Linguistics and Education最新文献_第10页

“Being a native is not enough if you are not White”: The identity construction trajectory of an African American English language teacher at a Saudi university "如果你不是白人，就不足以成为本地人"：沙特大学非裔英语教师的身份建构轨迹

IF 1.6 2区文学

Linguistics and Education Pub Date : 2023-12-19 DOI: 10.1016/j.linged.2023.101252

Mayez Almayez

{"title":"“Being a native is not enough if you are not White”: The identity construction trajectory of an African American English language teacher at a Saudi university","authors":"Mayez Almayez","doi":"10.1016/j.linged.2023.101252","DOIUrl":"10.1016/j.linged.2023.101252","url":null,"abstract":"<div><p>Increasing research has recently been devoted to issues of racism within TESOL; however, most studies have been directed towards the unearned privilege of teachers labelled as ‘native English-speaking teachers’ (‘NESTs’) and the unjust marginalization of those perceived as ‘non-native English-speaking teachers’ (‘NNESTs’). This focusing on the former as the exclusive beneficiaries and the latter as the sole victims of racial discrimination has led to overlooking a large portion of language teachers whose professional experiences fit neither group. Approached through the lenses of communities of practice (Lave & Wenger, 1991; Wenger, 1998) and critical race theory, and guided by a narrative inquiry approach, this qualitative study tackles this gap by investigating the professional identity construction trajectory of an African American English language teacher working in a dominated by the native speakerism ideology Saudi university. Relying on in-depth interviews as the main data source, the findings revealed that the participant’s trajectory and forms of (non)participation were profoundly, yet detrimentally, shaped by his non-Whiteness. The study concludes with implications for research, practice, and policy.</p></div>","PeriodicalId":47468,"journal":{"name":"Linguistics and Education","volume":"79 ","pages":"Article 101252"},"PeriodicalIF":1.6,"publicationDate":"2023-12-19","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"138716864","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

Early childhood educators’ viewpoints on linguistic and cultural diversity: A Q methodology analysis 幼儿教育工作者对语言和文化多样性的看法：Q 方法分析

IF 1.6 2区文学

Linguistics and Education Pub Date : 2023-12-15 DOI: 10.1016/j.linged.2023.101265

Yvette Slaughter , Renata Aliani , Gary Bonar , Anne Keary

{"title":"Early childhood educators’ viewpoints on linguistic and cultural diversity: A Q methodology analysis","authors":"Yvette Slaughter , Renata Aliani , Gary Bonar , Anne Keary","doi":"10.1016/j.linged.2023.101265","DOIUrl":"https://doi.org/10.1016/j.linged.2023.101265","url":null,"abstract":"<div><p>Language and linguistic diversity play a key role in disparities in academic achievement. With around 25 % of preschool children in Australia communicating in a language other than English at home, developing a greater understanding of early childhood educators’ viewpoints towards, and engagement with, children's linguistic and cultural resources is vital. This research project asks how educators in early childhood settings view children's linguistic and cultural diversity. Employing Q methodology, the study investigated subjective viewpoints among educators at the early childhood level in Australia. Three distinct viewpoints were identified, shedding light on the complexities of language and culture related issues, as well as some of the challenges for EC educators in responding to the diverse needs of children. The findings reinforce the need for tailored pre-service and in-service professional learning that supports the development of teacher identity as well as their theoretical and pedagogical knowledge of multilingual language development.</p></div>","PeriodicalId":47468,"journal":{"name":"Linguistics and Education","volume":"79 ","pages":"Article 101265"},"PeriodicalIF":1.6,"publicationDate":"2023-12-15","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.sciencedirect.com/science/article/pii/S0898589823001249/pdfft?md5=f84fe67034a4e24ab157a47b1bcb704b&pid=1-s2.0-S0898589823001249-main.pdf","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"138678458","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

Towards a better understanding of preschool teachers’ agency in multilingual multicultural classrooms: A cross-national comparison between teachers in Iceland and Israel 更好地理解多语言多元文化课堂中的幼儿教师代理：冰岛和以色列教师的跨国比较

IF 1.6 2区文学

Linguistics and Education Pub Date : 2023-12-01 DOI: 10.1016/j.linged.2022.101125

