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What are university students doing with language?: A proportional description of student processing mode and register use in an American university 大学生在用语言做什么？美国大学学生处理模式和语域使用的比例描述
IF 1.6 2区 文学
Linguistics and Education Pub Date : 2024-07-15 DOI: 10.1016/j.linged.2024.101336
Brett Hashimoto
{"title":"What are university students doing with language?: A proportional description of student processing mode and register use in an American university","authors":"Brett Hashimoto","doi":"10.1016/j.linged.2024.101336","DOIUrl":"10.1016/j.linged.2024.101336","url":null,"abstract":"<div><p>The extent to which university students read, write, speak, and listen in a range of registers is not completely understood, but such descriptions could lead to better designed curriculum for English learners. The purpose of this study is to estimate the proportions of time American university students spend reading, writing, speaking, and listening in various registers. The present study combines diary and survey techniques to describe the language use behavior for 53 university students. The results indicated that nearly half of university student language use time is spent listening (49.5 %), followed by reading (20.7 %), writing (18.2 %), and speaking (11.6 %). Students also engaged in 37 distinct registers, with face-to-face conversations (12.32 %), homework problems (10.70 %), and lyrical music listening (10.46 %) being the most frequent. This description of university student language use could be useful for ESL curriculum design and shows that proportional descriptions of language use are more feasible than previously asserted.</p></div>","PeriodicalId":47468,"journal":{"name":"Linguistics and Education","volume":"83 ","pages":"Article 101336"},"PeriodicalIF":1.6,"publicationDate":"2024-07-15","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141623147","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
Creating a safe house for active literary book-group discussions in a contact zone classroom 在接触区课堂上为活跃的文学书籍小组讨论创建安全屋
IF 1.6 2区 文学
Linguistics and Education Pub Date : 2024-07-06 DOI: 10.1016/j.linged.2024.101335
Angelica Granqvist
{"title":"Creating a safe house for active literary book-group discussions in a contact zone classroom","authors":"Angelica Granqvist","doi":"10.1016/j.linged.2024.101335","DOIUrl":"10.1016/j.linged.2024.101335","url":null,"abstract":"<div><p>This study explores student-led literary book-group discussions in a linguistically diverse upper-secondary language classroom. It employs linguistic ethnography and focuses on minoritized migrant students’ fictive and factive readings of a novel; the participation roles they assumed; and how they reflected on different book-group formations over time. A stance analysis based on chronotopic concepts in relation to contact zone classrooms and safe houses demonstrates how students positioned themselves as knowledgeable discussants of literary texts and life. It also shows how the students were able to create a circle of trust in the safe house and aspire to contact zone contexts beyond the language classroom. Furthermore, the findings are indicative of students’ increased sense of social belonging and linguistic participation as a result of flexible grouping strategies and student autonomy in terms of how to engage with literary texts.</p></div>","PeriodicalId":47468,"journal":{"name":"Linguistics and Education","volume":"83 ","pages":"Article 101335"},"PeriodicalIF":1.6,"publicationDate":"2024-07-06","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.sciencedirect.com/science/article/pii/S0898589824000688/pdfft?md5=70b7937779d007ed8f64321097b7108e&pid=1-s2.0-S0898589824000688-main.pdf","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141585953","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
Cultural representation in foreign language textbooks: A scoping review from 2012 to 2022 外语教科书中的文化表述：2012 年至 2022 年的范围审查
IF 1.6 2区 文学
Linguistics and Education Pub Date : 2024-07-01 DOI: 10.1016/j.linged.2024.101331
Hong Zhang , Runyi Li , Xilu Chen , Fangshuo Yan
