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On the necessity (and insufficiency) of ethnographic perspectives: Towards an inter-scalar approach to research on “academic language” 论人种学视角的必要性（和不足）：以跨尺度方法开展 "学术语言 "研究
IF 1.6 2区 文学
Linguistics and Education Pub Date : 2024-09-21 DOI: 10.1016/j.linged.2024.101355
Ramón Antonio Martínez
{"title":"On the necessity (and insufficiency) of ethnographic perspectives: Towards an inter-scalar approach to research on “academic language”","authors":"Ramón Antonio Martínez","doi":"10.1016/j.linged.2024.101355","DOIUrl":"10.1016/j.linged.2024.101355","url":null,"abstract":"<div><p>This methodological commentary extends and complicates earlier discussions of the need for ethnographic approaches to exploring “academic language.” While indispensable as a tool for contextualizing classroom language use, this commentary suggests that ethnography alone is insufficient to the task of elucidating academic language in school-based settings. Drawing on ethnographic and interactional data, this article argues for the necessity of looking across multiple scales of analysis in order to apprehend the complex, nuanced, and contradictory ways in which academic language is learned, produced, and perceived in schools.</p></div>","PeriodicalId":47468,"journal":{"name":"Linguistics and Education","volume":"84 ","pages":"Article 101355"},"PeriodicalIF":1.6,"publicationDate":"2024-09-21","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142270239","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
Let a hundred flowers bloom: Towards a coexistence of paradigms in language assessment literacy 百花齐放实现语言评估素养范式的共存
IF 1.6 2区 文学
Linguistics and Education Pub Date : 2024-09-19 DOI: 10.1016/j.linged.2024.101346
Xiaoli Su , Hongbiao Yin , Icy Lee
{"title":"Let a hundred flowers bloom: Towards a coexistence of paradigms in language assessment literacy","authors":"Xiaoli Su ,&nbsp;Hongbiao Yin ,&nbsp;Icy Lee","doi":"10.1016/j.linged.2024.101346","DOIUrl":"10.1016/j.linged.2024.101346","url":null,"abstract":"<div><p>Language assessment literacy, an evolving and dynamic research field, assumes a critical role in applied linguistics. This narrative review analyzes different epistemological understandings regarding language assessment literacy. Guided by the three cognitive interests as defined by Jürgen Habermas, the article illustrates the characteristics of three paradigms of language assessment literacy: language assessment literacy as a product from the technical perspective, as a process from the practical perspective, and as a praxis from the critical perspective. The advantages and drawbacks of each paradigm are also discussed. By analysing language assessment literacy through the lens of these cognitive interests, we offer insights into how the scope of language assessment literacy can be broadened and how a critical perspective can initiate democratic discussions on under-explored issues in this research field. Also, we argue that it is crucial for academics in applied linguistics to be open-minded about the coexistence of different paradigms, as this can lead to significant contributions to language education and language assessment policies.</p></div>","PeriodicalId":47468,"journal":{"name":"Linguistics and Education","volume":"84 ","pages":"Article 101346"},"PeriodicalIF":1.6,"publicationDate":"2024-09-19","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142243535","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
Pre-service teachers’ hinting practices in managing responses in a microteaching context 职前教师在微格教学情境中管理回应的暗示实践
IF 1.6 2区 文学
Linguistics and Education Pub Date : 2024-09-13 DOI: 10.1016/j.linged.2024.101345
Eunseok Ro , Hyunwoo Kim
{"title":"Pre-service teachers’ hinting practices in managing responses in a microteaching context","authors":"Eunseok Ro ,&nbsp;Hyunwoo Kim","doi":"10.1016/j.linged.2024.101345","DOIUrl":"10.1016/j.linged.2024.101345","url":null,"abstract":"<div><p>Microteaching is a pedagogical approach that allows educators to enhance their teaching techniques through practice and feedback in controlled, classroom-like environments. This study uses multimodal conversation analysis to investigate how pre-service teachers at a Korean university, with English as their second language, manage student participation in microteaching sessions. The analysis reveals the intricacies of teachers’ hinting practices that are aimed at mobilizing and pursuing student responses. The excerpts exemplify how pre-service teachers use hints to foster an engaged and dynamic classroom environment, highlighting their contingent decision-making in question-and-answer sequences. These findings offer valuable insights into the teaching practices employed by pre-service teachers in a microteaching context and contribute to expanding our understanding of classroom interactional competence in teacher education.