Linguistics and Education最新文献_第2页

Frequency and framing keywords in EMI: A comparison of two lecturers EMI中的频率与框架关键词：两位讲师之比较

IF 1.6 2区文学

Linguistics and Education Pub Date : 2025-04-24 DOI: 10.1016/j.linged.2025.101422

Joseph Siegel

{"title":"Frequency and framing keywords in EMI: A comparison of two lecturers","authors":"Joseph Siegel","doi":"10.1016/j.linged.2025.101422","DOIUrl":"10.1016/j.linged.2025.101422","url":null,"abstract":"<div><div>English medium instruction (EMI) courses can present challenges for both lecturers and students. The lecturer’s planning and delivery of lecture content, especially in terms of spoken output, has rarely been investigated. This study focused on an analysis of two university lectures from different disciplines. In pre-lecture discussions with the researcher, lecturers had indicated a set of key concepts and important words that they expected the students to recognize and learn more about during the lectures. Based on those lists, the lecture transcripts were scrutinized in terms of keyword frequency as well as in relation to Sinclair and Coulthard’s (1975) framework for understanding classroom discourse and speaker output, which allowed patterns of keyword use within lecture discourse to be identified. Comparative results from the analysis showed keywords being more frequent in the Sociology lecture than in the Robotics class. In terms of patterns of lecturer output, the majority of keywords were included in the categories “Informative” and “Comment”; however, quantitative and proportional differences in these patterns were also observed. Practical advice for EMI lecturers in relation to keyword frequency and framing is offered to account for language proficiency levels of teachers and/or students in similar higher education contexts.</div></div>","PeriodicalId":47468,"journal":{"name":"Linguistics and Education","volume":"87 ","pages":"Article 101422"},"PeriodicalIF":1.6,"publicationDate":"2025-04-24","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143863829","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

Latina dual language teacher candidates’ language ideologies in flux: Disrupting dominant narratives on the path to becoming teachers 拉丁裔双语教师候选人的语言意识形态流变：在成为教师的道路上打破主导叙事

IF 1.6 2区文学

Linguistics and Education Pub Date : 2025-04-09 DOI: 10.1016/j.linged.2025.101419

Patricia Ferreyra

{"title":"Latina dual language teacher candidates’ language ideologies in flux: Disrupting dominant narratives on the path to becoming teachers","authors":"Patricia Ferreyra","doi":"10.1016/j.linged.2025.101419","DOIUrl":"10.1016/j.linged.2025.101419","url":null,"abstract":"<div><div>Emerging research on language ideologies is increasingly concentrating on Latinx bilingual Dual Language Teacher Candidates (DLTCs), an underrepresented demographics in scholarly work. However, shifts in their language ideologies over time have been understudied. DLTCs enact and articulate a range of language ideologies which, if unexamined, may perpetuate oppression for minoritized students. Utilizing a raciolinguistic framework, this critical qualitative study investigated the language ideologies of four Latina English-Spanish DLTCs over the course of their teacher preparation. The goal was to examine how any ideological shifts shaped their identities as bilingual speakers and educators. Findings revealed that influenced by coursework and student-teaching experiences, the DLTCs followed distinct, non-linear trajectories toward anti-oppressive language ideologies–although they also expressed tensions, at times (Henderson, 2022). These findings underscore the importance of creating spaces and opportunities for ongoing critical reflection in teacher preparation and beyond to challenge and dismantle White supremacist perspectives on language.</div></div>","PeriodicalId":47468,"journal":{"name":"Linguistics and Education","volume":"87 ","pages":"Article 101419"},"PeriodicalIF":1.6,"publicationDate":"2025-04-09","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143799233","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: Conceptual underpinnings of equity-oriented instructional and assessment practices with adolescent multilingual learners 译语：青少年多语学习者公平导向的教学和评估实践的概念基础

IF 1.6 2区文学

Linguistics and Education Pub Date : 2025-03-28 DOI: 10.1016/j.linged.2025.101418

Alison L. Bailey, Megan E. Abraham, Juno Yingzhi Dong, Ines M. Torres, Yifei Phoebe Wang, Edwin Zamora, Xizi Zhang

引用次数: 0

Presence of spanish in a hispanic-serving institution on the southwestern US border: Towards better serving underrepresented students 在美国西南边境为西班牙裔服务的机构中西班牙语的存在：为代表性不足的学生提供更好的服务

IF 1.6 2区文学

Linguistics and Education Pub Date : 2025-03-14 DOI: 10.1016/j.linged.2025.101408

Rosalva Alamillo

{"title":"Presence of spanish in a hispanic-serving institution on the southwestern US border: Towards better serving underrepresented students","authors":"Rosalva Alamillo","doi":"10.1016/j.linged.2025.101408","DOIUrl":"10.1016/j.linged.2025.101408","url":null,"abstract":"<div><div>This research explores the presence of Spanish in a Hispanic-Serving Institution (HSI) in Southern California. Latinxs who are potentially Spanish speakers make up 34.6 % of the HSI's undergraduate enrollment. Three dimensions of space were analyzed: 1) the political dimension through institutional language policies; 2) the spatial dimension through linguistic landscape methodologies; and 3) the experiential dimension by collecting students’ perceptions about Spanish use on their university. Outcomes showed that the HSI positioned itself politically as appreciating linguistic diversity; however, outcomes revealed little Spanish in campus signage. Likewise, most students wanted to see more Spanish in their campus. The absence of Spanish in the educational space perpetuates the invisibility of Spanish speakers, underrepresents their identities, and reinforces the hegemony of English. The author recommends three approaches to better serve historically underrepresented students attending HSIs: the exploration of HSIs’ schoolscapes, the adoption of the critical pedagogy of place, and movement towards decolonization of HSIs.</div></div>","PeriodicalId":47468,"journal":{"name":"Linguistics and Education","volume":"87 ","pages":"Article 101408"},"PeriodicalIF":1.6,"publicationDate":"2025-03-14","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143628567","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