{"title":"Cultural representation in foreign language textbooks: A scoping review from 2012 to 2022","authors":"Hong Zhang ,&nbsp;Runyi Li ,&nbsp;Xilu Chen ,&nbsp;Fangshuo Yan","doi":"10.1016/j.linged.2024.101331","DOIUrl":"https://doi.org/10.1016/j.linged.2024.101331","url":null,"abstract":"<div><p>This scoping review aims to examine the literature regarding cultural representation in foreign language textbooks. This review identifies eight research foci by systematically mapping and synthesizing 62 studies spanning from 2012 to 2022. In addition, it reviews theoretical/conceptual frameworks, methodologies, and implications for stakeholders involved in cultural representation studies in foreign language textbooks. This study reveals a tendency for some cultures to be either overlooked or misinterpreted. It observes that textbooks often represent culture implicitly rather than explicitly, and notes changes in research foci and methodologies over time. The review highlights the need for two principal enhancements in the realm of textbook research: firstly, to better bridge the nexus between research and practices; secondly, to address the somewhat fragmented nature of research endeavours in this field by taking steps towards interdisciplinary, intersectional, interactive, and intersubjective approaches. Implications for future research are also provided.</p></div>","PeriodicalId":47468,"journal":{"name":"Linguistics and Education","volume":"83 ","pages":"Article 101331"},"PeriodicalIF":1.6,"publicationDate":"2024-07-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141481147","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 development of an ESL teacher's ability in constructing a virtual translanguaging space in synchronous online language tutorials 在同步在线语言辅导中培养 ESL 教师构建虚拟翻译空间的能力
IF 1.6 2区 文学
Linguistics and Education Pub Date : 2024-06-24 DOI: 10.1016/j.linged.2024.101311
Kevin W.H. Tai , Miaomiao Zuo
{"title":"The development of an ESL teacher's ability in constructing a virtual translanguaging space in synchronous online language tutorials","authors":"Kevin W.H. Tai ,&nbsp;Miaomiao Zuo","doi":"10.1016/j.linged.2024.101311","DOIUrl":"https://doi.org/10.1016/j.linged.2024.101311","url":null,"abstract":"<div><p>The COVID-19 pandemic has rapidly increased the use of synchronous online teaching for English-as-a-second-language (ESL) courses. However, there is a scarcity of research on the necessary teaching abilities for online ESL instruction and the advantages of real-time technologies in supporting students' L2 learning. This virtual ethnographic research examines how an ESL teacher utilizes diverse multilingual and multimodal resources to facilitate students' L2 English learning in real-time online tutorials and develops his translanguaging competence over a 10-week period. The analysis, carried out using Multimodal Conversation Analysis and Interpretative Phenomenological Analysis, reveals that the teacher progressively exhibits his capacity to use a variety of multilingual and multimodal tools and to employ different funds of knowledge to support students' English language learning. Consequently, we emphasize the significance of strengthening online language instructors' pedagogical comprehension of translanguaging to enhance their e-Classroom Interactional Competence.</p></div>","PeriodicalId":47468,"journal":{"name":"Linguistics and Education","volume":"83 ","pages":"Article 101311"},"PeriodicalIF":1.6,"publicationDate":"2024-06-24","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.sciencedirect.com/science/article/pii/S0898589824000445/pdfft?md5=e0ff84ccfa876168ea3c8c258b708996&pid=1-s2.0-S0898589824000445-main.pdf","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141481151","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
Inspired by Asian migrants: An adult English learner's imagined communities and study abroad trajectory 受亚洲移民的启发：成人英语学习者的想象社区和留学轨迹
IF 1.6 2区 文学
Linguistics and Education Pub Date : 2024-06-17 DOI: 10.1016/j.linged.2024.101321
Aika Ishige
{"title":"Inspired by Asian migrants: An adult English learner's imagined communities and study abroad trajectory","authors":"Aika Ishige","doi":"10.1016/j.linged.2024.101321","DOIUrl":"https://doi.org/10.1016/j.linged.2024.101321","url":null,"abstract":"<div><p>In today's globalized world, language learners gain inspiration for who they want to be and the community to which they want to belong through unconventional ways. This study investigates the unconventional language aspirations of a male Japanese adult sojourner who studied English in the Philippines and Canada and projected his imagined self as aligning with the Asian migrants he met in Japan. Data were collected through an open-ended questionnaire, two semi-structured interviews, and follow-up emails. In employing a critical event narrative inquiry approach, the study findings focus on two critical events that largely shaped this individual's imagined community and the desires shaping his English learning—the socialization with the migrants in Japan and his instructors in the Philippines. This study illuminates a nascent language desire that emerged in an internationalizing society and urges further exploration of unconventional aspirations that are situated beyond the dominant ideologies and transcend existing dichotomous boundaries.</p></div>","PeriodicalId":47468,"journal":{"name":"Linguistics and Education","volume":"83 ","pages":"Article 101321"},"PeriodicalIF":1.6,"publicationDate":"2024-06-17","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141423029","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
