Linguistics and Education最新文献_第2页

Negotiating local identities for a global audience: A chronotopic approach to stance-taking analysis in transnational educational digital storytelling 为全球观众协商地方身份：跨国教育数字叙事中的立场分析的时间顺序方法

IF 2.1 2区文学

Linguistics and Education Pub Date : 2026-04-01 Epub Date: 2026-02-07 DOI: 10.1016/j.linged.2026.101512

Eric C. Ho

{"title":"Negotiating local identities for a global audience: A chronotopic approach to stance-taking analysis in transnational educational digital storytelling","authors":"Eric C. Ho","doi":"10.1016/j.linged.2026.101512","DOIUrl":"10.1016/j.linged.2026.101512","url":null,"abstract":"<div><div>This study investigates the impact of digital storytelling and communications in fostering transnational literacies for youth in a village in China participating in Global StoryBridges (GSB), an educational storytelling project that connects youth from different sites around the world via a video-sharing website. It also explores how youth construct their identities as a result of these transnational interactions. Building on the notion of chronotopes, a cross-event stance analysis was conducted to understand how the youth constructed representations of social types, i.e., figures of personhood, and how they aligned or distanced themselves from these representations across their discussions of the video and their digital interactions on the GSB platform. The findings provide insights into the youths’ complex identity work in their reconfiguration of timespace contexts to re-scale and contextualize their stories for those outside their communities. Implications for how educational researchers can utilize the notion of chronotopes to consider time-space in studies of transnational literacy and identity, and the potential of using digital storytelling to establish relations across contexts are discussed.</div></div>","PeriodicalId":47468,"journal":{"name":"Linguistics and Education","volume":"92 ","pages":"Article 101512"},"PeriodicalIF":2.1,"publicationDate":"2026-04-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"146189346","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

Making sense together: Human-AI communication through a Gricean lens 通过Gricean镜头实现人类与人工智能的交流

IF 2.1 2区文学

Linguistics and Education Pub Date : 2026-02-01 Epub Date: 2026-01-12 DOI: 10.1016/j.linged.2025.101489

Natasha Anne Rappa , Kok-Sing Tang , Grant Cooper

{"title":"Making sense together: Human-AI communication through a Gricean lens","authors":"Natasha Anne Rappa , Kok-Sing Tang , Grant Cooper","doi":"10.1016/j.linged.2025.101489","DOIUrl":"10.1016/j.linged.2025.101489","url":null,"abstract":"<div><div>With the introduction of ChatGPT in 2022, Large Language Models (LLMs) have been increasingly used in classrooms to support teaching and learning. However, the nature of communication between students and LLMs remains under-examined. The current study explored this communication through the lens of Paul Grice’s cooperative principle, examining the extent to which students and ChatGPT adhered to Gricean maxims of quantity, quality, relation and manner in their one-on-one communication during class. The study was implemented in 2023 in a Year 10 English class in an all-boys independent high school in Western Australia. 10 students participated in a poetry-focused lesson, where they interacted with ChatGPT to explore poetic texts. The lesson was designed not only to support understanding of the poetry but also to foster students’ capacity for critical questioning and engagement with AI-generated output by positioning the GenAI as a dialogic partner. The findings identified specific user violations of Gricean maxims in students’ communication with ChatGPT and the impact such violations had on ChatGPT’s output. These findings affirm the relevance of Grice’s cooperative principle and maxims for analysing conversations with LLMs and the potential for identifying interaction patterns with GenAI that differ from human-to-human conversations, underscoring the importance of examining human input as well as LLMs’ output. In place of a recent trend towards technocentric approaches to researching human-GenAI communication, the paper advocates a sociotechnical approach as a means to examine such interactions holistically.</div></div>","PeriodicalId":47468,"journal":{"name":"Linguistics and Education","volume":"91 ","pages":"Article 101489"},"PeriodicalIF":2.1,"publicationDate":"2026-02-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"145976593","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 and racialised emotions: Narratives of a student’s racism complaint at a British university 语言与种族化的情绪：一名英国大学学生对种族主义的控诉

