发布求助
文献互助 智能选刊 最新文献

Linguistics and Education最新文献

筛选
英文 中文
15 years’ experience of teaching English in Saudi Primary Schools: Supervisors’ and teachers’ perspectives 15年沙特小学英语教学经验:主管和教师的视角
IF 1.6 2区 文学
Linguistics and Education Pub Date : 2023-10-01 DOI: 10.1016/j.linged.2023.101222
Yasser Alsuhaibani , Sultan Altalhab , Simon Borg , Rezan Alharbi
{"title":"15 years’ experience of teaching English in Saudi Primary Schools: Supervisors’ and teachers’ perspectives","authors":"Yasser Alsuhaibani ,&nbsp;Sultan Altalhab ,&nbsp;Simon Borg ,&nbsp;Rezan Alharbi","doi":"10.1016/j.linged.2023.101222","DOIUrl":"10.1016/j.linged.2023.101222","url":null,"abstract":"<div><p>In 2004 English became a compulsory subject in the primary curriculum in Saudi Arabia, yet analyses of this reform have been limited. This mixed methods study examines the perspectives on the primary English reform of 504 long-serving ELT professionals. Based on interviews and questionnaires, the study concludes that respondents were largely supportive of the policy to start English early; they believed it had a positive effect on levels of English among Saudi state school pupils, even though it was also felt that the official targets stipulated by the Ministry of Education were over-ambitious. Most respondents believed, too, that teaching English in primary school had allowed pupils to develop more positive attitudes to English. Despite these positive views about the 2004 reform, it was also felt that primary ELT in Saudi Arabia was still characterised by a number of challenges, particularly regarding the lack of specialised teacher preparation, demanding textbooks and the limited time allocated to English in the curriculum. It is recommended that addressing such challenges should be an important element in any reforms, particularly given the recent decision in Saudi Arabia to introduce English from Grade 1.</p></div>","PeriodicalId":47468,"journal":{"name":"Linguistics and Education","volume":null,"pages":null},"PeriodicalIF":1.6,"publicationDate":"2023-10-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"42571016","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
Surveying the landscape of college teaching about African American Language 大学非裔美国人语言教学现状调查
IF 1.6 2区 文学
Linguistics and Education Pub Date : 2023-10-01 DOI: 10.1016/j.linged.2023.101189
Quentin C. Sedlacek , Anne H. Charity Hudley , Christine Mallinson
{"title":"Surveying the landscape of college teaching about African American Language","authors":"Quentin C. Sedlacek ,&nbsp;Anne H. Charity Hudley ,&nbsp;Christine Mallinson","doi":"10.1016/j.linged.2023.101189","DOIUrl":"10.1016/j.linged.2023.101189","url":null,"abstract":"<div><p>College courses are an important forum for combating the stigmatization of African American Language (AAL). However, there is no comprehensive data regarding where, how, and by whom AAL content is taught. Understanding the landscape of college teaching about AAL could help identify challenges faced by instructors who teach this content, as well as policies or practices that could help support these instructors. We surveyed college instructors (<em>N</em> = 149) in multiple disciplines (primarily Linguistics, Education, English, and Communication Sciences) who teach courses with AAL content. We found patterns in the sources of support and levels of resistance instructors reported. Instructors also expressed varied levels of knowledge and confidence related to teaching about African American Language and Culture. Many of these patterns were correlated with instructors’ racialized identities and language backgrounds. We discuss implications for professional organizations, university department leaders, and instructors who teach AAL content.</p></div>","PeriodicalId":47468,"journal":{"name":"Linguistics and Education","volume":null,"pages":null},"PeriodicalIF":1.6,"publicationDate":"2023-10-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"49090228","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
Monolingual content-area teacher candidates’ identity work in an online teacher education course 在线教师教育课程中的单一语言内容区教师候选人身份工作
IF 1.6 2区 文学
Linguistics and Education Pub Date : 2023-10-01 DOI: 10.1016/j.linged.2023.101228
Jessica McConnell , Zhongfeng Tian , Bedrettin Yazan
