Linguistics and Education最新文献_第2页

Translanguaging-informed beliefs and practices of Spanish-English middle school bilingual teachers upon completion of an online professional development

IF 1.6 2区文学

Linguistics and Education Pub Date : 2025-01-30 DOI: 10.1016/j.linged.2025.101395

Allison Briceño , Claudia Rodriguez-Mojica , Sara Rutherford-Quach , Marisa Ruiz , Kathy Stoehr , Qican Sunny Cao

{"title":"Translanguaging-informed beliefs and practices of Spanish-English middle school bilingual teachers upon completion of an online professional development","authors":"Allison Briceño , Claudia Rodriguez-Mojica , Sara Rutherford-Quach , Marisa Ruiz , Kathy Stoehr , Qican Sunny Cao","doi":"10.1016/j.linged.2025.101395","DOIUrl":"10.1016/j.linged.2025.101395","url":null,"abstract":"<div><div>As part of a U.S. Department of Education grant, we developed over 60 hours of online professional development (OPD) modules in Spanish. This mixed methods study: (1) explores Spanish-English middle school bilingual teachers’ (MSBTs') shifts in language ideologies before and after completing the OPD, and (2) investigates if and how OPD resources support implementation of practices that reflect translanguaging pedagogy. Data sources include pre- and post-OPD survey results and semi-structured interviews. The two surveys were analyzed based on their scales; the interviews were analyzed iteratively using inductive and deductive codes. Survey analysis showed positive shifts in MSBTs’ beliefs and increased confidence regarding their ability to implement culturally and linguistically responsive instruction. The participants evidenced the use of knowledge and tools from the OPD to overcome filters (Bacon, 2020) to translate their language ideologies into practice.</div></div>","PeriodicalId":47468,"journal":{"name":"Linguistics and Education","volume":"86 ","pages":"Article 101395"},"PeriodicalIF":1.6,"publicationDate":"2025-01-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143099021","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

In the wild? Evaluating the authenticity of conversation openings and closings in EFL/ESL textbooks

IF 1.6 2区文学

Linguistics and Education Pub Date : 2025-01-29 DOI: 10.1016/j.linged.2025.101392

Min Li, Yujing Chen

{"title":"In the wild? Evaluating the authenticity of conversation openings and closings in EFL/ESL textbooks","authors":"Min Li, Yujing Chen","doi":"10.1016/j.linged.2025.101392","DOIUrl":"10.1016/j.linged.2025.101392","url":null,"abstract":"<div><div>Textbooks serve as the primary source of language input for L2 learners. Despite their significance, there remains a notable gap in the research concerning the authenticity of EFL/ESL textbook conversations when compared to those observed in naturalistic settings. Against this backdrop, this study examines the extent to which textbooks authentically portray conversation openings and closings. Results indicate that a substantial proportion of textbook conversations lack authentic inclusion of opening and closing sequences, with more than half of the conversations presented without openings and closings that commonly occur in real-life situations. Examination of conversation openings indicates a tendency for textbooks to feature single-component presentations. In terms of closings, textbooks exhibit a scarcity of preclosing signals, predominantly featuring components related to <em>appreciation, arrangement</em>, and <em>solicitude</em> in preclosing sequences. Conversely, sequences involving <em>back-reference, announced closing</em>, and <em>moral or lesson</em> are infrequently addressed. Additionally, a prevailing proportion of textbook conversations lack terminal exchanges.</div></div>","PeriodicalId":47468,"journal":{"name":"Linguistics and Education","volume":"86 ","pages":"Article 101392"},"PeriodicalIF":1.6,"publicationDate":"2025-01-29","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143099017","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

Examining how multilingual learners engaged in a digital science modeling assessment through translanguaging

IF 1.6 2区文学

Linguistics and Education Pub Date : 2025-01-27 DOI: 10.1016/j.linged.2025.101393

Alexis A. López , Sultan Turkan

引用次数: 0

Doing multilingualism through transnational linguistic landscaping: The MultiDiv experience

IF 1.6 2区文学

Linguistics and Education Pub Date : 2025-01-21 DOI: 10.1016/j.linged.2025.101384