IF 2.1 2区文学

Linguistics and Education Pub Date : 2026-02-01 Epub Date: 2025-12-30 DOI: 10.1016/j.linged.2025.101488

Shuang Gao

{"title":"Language and racialised emotions: Narratives of a student’s racism complaint at a British university","authors":"Shuang Gao","doi":"10.1016/j.linged.2025.101488","DOIUrl":"10.1016/j.linged.2025.101488","url":null,"abstract":"<div><div>This paper examines raciolinguistic injustice through the lens of racialised emotions (Bonilla-Silva, 2019). It presents a case study of a PhD student who was traumatised and suffering from chronic depression and anxiety, suicidal thoughts, and post-traumatic stress disorder (PTSD) due to her supervisor’s repeated criticisms of her English language and academic competence. Drawing upon interviews with the student, I analysed her accounts as narratives of racial trauma and highlighted how experiencing and resisting raciolinguistic injustice involves multiple emotions (e.g., fear, despair, suicidality, outrage). I show that these emotions were not just bodily reactions to and against raciolinguistic violence but also played an agentive role in the student’s struggles and transformation from a victim to a survivor. Also, these emotions were engendered by institutional mechanisms and tactics that sustain racism, including 1) raciolinguistic gaslighting, 2) institutional inaction, 3) denial of racism, and 4) racialisation of the victim. Thus, in making a complaint about an individual (her supervisor), the student ended up facing an institutional system that invalidated and disoriented her while needing to prove her inculpability. In explicating the entanglements of language, race, and emotions, this paper highlights the institutional production of racialised emotions and raciolinguistic injustice while exposing the emotional labour of a traumatised and racialised student in a white institutional system.</div></div>","PeriodicalId":47468,"journal":{"name":"Linguistics and Education","volume":"91 ","pages":"Article 101488"},"PeriodicalIF":2.1,"publicationDate":"2026-02-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"145883584","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

Knowledge-building in EMI STEM lectures: A constellation and sequencing analysis EMI STEM讲座中的知识构建：星座和序列分析

IF 2.1 2区文学

Linguistics and Education Pub Date : 2026-02-01 Epub Date: 2025-11-24 DOI: 10.1016/j.linged.2025.101479

Nashwa Nashaat-Sobhy , Tom Morton

{"title":"Knowledge-building in EMI STEM lectures: A constellation and sequencing analysis","authors":"Nashwa Nashaat-Sobhy , Tom Morton","doi":"10.1016/j.linged.2025.101479","DOIUrl":"10.1016/j.linged.2025.101479","url":null,"abstract":"<div><div>This study examines how a lecturer in an online English-medium instruction (EMI) setting navigates the complexity of presenting the MATLAB programming environment to undergraduate aeronautical engineering students. While much EMI research focuses on linguistic challenges, this paper turns attention to the structuring of disciplinary knowledge in teacher discourse. Drawing on Legitimation Code Theory (LCT), the analysis uses two complementary tools: constellations and sequencing. Constellation analysis shows how sets of ideas, practices, or stances are selected from a broader semantic field and arranged into a particular pattern. The sequencing tool examines how short passages of discourse are combined into longer, cumulative sequences that enable knowledge-building. Together, these tools are used to show how the lecturer organises and layers complex meanings relating to the MATLAB environment across extended discourse. The analysis indicates that the lecturer adopts an aggregating strategy, clustering related ideas around key terms or categories rather than linking them through linear assembling sequences. This approach is enacted through sequencing moves, most notably cumulative sequencing, which condenses and integrates dispersed meanings into progressively stronger knowledge, in contrast to segmental sequencing, which partitions ideas without cumulative integration. The paper highlights how sequencing choices shape the pedagogic trajectory through a constellation of meanings, and how these strategies contribute to making complex disciplinary knowledge more accessible to students in EMI settings</div></div>","PeriodicalId":47468,"journal":{"name":"Linguistics and Education","volume":"91 ","pages":"Article 101479"},"PeriodicalIF":2.1,"publicationDate":"2026-02-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"145584443","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