{"title":"Monolingual content-area teacher candidates’ identity work in an online teacher education course","authors":"Jessica McConnell ,&nbsp;Zhongfeng Tian ,&nbsp;Bedrettin Yazan","doi":"10.1016/j.linged.2023.101228","DOIUrl":"10.1016/j.linged.2023.101228","url":null,"abstract":"<div><p>This exploratory qualitative study presents the findings of a deductive analysis of the online teacher education coursework of four self-identified monolingual English-speaking content-area teacher candidates (TCs) at a Hispanic-serving university in the southwestern United States. Guided by Clarke's (2009) framework of ethical self-formation and Ruiz's (1984) orientations to language planning, the authors examined the intersections between identity construction and language ideologies as these TCs navigated their positionalities as monolinguals preparing to teach multilingual learners. Findings revealed that teacher candidates harbored both asset and deficit beliefs about teaching multilingual learners. Implications suggest that through reflective online teacher education coursework, monolingual content-area TCs may develop agency, empathy, and a multilingual stance as they challenge deficit beliefs about multilingual learners.</p></div>","PeriodicalId":47468,"journal":{"name":"Linguistics and Education","volume":null,"pages":null},"PeriodicalIF":1.6,"publicationDate":"2023-10-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"49557222","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 frustration to fascination: Discourse analysis as writing feedback for multilingual learners 从沮丧到着迷：语篇分析作为多语言学习者的写作反馈
IF 1.6 2区 文学
Linguistics and Education Pub Date : 2023-10-01 DOI: 10.1016/j.linged.2023.101229
Chris K. Chang-Bacon , Joelle M. Pedersen
{"title":"From frustration to fascination: Discourse analysis as writing feedback for multilingual learners","authors":"Chris K. Chang-Bacon ,&nbsp;Joelle M. Pedersen","doi":"10.1016/j.linged.2023.101229","DOIUrl":"10.1016/j.linged.2023.101229","url":null,"abstract":"<div><p>Language difference is often framed through a deficit lens, especially for multilingual student writers. Compounding this issue, teacher candidates (TCs) rarely receive sustained guidance on how to give effective writing feedback. As a result, many TCs perceive the primary purpose of writing feedback to be surface-level error correction. To address this challenge, our study explored how TCs (<em>n</em> = 42) across two universities engaged with a writing feedback approach grounded in discourse analysis principles. We examined participants’ feedback on writing authored by adolescent multilingual learners before and after exploring discourse analysis as a feedback method. Findings suggested a shift from a corrective to an observational focus, linguistic curiosity rather than evaluation, and ascribing intentionality to students’ language choices. These findings demonstrate the potential of discourse analysis as a tool in writing feedback to frame language difference as an asset, toward disrupting deficit-oriented views of linguistic diversity in multilingual writing and classrooms.</p></div>","PeriodicalId":47468,"journal":{"name":"Linguistics and Education","volume":null,"pages":null},"PeriodicalIF":1.6,"publicationDate":"2023-10-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"46198768","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 linguistic insecurity to confidence: Language emotion and ideology in South Korean study-abroad students’ post-journey reflections 从语言不安全到自信：韩国留学生旅行后的语言情感与意识形态思考
IF 1.6 2区 文学
Linguistics and Education Pub Date : 2023-10-01 DOI: 10.1016/j.linged.2023.101206
Jeong-Ah Lee , In Chull Jang
{"title":"From linguistic insecurity to confidence: Language emotion and ideology in South Korean study-abroad students’ post-journey reflections","authors":"Jeong-Ah Lee ,&nbsp;In Chull Jang","doi":"10.1016/j.linged.2023.101206","DOIUrl":"10.1016/j.linged.2023.101206","url":null,"abstract":"<div><p>This study explores how emotions mediate students’ post-journey evaluations of their study abroad experiences and why specific emotions are valued in the evaluative process. Based on 175 post-journey reports and four focus-group interviews produced by South Korean students attending a short-term study-abroad program at U.S. universities, this study analyzes the emotional shift from linguistic insecurity to confidence. Their reflections show that their linguistic insecurity stemmed from their ideology of self-deprecation and the unfamiliar types of English encountered in the host country. However, they state that English-only environments and enhanced awareness of English as a lingua franca<span> helped them overcome linguistic insecurity. In this process, they valued improved confidence in English, while defying the possibility of improving their actual English proficiency. Drawing on the ideology of English in South Korea, this study suggests that such a distinctive evaluation of emotions rationalizes students’ investment in English language learning.</span></p></div>","PeriodicalId":47468,"journal":{"name":"Linguistics and Education","volume":null,"pages":null},"PeriodicalIF":1.6,"publicationDate":"2023-10-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"42497479","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: 1
Mediated focalisation in video explanations: Implications for the communication of architecture and STEM 视频解释中的中介聚焦:对建筑和STEM交流的影响
IF 1.6 2区 文学
Linguistics and Education Pub Date : 2023-10-01 DOI: 10.1016/j.linged.2023.101224
