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Demographic silencing, ableism, and racialization in dual language bilingual education: A call for intersectional and program-level data reporting to assess gentrification 双语双语教育中的人口沉默、能力主义和种族化：呼吁进行跨部门和项目层面的数据报告，以评估城市化问题
IF 1.6 2区 文学
Linguistics and Education Pub Date : 2024-10-01 Epub Date: 2024-07-23 DOI: 10.1016/j.linged.2024.101330
M. Garrett Delavan , Trish Morita-Mullaney , Juan A. Freire
{"title":"Demographic silencing, ableism, and racialization in dual language bilingual education: A call for intersectional and program-level data reporting to assess gentrification","authors":"M. Garrett Delavan ,&nbsp;Trish Morita-Mullaney ,&nbsp;Juan A. Freire","doi":"10.1016/j.linged.2024.101330","DOIUrl":"10.1016/j.linged.2024.101330","url":null,"abstract":"<div><p>Drawing on a LangCrit perspective conscious of overlapping (or intersectional) processes of privilege and marginalization, we used a QuantCrit-informed critical discourse analysis to assess how the websites of 12 of the largest US school districts were communicating student demographics related to their dual language bilingual education (DLBE) programs across race, socioeconomics, ability, and English-learner designation. Findings show that explicitly DLBE-related documents never referred to student demographic percentages and none of the data portals could show overlapping demographic categories. Only one district offered program-level data, which suggested starkly lower inclusion of students with disabilities compared to school-level and district-level data. School-level data for other districts suggested equal to equitable access in all categories except ability. We call for (1) more research and advocacy to rectify demographic exclusions and (2) program-level reporting that can show overlapping demographics so that the public can better check for equity in special programs like DLBE.</p></div>","PeriodicalId":47468,"journal":{"name":"Linguistics and Education","volume":"83 ","pages":"Article 101330"},"PeriodicalIF":1.6,"publicationDate":"2024-10-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141780328","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 : 2024-10-01 Epub Date: 2024-08-27 DOI: 10.1016/j.linged.2024.101342
Lihua Wang , Azlin Zaiti Zainal
{"title":"Attitude in ecological evaluations of college English textbooks in China","authors":"Lihua Wang ,&nbsp;Azlin Zaiti Zainal","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":"83 ","pages":"Article 101342"},"PeriodicalIF":1.6,"publicationDate":"2024-10-01","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
Cultural representation in foreign language textbooks: A scoping review from 2012 to 2022 外语教科书中的文化表述：2012 年至 2022 年的范围审查
IF 1.6 2区 文学
Linguistics and Education Pub Date : 2024-10-01 Epub Date: 2024-07-01 DOI: 10.1016/j.linged.2024.101331
Hong Zhang , Runyi Li , Xilu Chen , Fangshuo Yan
{"title":"Cultural representation in foreign language textbooks: A scoping review from 2012 to 2022","authors":"Hong Zhang ,&nbsp;Runyi Li ,&nbsp;Xilu Chen ,&nbsp;Fangshuo Yan","doi":"10.1016/j.linged.2024.101331","DOIUrl":"https://doi.org/10.1016/j.linged.2024.101331","url":null,"abstract":"<div><p>This scoping review aims to examine the literature regarding cultural representation in foreign language textbooks. This review identifies eight research foci by systematically mapping and synthesizing 62 studies spanning from 2012 to 2022. In addition, it reviews theoretical/conceptual frameworks, methodologies, and implications for stakeholders involved in cultural representation studies in foreign language textbooks. This study reveals a tendency for some cultures to be either overlooked or misinterpreted. It observes that textbooks often represent culture implicitly rather than explicitly, and notes changes in research foci and methodologies over time. The review highlights the need for two principal enhancements in the realm of textbook research: firstly, to better bridge the nexus between research and practices; secondly, to address the somewhat fragmented nature of research endeavours in this field by taking steps towards interdisciplinary, intersectional, interactive, and intersubjective approaches. Implications for future research are also provided.</p></div>","PeriodicalId":47468,"journal":{"name":"Linguistics and Education","volume":"83 ","pages":"Article 101331"},"PeriodicalIF":1.6,"publicationDate":"2024-10-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141481147","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 : 2024-10-01 Epub Date: 2024-08-14 DOI: 10.1016/j.linged.2024.101340
Marianne Turner , Angel M.Y. Lin