Shared authorship in the making: Students’ perspectives on collaborative writing 共同创作：学生对合作写作的看法

IF 2.1 2区文学

Linguistics and Education Pub Date : 2026-02-01 Epub Date: 2026-01-01 DOI: 10.1016/j.linged.2025.101490

Gergely Szabó , Katalin Ráhel Turai , Csanád Bodó

{"title":"Shared authorship in the making: Students’ perspectives on collaborative writing","authors":"Gergely Szabó , Katalin Ráhel Turai , Csanád Bodó","doi":"10.1016/j.linged.2025.101490","DOIUrl":"10.1016/j.linged.2025.101490","url":null,"abstract":"<div><div>Collaborative writing (CW) has gained significant importance in recent decades due to several interrelated factors that reflect changes in educational practices, technological advancements, and the evolving nature of work environments. In educational contexts, CW is frequently analyzed in terms of how it impacts students’ written outcomes; yet less attention is given to understanding how students themselves experience the process of collaboration. The article examines collaborative writing in the context of higher education from the perspective of the students themselves in teacher training. The study was conducted in Hungary, in East-Central Europe, where students are generally more accustomed to individual work than to collaborative approaches. The inclusion of their novel experiences and understandings of CW makes the research particularly relevant. The article aims to explore 1) students’ perceptions of their participation in CW exercises, 2) the processes through which collaboratively written texts are being produced, 3) the temporal organization of these processes. To this aim, we analyze post-task questionnaire data and conversations during the task, following a participatory agenda that also entailed a joint analysis of conversations with the students. In the article, we first argue that the preference for writing together changes positively during collaborative writing even if the work invested is not equally shared between the authors. Second, we argue that students perceive collaborative writing as an effective mode of text production; in our case, this perception was made explicit during joint analytical work.</div></div>","PeriodicalId":47468,"journal":{"name":"Linguistics and Education","volume":"91 ","pages":"Article 101490"},"PeriodicalIF":2.1,"publicationDate":"2026-02-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"145883585","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

Incorrect or creative answer: Teachers’ third positions in IRF sequences of collaborative teaching 不正确或创造性的答案：教师在协作教学的IRF序列中的第三个位置

IF 2.1 2区文学

Linguistics and Education Pub Date : 2025-12-01 Epub Date: 2025-10-22 DOI: 10.1016/j.linged.2025.101477

Josephine Mijin Lee

{"title":"Incorrect or creative answer: Teachers’ third positions in IRF sequences of collaborative teaching","authors":"Josephine Mijin Lee","doi":"10.1016/j.linged.2025.101477","DOIUrl":"10.1016/j.linged.2025.101477","url":null,"abstract":"<div><div>This study explores the interactional and pedagogical functions of teachers’ third positions within initiation–response–feedback (IRF) sequences in co-taught classrooms. Using a conversation analytic approach, it examines how collaborative teaching both parallels and departs from single-teacher classroom interaction. The dataset comprises two lesson hours of video recordings featuring three co-teaching pairs in a second-grade English–Korean bilingual elementary school in South Korea. Analysis revealed that while some third positions showed co-teachers jointly affirming or correcting student responses, others functioned as sites of divergence, exposing different instructional priorities and stances. In aligned cases, co-teachers jointly deliver feedback with shared polarity, using coordinated verbal and embodied resources to provide cohesive evaluations and maintain task focus. In diverging cases, teachers respond to the same student action with contrasting assessments or epistemic orientations, reframing student responses through different evaluative lenses, prompting revision of an initial stance, or reconfiguring the participation framework entirely. These findings show that, unlike in single-teacher classrooms, third positions in co-teaching are not merely expanded feedback slots, but interactionally rich sites where pedagogical and relational contingencies are negotiated moment by moment. This study contributes to classroom interaction research by empirically documenting the actions co-teachers employ in third positions of multiparty instruction.</div></div>","PeriodicalId":47468,"journal":{"name":"Linguistics and Education","volume":"90 ","pages":"Article 101477"},"PeriodicalIF":2.1,"publicationDate":"2025-12-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"145364774","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

