Linguistics and Education最新文献

‘Once you step out of the school, it’s different’: How disparities between schoolscapes and publicscapes shape students’ language attitudes and practices in the Yi Autonomy Prefecture “出了校门就不一样了”：彝族自治州校园环境和公共环境的差异如何影响学生的语言态度和行为

IF 1.6 2区文学

Linguistics and Education Pub Date : 2025-07-12 DOI: 10.1016/j.linged.2025.101448

Peng Nie , Sixuan Wang

{"title":"‘Once you step out of the school, it’s different’: How disparities between schoolscapes and publicscapes shape students’ language attitudes and practices in the Yi Autonomy Prefecture","authors":"Peng Nie , Sixuan Wang","doi":"10.1016/j.linged.2025.101448","DOIUrl":"10.1016/j.linged.2025.101448","url":null,"abstract":"<div><div>This research explores how the disparities in the linguistic landscapes on and off campus (i. e., schoolscape and publicscape) shape students’ language attitudes and practices. Data, including 309 photographs and 3 focus-group interviews, was collected through fieldwork in a Yi Autonomous Prefecture in China. The analysis of the data reveals significant discrepancies between the schoolscape and publicscape. The Yi language is highly visible in the school, where teachers have intentionally crafted a niche for it. In contrast, the Yi language is marginalized on the publicscape. This disparity has led students to doubt the pragmatic value of Yi and lose motivation to learn it. The findings imply that linguistic landscapes on and off the campus constitute a complex network that collectively shapes students’ language attitudes and practices. The greater magnitude of the publicscape tends to relativize and undermine the language policy promoted by school when there is a significant divergence. The findings necessitate concerted efforts from both educational institutions and the wider public that bridge the gap between schoolscapes and publicscapes to support minority languages like Yi.</div></div>","PeriodicalId":47468,"journal":{"name":"Linguistics and Education","volume":"88 ","pages":"Article 101448"},"PeriodicalIF":1.6,"publicationDate":"2025-07-12","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144614161","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

Negotiating revision: Engagement markers in author responses to peer review 协商修订：作者对同行评议反应中的参与标记

IF 1.6 2区文学

Linguistics and Education Pub Date : 2025-07-10 DOI: 10.1016/j.linged.2025.101447

Luda Liu , Yue Yuan

引用次数: 0

Teachers’ responses in student-initiated question sequences during between-desk interactions in EFL project work 英语专题作业课桌间互动中教师对学生发起的问题序列的回应

IF 1.6 2区文学

Linguistics and Education Pub Date : 2025-07-02 DOI: 10.1016/j.linged.2025.101444

Marwa Amri, Olcay Sert

{"title":"Teachers’ responses in student-initiated question sequences during between-desk interactions in EFL project work","authors":"Marwa Amri, Olcay Sert","doi":"10.1016/j.linged.2025.101444","DOIUrl":"10.1016/j.linged.2025.101444","url":null,"abstract":"<div><div>A defining feature of project-based English-as-a-foreign-language (EFL) classrooms is teachers’ routine circulation between desks to answer students’ questions. Drawing on conversation analysis (CA), this study investigates how two teachers respond to students’ questions during between-desk interactions (BDIs) in project work. Specifically, it examines how the teachers structure their second-position turns in student-initiated question sequences that emerge during BDIs. The analysis reveals that the teachers either respond with a conditionally relevant second-pair part or with a counter-question turn that initiates an insertion sequence or reorients the student’s question, thereby shifting the projected trajectory of the interaction. These response formats are illustrated through typical pedagogical actions the teachers perform in response to different types of questions. The study concludes that the two distinct response formats observed during BDIs enable locally sensitive instructional support that is finely attuned to students’ evolving needs at different stages of their project work and to the pedagogical contingencies of the moment.</div></div>","PeriodicalId":47468,"journal":{"name":"Linguistics and Education","volume":"88 ","pages":"Article 101444"},"PeriodicalIF":1.6,"publicationDate":"2025-07-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144535489","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

Analyzing classroom discourse in social justice mathematical modeling contexts 社会正义数学模型情境下的课堂话语分析