{"title":"Translanguaging: Process and power in education","authors":"Marianne Turner ,&nbsp;Angel M.Y. Lin","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":"83 ","pages":"Article 101340"},"PeriodicalIF":1.6,"publicationDate":"2024-10-01","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 : 2024-10-01 Epub Date: 2024-08-07 DOI: 10.1016/j.linged.2024.101339
Eurydice Bauer, Lenny Sánchez
{"title":"“I Have Magic in My Mouf!”: Embodied languaging enactments of African American multilingual students in a Spanish-English immersion program","authors":"Eurydice Bauer,&nbsp;Lenny Sánchez","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":"83 ","pages":"Article 101339"},"PeriodicalIF":1.6,"publicationDate":"2024-10-01","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
Between a rock and a hard place: Introduction program teachers’ narrated experiences of residency and citizenship language requirements in Scandinavia 两难之间：斯堪的纳维亚半岛入门课程教师讲述居住地和公民语言要求的经历
IF 1.6 2区 文学
Linguistics and Education Pub Date : 2024-10-01 Epub Date: 2024-07-17 DOI: 10.1016/j.linged.2024.101332
Marte Nordanger , Birgitta Ljung Egeland
{"title":"Between a rock and a hard place: Introduction program teachers’ narrated experiences of residency and citizenship language requirements in Scandinavia","authors":"Marte Nordanger ,&nbsp;Birgitta Ljung Egeland","doi":"10.1016/j.linged.2024.101332","DOIUrl":"10.1016/j.linged.2024.101332","url":null,"abstract":"<div><p>This study investigates how language requirements for residency and citizenship influence the professional identities and sense of agency of introduction program language teachers throughout Scandinavia. While Denmark introduced formal language requirements two decades ago, language requirements were effectuated in Norway starting in 2017. In Sweden, requirements have been proposed, but not introduced. The data comprises narrative interviews with 24 experienced language and literacy teachers. Drawing on street-level bureaucracy theory and narrative positioning analysis, the study shows that the introduction of formal requirements represents a turning point in teachers’ professional narratives that are recognized as a gradual reduction of agency and a narrowing of the space where professional identities can be negotiated. Whereas the Swedish teachers largely identify as students’ agents, Norwegian and Danish language teachers to a larger extent, yet partly unwillingly, negotiate their professional roles at the intersection between policy and professional standards and in dialog with the policy demands.</p></div>","PeriodicalId":47468,"journal":{"name":"Linguistics and Education","volume":"83 ","pages":"Article 101332"},"PeriodicalIF":1.6,"publicationDate":"2024-10-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.sciencedirect.com/science/article/pii/S0898589824000652/pdfft?md5=01cfbbcf92ef72a770567905818a6745&pid=1-s2.0-S0898589824000652-main.pdf","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141638112","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
Inspired by Asian migrants: An adult English learner's imagined communities and study abroad trajectory 受亚洲移民的启发：成人英语学习者的想象社区和留学轨迹
IF 1.6 2区 文学
Linguistics and Education Pub Date : 2024-10-01 Epub Date: 2024-06-17 DOI: 10.1016/j.linged.2024.101321
Aika Ishige
{"title":"Inspired by Asian migrants: An adult English learner's imagined communities and study abroad trajectory","authors":"Aika Ishige","doi":"10.1016/j.linged.2024.101321","DOIUrl":"https://doi.org/10.1016/j.linged.2024.101321","url":null,"abstract":"<div><p>In today's globalized world, language learners gain inspiration for who they want to be and the community to which they want to belong through unconventional ways. This study investigates the unconventional language aspirations of a male Japanese adult sojourner who studied English in the Philippines and Canada and projected his imagined self as aligning with the Asian migrants he met in Japan. Data were collected through an open-ended questionnaire, two semi-structured interviews, and follow-up emails. In employing a critical event narrative inquiry approach, the study findings focus on two critical events that largely shaped this individual's imagined community and the desires shaping his English learning—the socialization with the migrants in Japan and his instructors in the Philippines. This study illuminates a nascent language desire that emerged in an internationalizing society and urges further exploration of unconventional aspirations that are situated beyond the dominant ideologies and transcend existing dichotomous boundaries.</p></div>","PeriodicalId":47468,"journal":{"name":"Linguistics and Education","volume":"83 ","pages":"Article 101321"},"PeriodicalIF":1.6,"publicationDate":"2024-10-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141423029","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