Linguistic reasoning for secondary school students: The case of identifying syntactic functions in L1 grammar education 中学生的语言推理：母语语法教育中句法功能识别的案例

IF 2.1 2区文学

Linguistics and Education Pub Date : 2025-12-01 Epub Date: 2025-10-03 DOI: 10.1016/j.linged.2025.101467

Amina Hallab , Andreas Trotzke

{"title":"Linguistic reasoning for secondary school students: The case of identifying syntactic functions in L1 grammar education","authors":"Amina Hallab , Andreas Trotzke","doi":"10.1016/j.linged.2025.101467","DOIUrl":"10.1016/j.linged.2025.101467","url":null,"abstract":"<div><div>The ability to identify syntactic functions is a core learning objective in L1 grammar education in the German school system. We present an intervention study that explored the benefits of introducing secondary school students to linguistic concepts such as event structure, constituency, syntactic arguments vs. adjuncts, and the diversity of case assignment in German. We tested the performance of two different groups of secondary schoolers: One was taught according to traditional textbook materials; the other group received the linguistic intervention. Our results are mixed. On the one hand, both groups persist on traditional strategies that are linguistically insufficient and known to lead to false predictions. On the other hand, the linguistic intervention seems to complement those deficient strategies and overall leads to better performance in identifying syntactic functions. We conclude that instead of revolutionizing current school curricula, linguistics should tailor its theoretical concepts to the traditional concepts in a way that the linguistic tools put the insufficient strategies in perspective without abandoning them altogether.</div></div>","PeriodicalId":47468,"journal":{"name":"Linguistics and Education","volume":"90 ","pages":"Article 101467"},"PeriodicalIF":2.1,"publicationDate":"2025-12-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"145223544","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

Word searches in L2 peer interaction at language cafés: Opportunities for learning 语言交流中二语同伴互动中的词汇搜索：学习的机会

IF 2.1 2区文学

Linguistics and Education Pub Date : 2025-12-01 Epub Date: 2025-10-16 DOI: 10.1016/j.linged.2025.101462

Linda N. Narfström

{"title":"Word searches in L2 peer interaction at language cafés: Opportunities for learning","authors":"Linda N. Narfström","doi":"10.1016/j.linged.2025.101462","DOIUrl":"10.1016/j.linged.2025.101462","url":null,"abstract":"<div><div>Language cafés bring together speakers aiming to practice a target language in a nonformal setting. In this conversation analytic study, interactions between L2 speakers at language cafés are analyzed with a focus on collaborative word searches and how these may occasion participants’ orientation to linguistic items as \"learnables”, that is, as objects of learning. The analysis includes two extended cases of participants' orientation to learnables and draws on both on-line interaction and face-to-face interaction. In both examples participants rely on each other's language expertise, as well as on the expertise invested in online translation programs on their smartphones. They also employ additional interactional resources, such as other shared languages and gestures. It is demonstrated how the participants’ collaborative work goes beyond restoring intersubjectivity and develops into shared orientations to learnables. These orientations manifest as: a) a search for linguistic accuracy in the target language, b) meta-linguistic discussions about vocabulary, grammar, and pronunciation, and c) demonstrations of learning behavior in the form of repetitions of new information about the item. The findings show that the language café, online as well as on-site, can provide room for L2 speakers to collaboratively explore items in the target language as objects of learning, and that such orientations can occur without the guidance of a facilitator who is more knowledgeable in the target language.</div></div>","PeriodicalId":47468,"journal":{"name":"Linguistics and Education","volume":"90 ","pages":"Article 101462"},"PeriodicalIF":2.1,"publicationDate":"2025-12-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"145325467","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