Mélina Delmas , Jess Kruk , Louisa Willoughby , Jo Angouri

{"title":"Doing multilingualism through transnational linguistic landscaping: The MultiDiv experience","authors":"Mélina Delmas , Jess Kruk , Louisa Willoughby , Jo Angouri","doi":"10.1016/j.linged.2025.101384","DOIUrl":"10.1016/j.linged.2025.101384","url":null,"abstract":"<div><div>This paper explores Linguistic Landscape (LL) as a pedagogical approach that fosters student agency and bridges academic learning with real-world societal challenges. Through the context of a summer intensive course on Multilingualism and Diversity, jointly organised by the University of Warwick (UK) and Monash University (Australia), we discuss how LL research can serve as a conduit for critical engagement with issues of language, society, and culture. The study draws on a combination of observations, student feedback, and semi-structured interviews with participants who undertook empirical LL research projects in transnational and interdisciplinary teams over four iterations of the course. By navigating the complexities of multilingual urban spaces and collaborating with peers from diverse disciplinary and linguistic backgrounds, students applied their theoretical learning to practice. This active, project-based learning approach enables them to negotiate operational and research design challenges, revealing key insights into the processes that support or hinder their development as autonomous learners. The findings highlight the potential of LL as an active learning tool that enhances critical awareness, problem-solving, and cross-cultural collaboration. The paper addresses current issues in LL scholarship by situating its pedagogical application within project-based, student-centred curricula. We conclude by outlining implications for integrating LL into higher education as a means of enhancing student agency and fostering transformative learning experiences.</div></div>","PeriodicalId":47468,"journal":{"name":"Linguistics and Education","volume":"86 ","pages":"Article 101384"},"PeriodicalIF":1.6,"publicationDate":"2025-01-21","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143099016","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

Now you see me, now you don't: Unveiling adolescent multilingual identities through magic, storytelling, and translanguaging

IF 1.6 2区文学

Linguistics and Education Pub Date : 2025-01-15 DOI: 10.1016/j.linged.2025.101383

Steve Daniel Przymus, Melissa Mendoza

{"title":"Now you see me, now you don't: Unveiling adolescent multilingual identities through magic, storytelling, and translanguaging","authors":"Steve Daniel Przymus, Melissa Mendoza","doi":"10.1016/j.linged.2025.101383","DOIUrl":"10.1016/j.linged.2025.101383","url":null,"abstract":"<div><div>Identity development at school is inextricably linked with both language practice and positive and/or negative school experiences. Understanding “identification as an ongoing social and political process” (<span><span>Bucholtz & Hall, 2004</span></span>, p. 376), educators must be purposeful in constructing educational possibilities that address identity. The goals of this paper are to propose and describe potential school-based activities and opportunities that bridge adolescent active bilingual learners/users of English (ABLE, <span><span>Przymus et al., 2020</span></span>) students’ interests, multilingualism, and identities in schools. Building off of previous work with interest-based communities of practice (<span><span>Przymus, 2016</span></span>; <span><span>Przymus et al., 2020</span></span>; <span><span>Canagarajah, 2007</span></span>; <span><span>Norton, 2013</span></span>) and work in oracy/literacy studies that combine translanguaging in adolescent storytelling with magic (<span><span>Przymus & Faggella-Luby, 2023</span></span>), in this paper we share the process and results of both finished and ongoing studies with adolescent, newcomer ABLE students in the U.S. and ABLE students in México, who are members of their schools’ and/or communities’ magic clubs.</div></div>","PeriodicalId":47468,"journal":{"name":"Linguistics and Education","volume":"86 ","pages":"Article 101383"},"PeriodicalIF":1.6,"publicationDate":"2025-01-15","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143099019","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 as a distinguishing feature or common ground? A participatory study on manifestations of intergroup relations in the lived experiences of multilingual students. 语言是一个显著的特征还是共同的基础？多语学生生活经验中群体间关系表现的参与性研究。

IF 1.6 2区文学

Linguistics and Education Pub Date : 2024-11-29 DOI: 10.1016/j.linged.2024.101379

Flora Woltran , Susanne Schwab

{"title":"Language as a distinguishing feature or common ground? A participatory study on manifestations of intergroup relations in the lived experiences of multilingual students.","authors":"Flora Woltran , Susanne Schwab","doi":"10.1016/j.linged.2024.101379","DOIUrl":"10.1016/j.linged.2024.101379","url":null,"abstract":"<div><div>The performative nature of language renders it a tool for the continuous negotiation of social group memberships. It serves as a medium to express one's identity, ideas, values, and beliefs, and to establish and maintain interpersonal relationships. The current study employed a qualitative participatory approach to investigate the manifestations of intergroup relations in the lived language learning and speaking experiences of 25 elementary school students attending segregated language support measures in Austrian schools. To this end, student-generated photographs were utilized to stimulate individual and group interviews, with the resulting data analyzed through thematic analysis. The results show that manifestations of intergroup relations revolve around the positioning of the self and the other, constructions of social affiliations and legitimizations of inclusion and exclusion. Specifically, participants position themselves and others in school interactions along the category of language, which is based on the perceived mixing of nationality and language and is in part strongly permeated by the internalization of monolingual ideology. The findings of this study are discussed in terms of the persistent linguistic discrimination in schools, which is closely linked to the historical roots of the use of teaching for a national, monolingual-oriented education and the resulting hierarchization of languages.</div></div>","PeriodicalId":47468,"journal":{"name":"Linguistics and Education","volume":"85 ","pages":"Article 101379"},"PeriodicalIF":1.6,"publicationDate":"2024-11-29","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142743797","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

Promoting humanizing, meaningful, and just language instruction for multilingual learners and their peers: A pedagogical vision illustrated by examples from practice 为多语言学习者及其同龄人促进人性化、有意义和公正的语言教学：通过实践案例说明教学愿景