Creating a safe house for active literary book-group discussions in a contact zone classroom 在接触区课堂上为活跃的文学书籍小组讨论创建安全屋
IF 1.6 2区 文学
Linguistics and Education Pub Date : 2024-10-01 Epub Date: 2024-07-06 DOI: 10.1016/j.linged.2024.101335
Angelica Granqvist
{"title":"Creating a safe house for active literary book-group discussions in a contact zone classroom","authors":"Angelica Granqvist","doi":"10.1016/j.linged.2024.101335","DOIUrl":"10.1016/j.linged.2024.101335","url":null,"abstract":"<div><p>This study explores student-led literary book-group discussions in a linguistically diverse upper-secondary language classroom. It employs linguistic ethnography and focuses on minoritized migrant students’ fictive and factive readings of a novel; the participation roles they assumed; and how they reflected on different book-group formations over time. A stance analysis based on chronotopic concepts in relation to contact zone classrooms and safe houses demonstrates how students positioned themselves as knowledgeable discussants of literary texts and life. It also shows how the students were able to create a circle of trust in the safe house and aspire to contact zone contexts beyond the language classroom. Furthermore, the findings are indicative of students’ increased sense of social belonging and linguistic participation as a result of flexible grouping strategies and student autonomy in terms of how to engage with literary texts.</p></div>","PeriodicalId":47468,"journal":{"name":"Linguistics and Education","volume":"83 ","pages":"Article 101335"},"PeriodicalIF":1.6,"publicationDate":"2024-10-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.sciencedirect.com/science/article/pii/S0898589824000688/pdfft?md5=70b7937779d007ed8f64321097b7108e&pid=1-s2.0-S0898589824000688-main.pdf","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141585953","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
“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 : 2024-10-01 Epub Date: 2024-08-02 DOI: 10.1016/j.linged.2024.101337
Megan Madigan Peercy, Melanie Hardy-Skeberdis, Jessica Crawford
{"title":"“Because we bilingual”: Examining an early career ESOL teacher's humanizing approach to language use","authors":"Megan Madigan Peercy,&nbsp;Melanie Hardy-Skeberdis,&nbsp;Jessica Crawford","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":"83 ","pages":"Article 101337"},"PeriodicalIF":1.6,"publicationDate":"2024-10-01","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
What are university students doing with language?: A proportional description of student processing mode and register use in an American university 大学生在用语言做什么？美国大学学生处理模式和语域使用的比例描述
IF 1.6 2区 文学
Linguistics and Education Pub Date : 2024-10-01 Epub Date: 2024-07-15 DOI: 10.1016/j.linged.2024.101336
Brett Hashimoto
{"title":"What are university students doing with language?: A proportional description of student processing mode and register use in an American university","authors":"Brett Hashimoto","doi":"10.1016/j.linged.2024.101336","DOIUrl":"10.1016/j.linged.2024.101336","url":null,"abstract":"<div><p>The extent to which university students read, write, speak, and listen in a range of registers is not completely understood, but such descriptions could lead to better designed curriculum for English learners. The purpose of this study is to estimate the proportions of time American university students spend reading, writing, speaking, and listening in various registers. The present study combines diary and survey techniques to describe the language use behavior for 53 university students. The results indicated that nearly half of university student language use time is spent listening (49.5 %), followed by reading (20.7 %), writing (18.2 %), and speaking (11.6 %). Students also engaged in 37 distinct registers, with face-to-face conversations (12.32 %), homework problems (10.70 %), and lyrical music listening (10.46 %) being the most frequent. This description of university student language use could be useful for ESL curriculum design and shows that proportional descriptions of language use are more feasible than previously asserted.</p></div>","PeriodicalId":47468,"journal":{"name":"Linguistics and Education","volume":"83 ","pages":"Article 101336"},"PeriodicalIF":1.6,"publicationDate":"2024-10-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141623147","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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