IF 1.6 2区文学

Linguistics and Education Pub Date : 2025-07-01 DOI: 10.1016/j.linged.2025.101446

Hong Zhang , Hyunyi Jung , Kayla Sutcliffe , Hongze Zhu , Sangyeon Park

{"title":"Analyzing classroom discourse in social justice mathematical modeling contexts","authors":"Hong Zhang , Hyunyi Jung , Kayla Sutcliffe , Hongze Zhu , Sangyeon Park","doi":"10.1016/j.linged.2025.101446","DOIUrl":"10.1016/j.linged.2025.101446","url":null,"abstract":"<div><div>Research has extensively examined classroom discourse structures and functions in mathematics education; however, it remains under-investigated how classroom discourse unfolds in social justice mathematical modeling (SJMM) context. Our study investigated the discursive interactions between students and an instructor during a SJMM module implementation with upper elementary and middle school students. Using systemic functional linguistics (SFL)-informed Eggins and Slade’s (2006) discourse framework (E&S Framework), we analyzed 221 turns of classroom discourse during a 75-minute session. Our findings reveal module design and instructor discourse can collaboratively foster a supportive learning environment that enhances student agency and amplifies diverse student voices in mathematical discussions, while illuminating the intersection of mathematical reasoning and social justice consciousness. Our study hopes to make dual contributions to linguistics and education: extending E&S Framework to the new SJMM context while identifying evidence-based discourse strategies to enhance mathematics instruction through effective classroom dialogue.</div></div>","PeriodicalId":47468,"journal":{"name":"Linguistics and Education","volume":"88 ","pages":"Article 101446"},"PeriodicalIF":1.6,"publicationDate":"2025-07-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144518906","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

Patterns of approximation: Writing practices of heritage Spanish-speaking pre-service teachers in Texas and how this can help in preparation for the bilingual target language proficiency test 近似模式：德克萨斯州传统西班牙语职前教师的写作实践及其如何帮助准备双语目标语言能力测试

IF 1.6 2区文学

Linguistics and Education Pub Date : 2025-06-25 DOI: 10.1016/j.linged.2025.101443

Mitch Ingram

{"title":"Patterns of approximation: Writing practices of heritage Spanish-speaking pre-service teachers in Texas and how this can help in preparation for the bilingual target language proficiency test","authors":"Mitch Ingram","doi":"10.1016/j.linged.2025.101443","DOIUrl":"10.1016/j.linged.2025.101443","url":null,"abstract":"<div><div>This article explores the orthographic and diacritical patterns in the writing of Heritage Spanish Speaking pre-service teachers whose K-12 schooling occurred in Texas. After a brief explanation of the bilingual teacher shortage and certification requirements in Texas, data gathered from 2022–2024 is presented and interpreted through the lens of the Bilingual Target Language Proficiency Test (BTLPT), an important state exam that individuals must pass to become certified as bilingual teachers. Prior research demonstrates that many test takers who do not pass the BTLPT the first time continue trying unsuccessfully (Arroyo-Romano, 2016), which is a dilemma in a state that needs bilingual teachers. Findings from this research reveal five important areas in which bilingual pre-service teachers’ writing can be expanded to not just successfully meet the requirements of the BTLPT, but to augment their own linguistic repertoires as lifelong learners. These areas include diacritics (accent marks), word boundaries, morphosyntactic agreement, approximate spelling, and language transfer from English to Spanish writing. The categories are suggested as areas of curricular/pedagogical focus for K-12 bilingual education/dual language program as well as for researchers in bilingual education or applied linguistics. More imminently, however, this information is valuable as a point of consideration for bilingual educator preparation programs helping future Heritage Spanish-Speaking Pre-Service Teachers become bilingual educators in Texas.</div></div>","PeriodicalId":47468,"journal":{"name":"Linguistics and Education","volume":"88 ","pages":"Article 101443"},"PeriodicalIF":1.6,"publicationDate":"2025-06-25","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144472073","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 interactional consequences of asking for opinions about literature in Dutch oral exams 荷兰语口语考试中征求文学意见的互动后果