Assembling competent participation in L2 interaction in a "simulated wild" context 在“模拟野外”环境中组织二语互动的能力参与

IF 2.1 2区文学

Linguistics and Education Pub Date : 2025-12-01 Epub Date: 2025-09-30 DOI: 10.1016/j.linged.2025.101468

Zachary Nanbu , Eric Hauser

{"title":"Assembling competent participation in L2 interaction in a \"simulated wild\" context","authors":"Zachary Nanbu , Eric Hauser","doi":"10.1016/j.linged.2025.101468","DOIUrl":"10.1016/j.linged.2025.101468","url":null,"abstract":"<div><div>Language researchers are increasingly interested in how L2 is used beyond traditional language classrooms. In Japan, the recognition of limited opportunities to use English in \"the wild\" has led to the creation of English villages, sites that aim to create opportunities for language learning by simulating real-world environments and situations. Using conversation analysis (CA), this study explores an interactional practice deployed by an L1 English user to contribute to the assembly of competent participation by novice L2 English users during role-play tasks at an English village. The L1 user is shown to use incremental turn extensions, or increments, to transform emerging inter-turn gaps into intra-turn pauses. In doing so, the expert speaker claims silences as his own rather than the novices' and thus allows the L2 users a second opportunity to respond in a timely manner. Using increments, the L1 user addresses the gappiness that is common to L2 interaction and contributes to the assembly of the L2 users' competent participation. The findings further the notion within conversation analysis for second language acquisition (CA-SLA) of interactional competence as co-constructed and provide empirical documentation of naturally occurring interaction and practices in the context of an English village.</div></div>","PeriodicalId":47468,"journal":{"name":"Linguistics and Education","volume":"90 ","pages":"Article 101468"},"PeriodicalIF":2.1,"publicationDate":"2025-12-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"145189640","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 meta-reflective orientation map: A radial model of teachers reflecting on the act of reflecting 元反思取向图：教师反思行为的放射状模型

IF 2.1 2区文学

Linguistics and Education Pub Date : 2025-12-01 Epub Date: 2025-11-08 DOI: 10.1016/j.linged.2025.101478

Le Thanh Thao , Pham Trut Thuy

{"title":"The meta-reflective orientation map: A radial model of teachers reflecting on the act of reflecting","authors":"Le Thanh Thao , Pham Trut Thuy","doi":"10.1016/j.linged.2025.101478","DOIUrl":"10.1016/j.linged.2025.101478","url":null,"abstract":"<div><div>This study proposes the Meta-Reflective Orientation Map (MROM) as an analytic heuristic for interpreting teachers’ reflective writing (RW) as discursive displays of stance and writer identity. Drawing on Hyland’s (2005) theorization of stance/engagement and Ivanič’s (1998) account of voice and identity in writing, we examine 189 reflections produced by Vietnamese English as a foreign language (EFL) teachers in a state-mandated professional development (PD) programme, with close analysis of 46 texts that explicitly engage in meta-reflection. Using iterative, interpretive coding, we identified four recurring orientations, including compliance awareness, epistemic uncertainty, reflective strategy talk, and purpose questioning, that co-occur and shift within and across texts. We show how these orientations are shaped by the reflective task’s genre and accountabilities (prompt design, assessment stakes, language-of-writing, audience), arguing that RW should be read as situated discourse rather than as a window onto a private cognitive state. The MROM typology is offered as a practical lens for teacher educators to diagnose and scaffold reflection under real institutional conditions. We close by outlining genre-sensitive pedagogical moves (e.g., re-phrasing prompts, decoupling grades from self-critique, modelling voice) and by calling for comparative work across languages, institutions, and assessment regimes.</div></div>","PeriodicalId":47468,"journal":{"name":"Linguistics and Education","volume":"90 ","pages":"Article 101478"},"PeriodicalIF":2.1,"publicationDate":"2025-12-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"145466825","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