Linguistics and Education最新文献_第3页

Between a rock and a hard place: Introduction program teachers’ narrated experiences of residency and citizenship language requirements in Scandinavia 两难之间：斯堪的纳维亚半岛入门课程教师讲述居住地和公民语言要求的经历

IF 1.6 2区文学

Linguistics and Education Pub Date : 2024-07-17 DOI: 10.1016/j.linged.2024.101332

Marte Nordanger , Birgitta Ljung Egeland

{"title":"Between a rock and a hard place: Introduction program teachers’ narrated experiences of residency and citizenship language requirements in Scandinavia","authors":"Marte Nordanger , Birgitta Ljung Egeland","doi":"10.1016/j.linged.2024.101332","DOIUrl":"10.1016/j.linged.2024.101332","url":null,"abstract":"<div><p>This study investigates how language requirements for residency and citizenship influence the professional identities and sense of agency of introduction program language teachers throughout Scandinavia. While Denmark introduced formal language requirements two decades ago, language requirements were effectuated in Norway starting in 2017. In Sweden, requirements have been proposed, but not introduced. The data comprises narrative interviews with 24 experienced language and literacy teachers. Drawing on street-level bureaucracy theory and narrative positioning analysis, the study shows that the introduction of formal requirements represents a turning point in teachers’ professional narratives that are recognized as a gradual reduction of agency and a narrowing of the space where professional identities can be negotiated. Whereas the Swedish teachers largely identify as students’ agents, Norwegian and Danish language teachers to a larger extent, yet partly unwillingly, negotiate their professional roles at the intersection between policy and professional standards and in dialog with the policy demands.</p></div>","PeriodicalId":47468,"journal":{"name":"Linguistics and Education","volume":"83 ","pages":"Article 101332"},"PeriodicalIF":1.6,"publicationDate":"2024-07-17","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.sciencedirect.com/science/article/pii/S0898589824000652/pdfft?md5=01cfbbcf92ef72a770567905818a6745&pid=1-s2.0-S0898589824000652-main.pdf","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141638112","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

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

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

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

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 , 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

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

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 & 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) , 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

引用次数: 0