IF 1.6 2区文学

Linguistics and Education Pub Date : 2025-06-25 DOI: 10.1016/j.linged.2025.101445

Eline Wagelaar , Wyke Stommel , Jeroen Dera

{"title":"The interactional consequences of asking for opinions about literature in Dutch oral exams","authors":"Eline Wagelaar , Wyke Stommel , Jeroen Dera","doi":"10.1016/j.linged.2025.101445","DOIUrl":"10.1016/j.linged.2025.101445","url":null,"abstract":"<div><div>This study examines the interactional consequences of opinion-seeking questions in Dutch oral exams. In classroom interactions, presenting an opinion, a personal view on a topic, has been found to be produced with caution by students. Teachers do not evaluate the opinion but invite the student to elaborate, making room for, and acknowledging the student’s epistemic right to an opinion. This may be different in oral exams, because student responses to questions may be (treated as) ‘insufficient’ and thus have implications for the overall assessment. However, how teachers treat student opinions in oral exams, whether opinions are evaluated on the interactional level and how student opinions are followed up by teachers, have not yet been examined. Our data consist of 27 recordings of Dutch oral exams which we analyzed sequentially using conversation analysis. Based on 21 instances of opinion-seeking questions, we found that these questions serve as a stepping-stone for asking known-information questions (KIQs). Second, we found that opinion-seeking questions may serve as KIQs, regardless of their packaging as opinion elicitations. Despite the fact that an opinion lies in the student’s epistemic domain, teachers position themselves as having epistemic primacy, and students orient to being assessed. Although opinion-seeking questions may serve to organize the interaction around a particular book or effectively reassure students in a stressful situation by ascribing them epistemic rights to articulate an opinion, their use in and for oral exams is entirely different from opinions in classroom interaction and not straightforward.</div></div>","PeriodicalId":47468,"journal":{"name":"Linguistics and Education","volume":"88 ","pages":"Article 101445"},"PeriodicalIF":1.6,"publicationDate":"2025-06-25","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144472068","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

Tale of textbooks: A critical discourse analysis of gender representation in Pakistani elementary English language textbooks 教科书的故事：巴基斯坦小学英语教科书中性别代表性的批判性话语分析

IF 1.6 2区文学

Linguistics and Education Pub Date : 2025-06-25 DOI: 10.1016/j.linged.2025.101441

Aakash Kumar , Anjili Kumari , Debra McKeown , Hassan Syed

引用次数: 0

Towards more equitable pedagogy: The evolution of Mandarin pre- and in-service teachers’ critical language awareness 走向更公平的教学法：职前与在职汉语教师批判语言意识的演变

IF 1.6 2区文学

Linguistics and Education Pub Date : 2025-06-25 DOI: 10.1016/j.linged.2025.101442

Chencen Cai , Miriam Eisenstein Ebsworth

{"title":"Towards more equitable pedagogy: The evolution of Mandarin pre- and in-service teachers’ critical language awareness","authors":"Chencen Cai , Miriam Eisenstein Ebsworth","doi":"10.1016/j.linged.2025.101442","DOIUrl":"10.1016/j.linged.2025.101442","url":null,"abstract":"<div><div>This study explored pre- and in-service Mandarin teachers’ evolving critical language awareness regarding Chinese variation and its relation to pedagogy. The Han Chinese context involves a wide range of language varieties including Standardized Mandarin and fāngyán, often translated to “dialect” in English, a term that differs in definition and scope from its translation. Furthermore, investigating teachers’ critical language awareness can reveal current social inequalities in second/world language education.</div><div>Participants were 30 pre- and in-service native Chinese-speaking teachers in the United States, spanning three stages: beginning-stage graduate students, advanced-stage students, and graduates teaching Mandarin in American schools.</div><div>Through a constructivist grounded theory approach, we conducted two semi-structured interviews with each participant. They shared varied perspectives about Chinese varieties, which demonstrated development across the three groups. Attitudes towards instruction reflected participants’ sociolinguistic awareness which sometimes revealed inconsistencies. Implications are offered regarding teacher education curricula to support students’ self-esteem and encourage heritage language maintenance as well as developing critical language awareness to connect to equity in socio-political understandings and pedagogy.</div></div>","PeriodicalId":47468,"journal":{"name":"Linguistics and Education","volume":"88 ","pages":"Article 101442"},"PeriodicalIF":1.6,"publicationDate":"2025-06-25","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144472069","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