</p></div>","PeriodicalId":47468,"journal":{"name":"Linguistics and Education","volume":"84 ","pages":"Article 101345"},"PeriodicalIF":1.6,"publicationDate":"2024-09-13","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142230638","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
Disciplinary content and text structures communicated in the classroom – pathways in science lessons 课堂上交流的学科内容和文本结构 - 科学课的路径
IF 1.6 2区 文学
Linguistics and Education Pub Date : 2024-09-11 DOI: 10.1016/j.linged.2024.101343
Ewa Bergh Nestlog , Kristina Danielsson , Fredrik Jeppsson
{"title":"Disciplinary content and text structures communicated in the classroom – pathways in science lessons","authors":"Ewa Bergh Nestlog ,&nbsp;Kristina Danielsson ,&nbsp;Fredrik Jeppsson","doi":"10.1016/j.linged.2024.101343","DOIUrl":"10.1016/j.linged.2024.101343","url":null,"abstract":"<div><p>Making meaning about disciplinary knowledge involves both disciplinary content and relevant semiotic resources (e.g., text structures) for communicating the content, as two sides of a coin. The purpose of this study is to contribute to research in science education with a model for visualising how the two sides of the coin are elaborated in classroom interaction, aiming to support students’ disciplinary knowledge development. The model was developed based on data from a series of lessons in a primary science classroom where the teacher and her students negotiated and made meaning about action and reaction forces. We show how the model can be used to deepen the understanding of how the meaning making through classroom interaction forms a pathway, visualising different levels of disciplinary literacy and hence the model's usefulness for both research and for designing teaching practices.</p></div>","PeriodicalId":47468,"journal":{"name":"Linguistics and Education","volume":"84 ","pages":"Article 101343"},"PeriodicalIF":1.6,"publicationDate":"2024-09-11","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.sciencedirect.com/science/article/pii/S0898589824000767/pdfft?md5=767b29972b6cd971fbe24bcf0342e9ce&pid=1-s2.0-S0898589824000767-main.pdf","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142168615","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
Two voices, one paper: Using storywork to reassess the impact of academic language on “English Learners” in Alaska 两种声音，一篇论文：利用故事作业重新评估学术语言对阿拉斯加 "英语学习者 "的影响
IF 1.6 2区 文学
Linguistics and Education Pub Date : 2024-09-07 DOI: 10.1016/j.linged.2024.101344
Ève Ryan, Giovanna Arnaq Wilde
{"title":"Two voices, one paper: Using storywork to reassess the impact of academic language on “English Learners” in Alaska","authors":"Ève Ryan,&nbsp;Giovanna Arnaq Wilde","doi":"10.1016/j.linged.2024.101344","DOIUrl":"10.1016/j.linged.2024.101344","url":null,"abstract":"<div><p>In this paper, featuring a collaboration between Ève, a white applied linguist from Réunion Island, and Giovanna, an Indigenous Yupik undergraduate student from Mountain Village, we offer perspectives from Alaska on the topic of academic language. Academic English has served as a tool to further marginalize Alaska Native students, who make up a large segment of the student population designated as English Learners in Alaska. After providing background information on the linguistic landscape of Alaska, we discuss considerations for the academic language construct, and end with implications for assessment, suggesting ways to indigenize our approach to language assessment.</p></div>","PeriodicalId":47468,"journal":{"name":"Linguistics and Education","volume":"84 ","pages":"Article 101344"},"PeriodicalIF":1.6,"publicationDate":"2024-09-07","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142150711","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
Using multimodal resources to design EFL classroom lead-ins—A multimodal pedagogical stylistics perspective 利用多模态资源设计英语课堂导入--多模态教学文体学视角
IF 1.6 2区 文学
Linguistics and Education Pub Date : 2024-08-31 DOI: 10.1016/j.linged.2024.101338
Qian Lei , Chunlei Zhang