Collective memorying of kindergarten through the logic of children 通过幼儿的逻辑进行幼儿园集体记忆

IF 1.6 2区文学

Linguistics and Education Pub Date : 2025-03-11 DOI: 10.1016/j.linged.2025.101409

Daniel Edelen , Audra Skukauskaitė

引用次数: 0

Latine emergent bilinguals’ translanguaging in family literacy practices in Texas 德州家庭读写实践中拉丁新兴双语者的跨语言

IF 1.6 2区文学

Linguistics and Education Pub Date : 2025-03-10 DOI: 10.1016/j.linged.2025.101407

Gilberto P. Lara , Lucila D. Ek , Myriam Jimena Guerra , Kenya M. Vargas

{"title":"Latine emergent bilinguals’ translanguaging in family literacy practices in Texas","authors":"Gilberto P. Lara , Lucila D. Ek , Myriam Jimena Guerra , Kenya M. Vargas","doi":"10.1016/j.linged.2025.101407","DOIUrl":"10.1016/j.linged.2025.101407","url":null,"abstract":"<div><div>This study focuses on the home (bi)literacy practices of six bilingual Latine elementary school emergent bilingual students in South Texas. The research study is based on linguistic brokering and translanguaging to provide insights into the complexities of biliteracy development in their family context. The corpus of data includes participant observation field notes, audio and video recordings from home visits, interview transcripts, and written work by the children. The study reveals the diverse linguistic environment in the students' homes, which includes Spanish, English, Mexican Spanish, Central American Spanish, and South American Spanish. The research also explores how the students' translanguaging practices at home helped them develop their biliteracy skills while aiding their family members and improving family well-being. Moreover, the study examines how the students used digital literacy practices to maintain long-distance family relationships. These findings have important implications for researchers and educators leveraging home translanguaging, (bi)literacy practices, and knowledge to bridge the home-school divide.</div></div>","PeriodicalId":47468,"journal":{"name":"Linguistics and Education","volume":"87 ","pages":"Article 101407"},"PeriodicalIF":1.6,"publicationDate":"2025-03-10","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143577796","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

Teachers’ use of sign-supported speech in interaction with multilingual children in Swedish preschools 瑞典学前班教师与多语儿童互动时手语支持言语的使用

IF 1.6 2区文学

Linguistics and Education Pub Date : 2025-03-10 DOI: 10.1016/j.linged.2025.101398

Karolina Larsson , Polly Björk-Willén , Katarina Haraldsson , Kristina Hansson

引用次数: 0

Attitudes and ideologies of deaf signers toward American Sign Language structure 聋哑人对美国手语结构的态度和意识形态

IF 1.6 2区文学

Linguistics and Education Pub Date : 2025-03-05 DOI: 10.1016/j.linged.2025.101410

Emily Jo Noschese

引用次数: 0

Translingual approach in assessing academic writing for emerging multilingual writers in EMI higher education 评估EMI高等教育中新兴多语言作家学术写作的翻译方法

IF 1.6 2区文学

Linguistics and Education Pub Date : 2025-03-05 DOI: 10.1016/j.linged.2025.101403

Daniel H. Chang , Qinghua Chen , Angel Mei Yi Lin

{"title":"Translingual approach in assessing academic writing for emerging multilingual writers in EMI higher education","authors":"Daniel H. Chang , Qinghua Chen , Angel Mei Yi Lin","doi":"10.1016/j.linged.2025.101403","DOIUrl":"10.1016/j.linged.2025.101403","url":null,"abstract":"<div><div>Drawing from the first author's teaching experience in a first-year disciplinary writing course and observations, this article develops a theory to address the limitations of standardized language tests in assessing multilingual writers’ skills. These tests emphasize formulaic tasks that do not align with the complexities of university writing activities, such as reflection, or argumentation. The first author's observation of 25 first-year writers engaging with institutional writing support services reveal that academic writing is a complex process, rarely captured by standardized tests. We propose the Reflective Writing Space (RWS) model, a paradigm-shifting framework that reconceptualizes writing assessment through three interconnected dimensions: content & context, skill development, and language use and proficiency. This model advocates for a more inclusive and interactive approach that actively engages students, tutors, and instructors in teaching writing. We conclude with practical recommendations for implementing the RWS framework to better support multilingual writers’ academic writing development.</div></div>","PeriodicalId":47468,"journal":{"name":"Linguistics and Education","volume":"87 ","pages":"Article 101403"},"PeriodicalIF":1.6,"publicationDate":"2025-03-05","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143548579","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

Every subject has its own language – patterns of linguistic features of expository texts in German stem textbooks 每个学科都有自己的语言模式——德语stem教科书说明文文本的语言特征模式

IF 1.6 2区文学

Linguistics and Education Pub Date : 2025-03-03 DOI: 10.1016/j.linged.2025.101405

Nadine Cruz Neri , Sascha Bernholt , Hendrik Härtig

引用次数: 0