Anne F.J. Hellwig, Erika Matruglio, Helen Georgiou, Pauline T. Jones
{"title":"Mediated focalisation in video explanations: Implications for the communication of architecture and STEM","authors":"Anne F.J. Hellwig,&nbsp;Erika Matruglio,&nbsp;Helen Georgiou,&nbsp;Pauline T. Jones","doi":"10.1016/j.linged.2023.101224","DOIUrl":"10.1016/j.linged.2023.101224","url":null,"abstract":"<div><p>In 2019–2020, students of two English for Architects and Civil Engineers courses at a German university were tasked with creating a digital, multimodal video composition explaining a technical concept to a lay audience. The resultant multimodal artefacts, however, often did not exhibit typical semiotic patterns associated with explaining or describing in science-related disciplines. In particular, 78% of artefacts featured ‘mediated focalisation’, a framing technique used to align the composer with their audience and more commonly associated with fictional narrative or social media. The paper describes how this framing technique appeared in the artefacts and explores how and to what effect it was used. It will unpack the implications of using this technique for the performance of professionalism and ‘authenticity’ in architecture and STEM communication. A subsystem of mediated focalisation techniques and a new ‘coding orientation’ will be proposed, so that educators may better prepare students for these emergent shifts.</p></div>","PeriodicalId":47468,"journal":{"name":"Linguistics and Education","volume":null,"pages":null},"PeriodicalIF":1.6,"publicationDate":"2023-10-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"43867197","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
Directives to read for self-correction in peer-tutoring consultations for L2 writing 二语写作同伴辅导咨询中自我纠正阅读指南
IF 1.6 2区 文学
Linguistics and Education Pub Date : 2023-10-01 DOI: 10.1016/j.linged.2023.101205
Eunseok Ro , Hyunwoo Kim
{"title":"Directives to read for self-correction in peer-tutoring consultations for L2 writing","authors":"Eunseok Ro ,&nbsp;Hyunwoo Kim","doi":"10.1016/j.linged.2023.101205","DOIUrl":"10.1016/j.linged.2023.101205","url":null,"abstract":"<div><p>This study examines tutor-initiated error-correction sequences in one-to-one consultations for second language (L2) writing. Using conversation analysis (CA), the paper presents three examples illustrating what the tutor does to help tutees come up with solutions to grammar problems in their essays. The detailed analysis demonstrates how the tutor's directives to read in order to find and solve an L2 grammar issue, along with the tutees’ alignment, create opportunities for the tutees to self-correct. The study explores: (1) how the tutor's directive to read leads a tutee to self-correct; (2) how the tutor manages a tutee's resistance to a directive to read and trouble display through “narrowed-down support”; and (3) how the tutor manages a tutee's trouble display through multiple directives to read. The findings suggest pedagogically useful practices, and contribute to CA research on L2 writing consultations in general and the understanding of tutor-initiated error-correction sequences specifically.</p></div>","PeriodicalId":47468,"journal":{"name":"Linguistics and Education","volume":null,"pages":null},"PeriodicalIF":1.6,"publicationDate":"2023-10-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"44300170","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 in content-based EMI classes through the lens of Turkish students: Self-reported practices, functions and orientations 通过土耳其学生的镜头，在基于内容的EMI课程中翻译语言:自我报告的实践，功能和方向
IF 1.6 2区 文学
Linguistics and Education Pub Date : 2023-10-01 DOI: 10.1016/j.linged.2023.101221
Ali Karakaş
{"title":"Translanguaging in content-based EMI classes through the lens of Turkish students: Self-reported practices, functions and orientations","authors":"Ali Karakaş","doi":"10.1016/j.linged.2023.101221","DOIUrl":"10.1016/j.linged.2023.101221","url":null,"abstract":"<div><p>This qualitative study explored the perspectives of 15 EMI students on translanguaging in EMI classes, as well as the functions of translanguaging in content teaching and learning. It also examined how EMI stakeholders orient to such practices against the continuum of perspectives on bi/multilingual language use. Drawing on semi-structured interviews and qualitative content analysis, the data revealed that most lecturers tend to operate through English only, barring the use of L1 resources in classes, in line with the <em>virtual position</em>, which prefers English use only. On the other hand, most students adopt the <em>optimal position</em>, which values L1 resources in teaching, recognizing the vital role and pedagogical value of such resources in accessing content knowledge and socio-emotional resources. However, the study found that many lecturers, who demonstrated pejorative orientations towards bi/multilingual practices, did not hold the optimal position. Overall, the study underscores the need for a shift towards a multilingual turn in EMI classes with an understanding of English within multilingualism.</p></div>","PeriodicalId":47468,"journal":{"name":"Linguistics and Education","volume":null,"pages":null},"PeriodicalIF":1.6,"publicationDate":"2023-10-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"47264040","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 equitable spaces for all learners: Transforming classrooms through biography-driven instructional conversations 为所有学习者创造公平的空间:通过传记驱动的教学对话改造课堂
