IF 2.1 2区文学

Linguistics and Education Pub Date : 2026-04-01 Epub Date: 2026-02-04 DOI: 10.1016/j.linged.2026.101504

Mostafa Nazari , Mohammad Sheikhi

{"title":"“English became the bridge between me and the rest of the world”: Kurdish teachers use English as an identity tool for navigating language ideologies","authors":"Mostafa Nazari , Mohammad Sheikhi","doi":"10.1016/j.linged.2026.101504","DOIUrl":"10.1016/j.linged.2026.101504","url":null,"abstract":"<div><div>Focusing on the co-constitutions of language and ideology, the present study explored how Kurdish teachers used English as a tool to construct their identities in light of the dominance of language ideologies (here Farsi) in the Iranian context. Data were collected from narrative frames, semi-structured interviews, and reflective journals. The analysis of the data revealed three major themes in relation to the teachers’ identity work: Ideology as an assimilating act, adherence to lingua-cultural forms of identification, and the liberating role of English in self-embracement. Our findings show that the teachers drew on their history and racio-ethnic backgrounds to resist language ideologies and feel belonging to their Kurdish identity, but such identity work was also challenged by reified ideologies shaping their students’ mindsets. Furthermore, English served as an additional language resource that restructured the teachers’ identities of language dominances through raising their awareness of how minority groups are marginalized by oligarchic power forces. We conclude with implications for teachers regarding how they can use language as a tool for raising students’ awareness of language ideologies.</div></div>","PeriodicalId":47468,"journal":{"name":"Linguistics and Education","volume":"92 ","pages":"Article 101504"},"PeriodicalIF":2.1,"publicationDate":"2026-04-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"146189345","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