IF 1.6 2区文学

Linguistics and Education Pub Date : 2024-11-13 DOI: 10.1016/j.linged.2024.101358

Emily Phillips Galloway , Paola Uccelli

{"title":"Promoting humanizing, meaningful, and just language instruction for multilingual learners and their peers: A pedagogical vision illustrated by examples from practice","authors":"Emily Phillips Galloway , Paola Uccelli","doi":"10.1016/j.linged.2024.101358","DOIUrl":"10.1016/j.linged.2024.101358","url":null,"abstract":"<div><div>In this article, we engage with the question of how to create just and humanizing instructional conditions for learning <em>through</em> and <em>about</em> language at school. Rather than an empirical study, this article invites readers to rethink the role of languages in education by introducing and illustrating what we call <em>Pedagogies of Voices</em> (POV). Informed by research and practice, POV instructional approaches acknowledge and leverage the reality of multilingual and multidialectal repertoires in linguistically diverse classrooms, counteracting the tendency towards prescriptivism, which constrains what counts as language learning and teaching in schools. Through vignettes from middle-school multilingual classrooms implementing the TRANSLATE literacy curriculum, we illustrate how POV-inspired instruction transforms the conventions of classroom interactions by scaffolding language learning through relational activities that affirm and expand students’ multilingual repertoires and metalinguistic strategies for learning through and about language. These POV-inspired practices shift the role of teachers, who become learners of their students’ ways with language and shift the instructional goal from a narrow focus on teaching the language of school literacy to a concerted effort to foster flexible, resourceful, critical, and creative student voices—what we call <em>Critical Rhetorical Flexibility</em>. These two shifts, we argue, contribute to creating the enabling conditions to foster inclusive, humanizing communities in which students and teachers experience the joyful challenge of learning through languages together. We conclude with thoughts and considerations for theory, future practice-embedded research, and evidence-based educational practice.</div></div>","PeriodicalId":47468,"journal":{"name":"Linguistics and Education","volume":"84 ","pages":"Article 101358"},"PeriodicalIF":1.6,"publicationDate":"2024-11-13","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142657690","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

Encouraging translanguaging in collaborative talk in EFL classrooms: An epistemic network comparative study 在 EFL 课堂的合作对话中鼓励翻译语言：认识论网络比较研究

IF 1.6 2区文学

Linguistics and Education Pub Date : 2024-11-11 DOI: 10.1016/j.linged.2024.101360

Ming Li, Zhouqin Qu

引用次数: 0

Grammatical and rhetorical reasoning in upper secondary students’ collaborative talk about a literary text 高中生合作谈论文学文本时的语法和修辞推理

IF 1.6 2区文学

Linguistics and Education Pub Date : 2024-10-25 DOI: 10.1016/j.linged.2024.101359

Agnes Strandberg , Jimmy van Rijt

引用次数: 0

Understanding EFL students’ academically transitioning experiences with meaning-making-based instruction: A qualitative inquiry 通过基于意义建构的教学，了解 EFL 学生的学业过渡体验：定性调查

IF 1.6 2区文学

Linguistics and Education Pub Date : 2024-10-07 DOI: 10.1016/j.linged.2024.101357

Xiaodong Zhang

{"title":"Understanding EFL students’ academically transitioning experiences with meaning-making-based instruction: A qualitative inquiry","authors":"Xiaodong Zhang","doi":"10.1016/j.linged.2024.101357","DOIUrl":"10.1016/j.linged.2024.101357","url":null,"abstract":"<div><div>This qualitative study took place in a content-based English as a foreign language (EFL) reading course at a Chinese university. The students had to academically transition from their prior reading practices, which involved surface meaning and/or linguistic resources, to the deconstruction of the deep meaning of texts. Interviews with 16 EFL students, their reflections, as well as the researcher's field notes and audio recordings of classroom interactions, were qualitatively analyzed. The study reveals that the EFL student readers’ academic transition to the content-based reading course was supported by the pedagogical use of systemic functional linguistics (SFL). With SFL pedagogy, the students were exposed to meaning-making-based instruction, which focused on the close relationship between linguistic resources and meanings. This transition was especially exemplified by the students’ positive experiences with leveraging meaning-making-based knowledge when harnessing linguistic resources as gateways for gaining access to the deep meanings of texts, as expected in the transitioning context. However, during the transitioning process in relation to their meaning-making-based knowledge, students encountered constraints from their previous and ongoing experiences (e.g., their sensitivity to the linguistic resources in a text or textbook design), which were mitigated through teacher mediation. This study concludes that meaning-making-based instruction may have played a useful role in mediating and facilitating the EFL student readers’ transition to academically demanding reading, although the transitioning process was sensitive to dynamic but surmountable constraints.</div></div>","PeriodicalId":47468,"journal":{"name":"Linguistics and Education","volume":"84 ","pages":"Article 101357"},"PeriodicalIF":1.6,"publicationDate":"2024-10-07","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142416523","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