Mila Schwartz , Hanna Ragnarsdóttir , Nurit Kaplan Toren , Orit Dror

{"title":"Towards a better understanding of preschool teachers’ agency in multilingual multicultural classrooms: A cross-national comparison between teachers in Iceland and Israel","authors":"Mila Schwartz , Hanna Ragnarsdóttir , Nurit Kaplan Toren , Orit Dror","doi":"10.1016/j.linged.2022.101125","DOIUrl":"10.1016/j.linged.2022.101125","url":null,"abstract":"<div><p>Educators and researchers increasingly recognize the impact of teachers’ agency on language education policy enactment in their classrooms. The study is aimed to conduct cross-cultural comparisons of Israeli and Icelandic teachers regarding their agency towards linguistically and culturally diverse children in a preschool context. We conducted semi-structured interviews with 11 selected teachers who had rich pedagogical experience in educating children with immigrant background. In both countries, we found that teachers’ agency was expressed on continuums from teachers’ proactivity to teachers' passiveness regarding linguistically and culturally diverse teaching; from perception of home language as a resource to viewing it as a barrier to the child's progress in the societally dominant language; and from equal relationships to teacher-parents’ hierarchical relationships. Despite historical and socio-cultural differences between the two countries, we found striking similarities between the teachers in their reports on classroom management of diversity and interactions with children and families.</p></div>","PeriodicalId":47468,"journal":{"name":"Linguistics and Education","volume":"78 ","pages":"Article 101125"},"PeriodicalIF":1.6,"publicationDate":"2023-12-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"44683112","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: 2

The development of educational policy positioning on multilingualism in the Federal Republic of Germany - Contradictory approaches towards ‘foreign’ and ‘heritage’ languages 德意志联邦共和国关于多语制的教育政策定位的发展——对“外国”和“传统”语言的矛盾态度

IF 1.6 2区文学

Linguistics and Education Pub Date : 2023-12-01 DOI: 10.1016/j.linged.2022.101128

Dr. Dita Vogel

引用次数: 1

Introduction: Transnational and translingual social practices at schools. Discourse and practice in science, politics and education 简介:学校的跨国和跨语言社会实践。科学、政治和教育中的话语与实践

IF 1.6 2区文学

Linguistics and Education Pub Date : 2023-12-01 DOI: 10.1016/j.linged.2023.101204

Galina Putjata, Melanie David-Erb

引用次数: 0

The consideration of transnational lifestyles in self-positioning practices of schools: Analysis of websites in the regular and alternative school sectors 学校自我定位实践中对跨国生活方式的考虑：对常规和替代学校部门网站的分析

IF 1.6 2区文学

Linguistics and Education Pub Date : 2023-12-01 DOI: 10.1016/j.linged.2022.101123

Melanie David-Erb

{"title":"The consideration of transnational lifestyles in self-positioning practices of schools: Analysis of websites in the regular and alternative school sectors","authors":"Melanie David-Erb","doi":"10.1016/j.linged.2022.101123","DOIUrl":"10.1016/j.linged.2022.101123","url":null,"abstract":"<div><p>The present article explores how transnational practices are taken into account in regular and alternative schools. To answer this question, a study focusing on the online presence of all regular and alternative schools (<em>n</em> = 197) in Frankfurt am Main, Germany, was conducted. The data was analysed using methods of qualitative content analysis via deductive and inductive category formation. The categories were based on the theoretical framework of school theory according to Fend (2011), and school culture according to Helsper (2008a, b). The findings show that in alternative schools, more space emerges for transnational practices as distance from the regular German system grows. These institutions, increasingly in private ownership, explicitly ascribe themselves the competence to educate members of transnationally-orientated social groups without discrimination and while considering their group-specific migration experiences. Regular schools also offer programmes that aim to take into account the specific migration-related characteristics of their student bodies. However, the logic of internationalisation is argued less as an elitist strategy than as a way to compensate for disadvantages. The paper presents these transnational and translingual educational offers and discusses the respective strategies against a background of methodological challenges.</p></div>","PeriodicalId":47468,"journal":{"name":"Linguistics and Education","volume":"78 ","pages":"Article 101123"},"PeriodicalIF":1.6,"publicationDate":"2023-12-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"49221065","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

Language education policy and transnational and translingual social practices at schools. Commentary on the special issue 学校的语言教育政策与跨国跨语言社会实践。特刊评论

IF 1.6 2区文学

Linguistics and Education Pub Date : 2023-12-01 DOI: 10.1016/j.linged.2023.101200