Voicing decolonial dialogues: Indigenous teachers’ translanguaging in the mainstream classroom 为非殖民化对话发声：土著教师在主流课堂中的翻译

IF 1.6 2区文学

Linguistics and Education Pub Date : 2025-06-10 DOI: 10.1016/j.linged.2025.101440

Trang Thi Thuy Nguyen

{"title":"Voicing decolonial dialogues: Indigenous teachers’ translanguaging in the mainstream classroom","authors":"Trang Thi Thuy Nguyen","doi":"10.1016/j.linged.2025.101440","DOIUrl":"10.1016/j.linged.2025.101440","url":null,"abstract":"<div><div>This study examines minoritized indigenous teachers’ translanguaging in the mainstream classroom in Vietnam. Through a Bakhtinian lens of <em>voice, transvocality</em>, and <em>decolonial dialogue</em>, it explores how the teachers brought a minoritized language, namely Bahnar, into Vietnamese-based lessons to assist their minoritized indigenous students’ learning and classroom participation. The discussions are drawn on data obtained from interviews with indigenous teachers in suburban secondary schools. Through translanguaging between Vietnamese and Bahnar, the teachers exerted their transvocality where they orchestrated a dynamic chorus of diverse voices, which had various social effects. Translanguaging also enabled them to echo voices associated with their own and the indigenous students’ ethnic background, while maintaining voices linked with the Kinh majority students’ background, the school’s environment, and the wider society. Pedagogical and policy implications for applying dialogic teaching practices and facilitating social dialogues in relation to language, education, and ethnicity are then provided.</div></div>","PeriodicalId":47468,"journal":{"name":"Linguistics and Education","volume":"88 ","pages":"Article 101440"},"PeriodicalIF":1.6,"publicationDate":"2025-06-10","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144255384","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 the relationship between Pre-service Teachers’ Language biographical experiences and their prospective teaching in linguistically diverse classrooms 探讨职前教师的语言传记性经验与语言多样化课堂前瞻性教学的关系

IF 1.6 2区文学

Linguistics and Education Pub Date : 2025-05-22 DOI: 10.1016/j.linged.2025.101431

Denis Weger

{"title":"Exploring the relationship between Pre-service Teachers’ Language biographical experiences and their prospective teaching in linguistically diverse classrooms","authors":"Denis Weger","doi":"10.1016/j.linged.2025.101431","DOIUrl":"10.1016/j.linged.2025.101431","url":null,"abstract":"<div><div>Over the past decades, linguistic diversity in classrooms has increased across Austria and other EU and OECD countries. In Austria, migration-related multilingual pupils now comprise over a quarter of the student population, facing higher rates of grade repetition and early school leaving than their monolingual peers. While policies promote recruiting multilingual teachers to enhance educational equity, evidence of their impact is mixed. To explain these mixed results, this study explores how pre-service teachers’ language-related biographical experiences may shape their prospective teaching in linguistically diverse classrooms. Using teacher noticing as a probabilistic predictor of prospective teaching practice, data from 20 pre-service teachers at the University of Vienna were analyzed via questionnaires and stimulated recall interviews. Qualitative content and linguistic text analysis revealed three categories of language-related experiences: Flexible language use, Linguistic adaptation, and Linguistic insecurity. Experiences of linguistic adaptation were significantly associated with negative evaluations of multilingual practices, and were found among both migration-related multilingual and monolingual pre-service teachers. This suggests that it is not teachers’ multilingualism alone but their experiences with language and the meanings they attach to them that matter. The findings highlight the need for teacher education programs that encourage reflection on language-related experiences.</div></div>","PeriodicalId":47468,"journal":{"name":"Linguistics and Education","volume":"88 ","pages":"Article 101431"},"PeriodicalIF":1.6,"publicationDate":"2025-05-22","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144116604","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