{"title":"Using multimodal resources to design EFL classroom lead-ins—A multimodal pedagogical stylistics perspective","authors":"Qian Lei ,&nbsp;Chunlei Zhang","doi":"10.1016/j.linged.2024.101338","DOIUrl":"10.1016/j.linged.2024.101338","url":null,"abstract":"<div><p>The study explores the ways EFL teachers use multimodal resources to design classroom lead-ins on the basis of multimodal stylistic analyses of the lead-ins in six award-winning classroom demonstrations. Results show that verbal mode and image mode are mainly used in the lead-ins to establish cognitive framework for the new teaching topics, and body language, such as eye movements, facial expressions, and gestures, is particularly important in attracting students’ attention and motivate their participation. The foregrounded complementary reinforcement relationships within the multimodal ensembles in the lead-ins play significant roles in designing students’ learning experiences. Discussions on the multimodal stylistic features and their teaching effects also indicate that topic relevance, closeness to life, mode conciseness, proper use of body language, complementary reinforcement within mode ensembles, and dynamicity of mode choices are general guidelines for the design of effective multimodal classroom lead-ins. The study not only verifies the effectiveness of the multimodal pedagogical stylistic theory but also provides feasible implications for the design and implementation of multimodal classroom lead-ins in EFL teaching.</p></div>","PeriodicalId":47468,"journal":{"name":"Linguistics and Education","volume":"83 ","pages":"Article 101338"},"PeriodicalIF":1.6,"publicationDate":"2024-08-31","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142098056","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
Inclusion of home languages during early childhood instructional conversations 在幼儿教学对话中融入家庭语言
IF 1.6 2区 文学
Linguistics and Education Pub Date : 2024-08-30 DOI: 10.1016/j.linged.2024.101341
E. Brook Chapman de Sousa, Mary Catherine Lennon
{"title":"Inclusion of home languages during early childhood instructional conversations","authors":"E. Brook Chapman de Sousa,&nbsp;Mary Catherine Lennon","doi":"10.1016/j.linged.2024.101341","DOIUrl":"10.1016/j.linged.2024.101341","url":null,"abstract":"<div><p>Including home languages in classrooms can increase multilingual students’ participation, improve literacy, and promote inclusion. It is a prevalent topic at academic conferences; however, home language use in classrooms is less common. This study was a microanalysis of home language use during Instructional Conversations at a linguistically diverse English-medium preschool. Data sources included 27 h of classroom videos of Instructional Conversations and interviews with educators who used children's home languages. Home language use during Instructional Conversations was rare in these data; however, when employed, it was followed by increased participation by the multilingual children, facilitating language and concept development. These findings indicate a need for explicit educator preparation on home language use in classrooms. Educators in this study who used children's home languages adopted alternative discourse patterns than those traditionally found in schools. They reported being motivated by the increased participation of multilingual children and positive responses from families.</p></div>","PeriodicalId":47468,"journal":{"name":"Linguistics and Education","volume":"83 ","pages":"Article 101341"},"PeriodicalIF":1.6,"publicationDate":"2024-08-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142098055","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
Attitude in ecological evaluations of college English textbooks in China 中国大学英语教材生态评价中的态度问题
IF 1.6 2区 文学
Linguistics and Education Pub Date : 2024-08-27 DOI: 10.1016/j.linged.2024.101342
Lihua Wang , Azlin Zaiti Zainal