Nadja Thoma

引用次数: 0

‘Inert benevolence’ towards languages beyond English in the discourses of English primary school teachers 小学英语教师话语中对非英语语言的“惰性仁慈”

IF 1.6 2区文学

Linguistics and Education Pub Date : 2023-12-01 DOI: 10.1016/j.linged.2022.101122

Clare Cunningham , Sabine Little

{"title":"‘Inert benevolence’ towards languages beyond English in the discourses of English primary school teachers","authors":"Clare Cunningham , Sabine Little","doi":"10.1016/j.linged.2022.101122","DOIUrl":"10.1016/j.linged.2022.101122","url":null,"abstract":"<div><p>The UK, and perhaps particularly England, is often seen as a nation subscribing wholeheartedly to a monolingual mindset. The national curriculum remains resolutely monolingual, despite linguistic diversity in primary classrooms having increased rapidly. Current research and anecdotal evidence suggest that translanguaging in English schools is rare, despite the documented ‘multilingual turn’ in applied linguistics, and transnational practices are seen as being facilitated only within families. This study explores attitudes and practices towards supporting multilingualism and encouraging children's sense of transnationalism, rather than solely English language acquisition and assimilation into British culture. Forty semi-structured interviews were conducted with teachers across England, and the resultant transcriptions were analysed thematically to explore the experiences and attitudes of participants. The data presented in this paper focuses on instances of what we have termed ‘inert benevolence’ and we identify a number of conscious and subconscious barriers to truly incorporating languages beyond English in classroom practices.</p></div>","PeriodicalId":47468,"journal":{"name":"Linguistics and Education","volume":"78 ","pages":"Article 101122"},"PeriodicalIF":1.6,"publicationDate":"2023-12-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.sciencedirect.com/science/article/pii/S0898589822001103/pdfft?md5=dc790eb5f982bc4a7023fda138ead336&pid=1-s2.0-S0898589822001103-main.pdf","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"45786251","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: 3

Living transnational lives: Languages, education and senses of belonging across three generations of a Greek-German bilingual family 跨国生活:一个希腊-德国双语家庭三代人的语言、教育和归属感

IF 1.6 2区文学

Linguistics and Education Pub Date : 2023-12-01 DOI: 10.1016/j.linged.2022.101143

Ioanna Spyrou Ntetsika , M. Knappik , Nadja Thoma

引用次数: 1

Lexical cohesion development in English as a foreign language learners' argumentative writing: A latent class growth model approach 英语作为外语学习者议论文写作中的词汇衔接发展:一个潜在类增长模型方法

IF 1.6 2区文学

Linguistics and Education Pub Date : 2023-11-25 DOI: 10.1016/j.linged.2023.101255

Jianhua Zhang , Lawrence Jun Zhang

{"title":"Lexical cohesion development in English as a foreign language learners' argumentative writing: A latent class growth model approach","authors":"Jianhua Zhang , Lawrence Jun Zhang","doi":"10.1016/j.linged.2023.101255","DOIUrl":"https://doi.org/10.1016/j.linged.2023.101255","url":null,"abstract":"<div><p>The current study explored the longitudinal development of lexical cohesion for speakers of English as a foreign language (EFL) at the group level by employing Latent Class Growth Modelling (LCGM). A convenience sample of 276 university students from Southwest China were recruited and invited to write four argumentative essays over four months. Their essays formed a learner corpus, which was utilized to construct unconditional latent class growth models to explore the latent classes of EFL learners' development trajectories of lexical cohesion in their writing. Besides, conditional LCGM including logistic regression analysis was employed to investigate the effect of English proficiency on the classifications. The unconditional models demonstrated that there were different latent classes of development trajectories for local and global cohesion indices, which supports the heterogeneity of their development trajectories. Those models also revealed that two categories were the optimal ones for latent classes of development trajectories for selected local and global lexical cohesion indices. Additionally, logistic regression analyses showed that English proficiency affected latent classes of development trajectories of only one global cohesion index. The implications for EFL/L2 writing instruction and language development research are also discussed.</p></div>","PeriodicalId":47468,"journal":{"name":"Linguistics and Education","volume":"78 ","pages":"Article 101255"},"PeriodicalIF":1.6,"publicationDate":"2023-11-25","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"138439036","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