Whiteness as the standard: Shifting ideologies, race, and social context 以白人为标准：不断变化的意识形态、种族和社会背景
IF 1.6 2区 文学
Linguistics and Education Pub Date : 2024-06-07 DOI: 10.1016/j.linged.2024.101319
Kelsey Swift
{"title":"Whiteness as the standard: Shifting ideologies, race, and social context","authors":"Kelsey Swift","doi":"10.1016/j.linged.2024.101319","DOIUrl":"https://doi.org/10.1016/j.linged.2024.101319","url":null,"abstract":"<div><p>In previous work, I have documented and analyzed the persistence of mainstream ideologies around 'standard' and 'nonstandard' American English in the adult ESOL classroom and their connection to linguistic racism and anti-Blackness. This study explores how these ideologies developed more broadly, employing elements of raciolinguistic genealogy and metapragmatics to analyze historical language scholarship. I find that while the linguistic features of ‘nonstandard’ English have remained remarkably consistent in the popular imagination, they became increasingly linked with Blackness, especially during and after white backlash to the Great Migration (and other cultural and political changes) in the mid-20th century. I argue that this represents a larger pattern in the relationship between language and race in the United States, and conclude with a discussion of the implications this has for adult immigrants and the ESOL classroom.</p></div>","PeriodicalId":47468,"journal":{"name":"Linguistics and Education","volume":"82 ","pages":"Article 101319"},"PeriodicalIF":1.6,"publicationDate":"2024-06-07","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141291052","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
A multimodal analysis of character-character interaction in LGTB picture books and its educational implications 对女同性恋、男同性恋、双性恋和变性者图画书中人物-角色互动的多模式分析及其教育意义
IF 1.6 2区 文学
Linguistics and Education Pub Date : 2024-05-30 DOI: 10.1016/j.linged.2024.101312
Arsenio Jesús Moya-Guijarro
{"title":"A multimodal analysis of character-character interaction in LGTB picture books and its educational implications","authors":"Arsenio Jesús Moya-Guijarro","doi":"10.1016/j.linged.2024.101312","DOIUrl":"https://doi.org/10.1016/j.linged.2024.101312","url":null,"abstract":"<div><p>This paper aims to identify the interpersonal strategies utilized by writers and illustrators to forge the interaction of characters in three LGTB picture books. The stories were selected because they foster progressive gender discourses, and still gain international recognition long after their first publication. The study is drawn on Halliday's (2004) Systemic Functional Linguistics and Kress &amp; van Leeuwen's (2006) and Painter et al.’s (2013) Visual Social Semiotics. The findings show that the interaction between the characters in the stories is mainly achieved through eye contacts, eye-level angles, characters placed side by side and characters in proximity. The verbal text, however, plays a minor role in aligning the characters with each other. Certain educational implications emerge from this study. LGTB picture books, apart from providing teachers with reading material with which to practice both verbal and visual literacy, are also powerful ideological educational tools for fostering the acceptance of same-sex parent families.</p></div>","PeriodicalId":47468,"journal":{"name":"Linguistics and Education","volume":"82 ","pages":"Article 101312"},"PeriodicalIF":1.6,"publicationDate":"2024-05-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.sciencedirect.com/science/article/pii/S0898589824000457/pdfft?md5=3fc2c9e485552e9d3f52c666736b03a1&pid=1-s2.0-S0898589824000457-main.pdf","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141240351","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
Talking about writing in China: Examining tutor-writer interaction during individualized writing center tutorials at Chinese universities 在中国谈论写作：考察中国大学个性化写作中心辅导过程中辅导教师与写作者之间的互动
IF 1.6 2区 文学
Linguistics and Education Pub Date : 2024-05-24 DOI: 10.1016/j.linged.2024.101310
Jing ZHANG (张婧) , Yebing ZHAO (赵烨冰)