{"title":"Attitude in ecological evaluations of college English textbooks in China","authors":"Lihua Wang ,&nbsp;Azlin Zaiti Zainal","doi":"10.1016/j.linged.2024.101342","DOIUrl":"10.1016/j.linged.2024.101342","url":null,"abstract":"<div><p>Ecolinguistics, as an emerging paradigm in linguistic studies, provides an approach for analysing ecological constructions in texts. However, different contexts feature quite different ecological philosophical traditions. English textbooks, often including imported materials, raise consideration for its ecological suitability for different social contexts. This study examines the ecological evaluations of College English textbooks used in China to elucidate the underlying evaluations and assess them according to Chinese harmonious ecosophy. Adopting Martin and White's (2005) attitude system, this study analyses the selected textbooks from the aspects of affect, judgment and appreciation with the UAM Corpus Tool to annotate instantiations of natural resources. Semantic analyses suggest that the authorial construction of nature in textbooks propagate some inharmonious ecological worldviews. The study not only improves our understanding of stance of textbooks towards the natural world but also helps to explore the role textbooks play in ecological education.</p></div>","PeriodicalId":47468,"journal":{"name":"Linguistics and Education","volume":"83 ","pages":"Article 101342"},"PeriodicalIF":1.6,"publicationDate":"2024-08-27","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142084118","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: Process and power in education Translanguaging：教育过程与权力
IF 1.6 2区 文学
Linguistics and Education Pub Date : 2024-08-14 DOI: 10.1016/j.linged.2024.101340
Marianne Turner , Angel M.Y. Lin
{"title":"Translanguaging: Process and power in education","authors":"Marianne Turner ,&nbsp;Angel M.Y. Lin","doi":"10.1016/j.linged.2024.101340","DOIUrl":"10.1016/j.linged.2024.101340","url":null,"abstract":"<div><p>In this article we develop translanguaging as a theoretical perspective in education by drawing together ideas of process and symbolic power. We first outline critiques of translanguaging, most particularly the issue of deconstructivism and concerns about transformative limitations. We then focus on the potential of translanguaging as a conceptual frame for how language mediates learning in the context of social inequity (schools). We primarily draw on Bakhtin's (1981) theorisation of language and Bourdieu's (1991) understanding of the relationship between language and symbolic power to suggest that taking sociohistorical context as central to translanguaging can help us to move beyond ‘internal’ structuralist debates and open up productive lines of inquiry at the intersection of language and learning.</p></div>","PeriodicalId":47468,"journal":{"name":"Linguistics and Education","volume":"83 ","pages":"Article 101340"},"PeriodicalIF":1.6,"publicationDate":"2024-08-14","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.sciencedirect.com/science/article/pii/S0898589824000731/pdfft?md5=711190197cfdcf51014c8179421ef987&pid=1-s2.0-S0898589824000731-main.pdf","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141990432","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
“I Have Magic in My Mouf!”: Embodied languaging enactments of African American multilingual students in a Spanish-English immersion program "我的毛发有魔力！"：非裔美国多语种学生在西班牙语-英语浸入式课程中的体现性语言实践
IF 1.6 2区 文学
Linguistics and Education Pub Date : 2024-08-07 DOI: 10.1016/j.linged.2024.101339
Eurydice Bauer, Lenny Sánchez
{"title":"“I Have Magic in My Mouf!”: Embodied languaging enactments of African American multilingual students in a Spanish-English immersion program","authors":"Eurydice Bauer,&nbsp;Lenny Sánchez","doi":"10.1016/j.linged.2024.101339","DOIUrl":"10.1016/j.linged.2024.101339","url":null,"abstract":"<div><p>There is limited research that examines African American students’ language learning experiences in Spanish-English dual-language program settings, which exacerbates the narrative that African American students are not the “ideal” demographic for bilingual programs. To address these concerns, we highlight the experiences of two African American multilingual children to examine how they form their translanguaging repertoires. Specifically, we focus on three types of enactments in which they embodied these repertoires, which revealed how they engaged language learning in dynamic and varied ways. These examples further challenge traditional norms engendered in bilingual programming writ large that exhibit narrow viewpoints of language speakers and language speaking.</p></div>","PeriodicalId":47468,"journal":{"name":"Linguistics and Education","volume":"83 ","pages":"Article 101339"},"PeriodicalIF":1.6,"publicationDate":"2024-08-07","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141943532","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
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