IF 1.6 2区 文学
Linguistics and Education Pub Date : 2023-10-01 DOI: 10.1016/j.linged.2023.101230
Melissa A. Holmes
{"title":"Creating equitable spaces for all learners: Transforming classrooms through biography-driven instructional conversations","authors":"Melissa A. Holmes","doi":"10.1016/j.linged.2023.101230","DOIUrl":"10.1016/j.linged.2023.101230","url":null,"abstract":"<div><p>This paper employs positive discourse analysis to explore the discourse practices of grade-level teachers at a diverse elementary school. It examines how discourse was used to invite and nurture learners’ willingness to share about and maximize the sociocultural and linguistic dimensions of their biographies. Two episodes of instructional conversation are used to illustrate how formal text properties of instructional conversations as well as social practices of the classroom influenced discourse and instantiated culturally responsive/sustaining pedagogy. Among findings, the discourse was found to position students as knowledgeable and capable, with use of mediation tools and teachers’ situational responsiveness emerging as pivotal instructional practices. Results highlighted the benefits of biography-driven discourse for culturally and linguistically diverse learners and illustrated the potential of positive discourse analysis to advance social transformation.</p></div>","PeriodicalId":47468,"journal":{"name":"Linguistics and Education","volume":null,"pages":null},"PeriodicalIF":1.6,"publicationDate":"2023-10-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"45564337","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
Language learners’ linguistic investment in ideologically framed language institutes: Forms of capital, ideology, and identity 语言学习者对意识形态框架语言学院的语言投资:资本、意识形态和身份的形式
IF 1.6 2区 文学
Linguistics and Education Pub Date : 2023-10-01 DOI: 10.1016/j.linged.2023.101220
Zia Tajeddin , Caroline Kerfoot , Mahmoud Fereydoonfar
{"title":"Language learners’ linguistic investment in ideologically framed language institutes: Forms of capital, ideology, and identity","authors":"Zia Tajeddin ,&nbsp;Caroline Kerfoot ,&nbsp;Mahmoud Fereydoonfar","doi":"10.1016/j.linged.2023.101220","DOIUrl":"10.1016/j.linged.2023.101220","url":null,"abstract":"<div><p>Language learning in Iran is a site of struggle between two ideologically opposed spaces, state schools and non-state language institutes. This study drew on the construct of <em>investment</em>, which combines <em>ideology, capital</em>, and <em>identity</em><span>, to investigate the investment of Iranian English language learners at A1 and C2 proficiency levels at a non-state language institute. The learners in focus group interviews discussed different language-related resources influencing their investment, their expectations, and their language learning activities. The findings indicated that diverse ideological, cultural, and economic resources and imagined futures had led them toward investing at the institute. They were further found to be invested in diverse language learning activities beyond the pedagogical frame of the institute. Some aspects of investment, language-related beliefs, and identities varied across proficiency levels. Even though the ideological structures of these institutes are learner-centered, there are strong possibilities for enslavement to an extreme globally-oriented pedagogy or native-speakerism. It is hence suggested that state schools and non-state institutes draw upon more flexible language pedagogies embracing both local and global values.</span></p></div>","PeriodicalId":47468,"journal":{"name":"Linguistics and Education","volume":null,"pages":null},"PeriodicalIF":1.6,"publicationDate":"2023-10-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"42487486","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
首页 上一页
0
×
引用
GB/T 7714-2015
复制
MLA
复制
APA
复制
导出至
BibTeX EndNote RefMan NoteFirst NoteExpress
×
提示
您的信息不完整，为了账户安全，请先补充。
现在去补充
×
提示
您因"违规操作"
具体请查看互助需知
我知道了
×
提示
现在去查看 取消
×
提示
确定
请完成安全验证×
相关产品
×
本文献相关产品
联系我们：info@booksci.cn Book学术提供免费学术资源搜索服务，方便国内外学者检索中英文文献。致力于提供最便捷和优质的服务体验。 Copyright © 2023 布克学术 All rights reserved.
京ICP备2023020795号-1
ghs 京公网安备 11010802042870号
Book学术文献互助
Book学术文献互助群
群 号：481959085
Book学术官方微信