{"title":"Talking about writing in China: Examining tutor-writer interaction during individualized writing center tutorials at Chinese universities","authors":"Jing ZHANG (张婧) ,&nbsp;Yebing ZHAO (赵烨冰)","doi":"10.1016/j.linged.2024.101310","DOIUrl":"https://doi.org/10.1016/j.linged.2024.101310","url":null,"abstract":"<div><p>Talk lies at the heart of writing center work, yet studies on tutorial interaction have predominantly focused on tutor talk while largely neglecting writer talk, especially at English as a Foreign Language (EFL) writing centers. To investigate tutorial interaction in a holistic manner, this study examined tutor-writer interaction during individualized writing tutorials at two university English writing centers in China—an EFL context where writing centers have garnered increasing scholarly attention yet scant empirical research. Based on recorded tutorials and retrospective interviews with faculty tutors and student writers, this study: 1) highlighted the co-constructed nature of tutorial interaction by expanding Mackiewicz and Thompson's (2015) spectrum of tutoring strategies and by proposing a systematic coding scheme for student writers’ interaction strategies, and 2) investigated tutors’ and student writers’ perceptions and evaluation of their tutorial interaction to offer context-specific implications on individualized writing support provision and tutorial interaction research in EFL contexts.</p></div>","PeriodicalId":47468,"journal":{"name":"Linguistics and Education","volume":"81 ","pages":"Article 101310"},"PeriodicalIF":1.6,"publicationDate":"2024-05-24","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141090457","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 teacher candidates of color's critical emotional work toward interrogating raciolinguistic shame 有色人种语文教师候选人对种族语言羞耻感的批判性情感工作
IF 1.6 2区 文学
Linguistics and Education Pub Date : 2024-05-23 DOI: 10.1016/j.linged.2024.101306
Hazel Vega , Christian Fallas-Escobar
{"title":"Language teacher candidates of color's critical emotional work toward interrogating raciolinguistic shame","authors":"Hazel Vega ,&nbsp;Christian Fallas-Escobar","doi":"10.1016/j.linged.2024.101306","DOIUrl":"https://doi.org/10.1016/j.linged.2024.101306","url":null,"abstract":"<div><p>This study draws on raciolinguistic perspective (Rosa &amp; Flores, 2017) and theorization of emotions (Benesch, 2018) to examine two teacher candidates of color's (TCCs’) experiences of racialization. Data come from two research projects the authors conducted as part of their dissertations. Findings demonstrate TCCs’ experienced raciolinguistic shame or a hovering sense of embarrassment that results from speaking marginalized linguistic varieties. Findings also show TCCs engaged in critical emotion work to challenge feelings of raciolinguistic shame by foregrounding alternative identities. Our discussion highlights how TCCs reconfigured perceptions of their linguistic dexterity and call for centering emotion work in language teacher education, as a critical component.</p></div>","PeriodicalId":47468,"journal":{"name":"Linguistics and Education","volume":"82 ","pages":"Article 101306"},"PeriodicalIF":1.6,"publicationDate":"2024-05-23","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141090137","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
Revisiting parental engagement: Creating, crossing, and blurring the boundaries of the home-school language divide 重新审视家长的参与：创造、跨越和模糊家庭与学校语言鸿沟的界限
IF 1.6 2区 文学
Linguistics and Education Pub Date : 2024-05-23 DOI: 10.1016/j.linged.2024.101308
Nikolett Szelei , Stefan Ramaekers , Graziela Dekeyser , Orhan Agirdag
{"title":"Revisiting parental engagement: Creating, crossing, and blurring the boundaries of the home-school language divide","authors":"Nikolett Szelei ,&nbsp;Stefan Ramaekers ,&nbsp;Graziela Dekeyser ,&nbsp;Orhan Agirdag","doi":"10.1016/j.linged.2024.101308","DOIUrl":"https://doi.org/10.1016/j.linged.2024.101308","url":null,"abstract":"<div><p>Persisting divides between ‘multilingual homes’ and ‘monolingual schools’ exist around the world, including Flanders, the Dutch-speaking region of Belgium. Applying the lens of space production, we explore how ‘parental engagement’ is established, and the role it plays in shaping language separation. Discourse analysis on interviews with 24 parents of multilingual children revealed parental engagement as striving for parental access to schools, facilitating the schooling, learning and wellbeing of the child, and curating cultural and linguistic diversity. Parental actions both bridged and distanced ‘schools’ and ‘homes’, marking these spaces as intertwined and/or separate based on parents’ motivations, reasons and opportunities to become engaged or not. However, the home-school language divide was upheld. Besides reflecting conformity with schooling and the language of schooling, parental rationalisations presented with a drive to preserve the family as independent from schools. These findings provide insights to revisiting theorisations of parental engagement, and its role in reconciling home- and school languages.</p></div>","PeriodicalId":47468,"journal":{"name":"Linguistics and Education","volume":"81 ","pages":"Article 101308"},"PeriodicalIF":1.6,"publicationDate":"2024-05-23","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141083503","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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