Linguistics and Education最新文献_第4页

“We feel excluded and isolated”: Multilingual international students’ emotions and agency in an EMI program “我们感到被排斥和孤立”：多语种国际学生在EMI项目中的情感和能动性

IF 1.6 2区文学

Linguistics and Education Pub Date : 2025-02-01 DOI: 10.1016/j.linged.2024.101361

Juan Dong, Yawen Han

{"title":"“We feel excluded and isolated”: Multilingual international students’ emotions and agency in an EMI program","authors":"Juan Dong, Yawen Han","doi":"10.1016/j.linged.2024.101361","DOIUrl":"10.1016/j.linged.2024.101361","url":null,"abstract":"<div><div>The global whim to introduce EMI policy in higher education is often accompanied by neoliberal discourses without considering the emotional effects on stakeholders. Following a critical post-structuralist lens, this qualitative study examines how the implementation of EMI impacts the emotions and agency of international students in Southwest China. The findings revealed that despite the neoliberal ideals of EMI leading to international students’ emotions of hope, pride, and expectation about their future employment and academic pursuits, they encountered many emotional struggles resulting from institutional classroom segregation, English insufficiency, and high-stake exams. To empower themselves and alleviate those emotional challenges, international students, as entreprenurial subjects, adopted agencies by exploiting digital space, seeking peer support and utilizing the local linguistic learning resources. The study closes with implications to promote students’ emotional awareness in policy making and implementation, calling for creating inclusive and supportive learning environments that optimize students’ academic success and overall well-being.</div></div>","PeriodicalId":47468,"journal":{"name":"Linguistics and Education","volume":"85 ","pages":"Article 101361"},"PeriodicalIF":1.6,"publicationDate":"2025-02-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143138128","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

From a learner to a user? Exploring learning in language counselling through the lens of linguistic mudes 从学习者到使用者？从语言模态的角度探讨语言辅导中的学习

IF 1.6 2区文学

Linguistics and Education Pub Date : 2025-02-01 DOI: 10.1016/j.linged.2024.101381

Fergal Bradley

引用次数: 0

“Did you have some kind of blow to the head?”: Spanish heritage language learners, language ideologies and oral corrective feedback “你的头受到了什么打击吗？”：西班牙传统语言学习者、语言意识形态与口语纠正反馈

IF 1.6 2区文学

Linguistics and Education Pub Date : 2025-02-01 DOI: 10.1016/j.linged.2024.101380

Sergio Loza

引用次数: 0

Toward a theory of transgressive classroom language 对课堂越界语言理论的探讨

IF 1.6 2区文学

Linguistics and Education Pub Date : 2025-02-01 DOI: 10.1016/j.linged.2024.101356

Faythe Beauchemin , Beth Krone , Emily Machado , Kongji Qin , Anne Valauri , Paul Hartman

引用次数: 0

“He drank too much Gatorade”: Exploring learner conceptions in scientific reasoning from a social semiotic perspective “他喝了太多佳得乐”：从社会符号学的角度探讨科学推理中的学习者概念

IF 1.6 2区文学

Linguistics and Education Pub Date : 2025-02-01 DOI: 10.1016/j.linged.2024.101377

Chunhong Liu , Megan K. Barker , Qinghua Chen , Maurice M.W. Cheng , Oloyede Solomon Oyelekan , Angel M.Y. Lin

{"title":"“He drank too much Gatorade”: Exploring learner conceptions in scientific reasoning from a social semiotic perspective","authors":"Chunhong Liu , Megan K. Barker , Qinghua Chen , Maurice M.W. Cheng , Oloyede Solomon Oyelekan , Angel M.Y. Lin","doi":"10.1016/j.linged.2024.101377","DOIUrl":"10.1016/j.linged.2024.101377","url":null,"abstract":"<div><div>This study employed the social semiotic perspective and, in particular, thematic patterns theory which emphasizes the potential of language in constructing knowledge and views scientific concepts as institutionalized patterning of social semiotic resources. It examined (1) how patterns of semantic relations could help reveal students’ development of their scientific claims and (2) what factors may contribute to students’ thematic patterning. This study was situated in an undergraduate biology classroom in Canada and focused on a written biology task about water intoxification. With data collected from students’ writing and teaching materials, it revealed the divergent emergence of learner conceptions in the form of thematic patterns and identified three influential factors: (1) teachers’ pedagogical cut, (2) students’ knowledge transfer, and (3) the relationality, temporality, and locality of scientific reasoning in biology. This study demonstrates the effectiveness of thematic patterns theory in exploring learner conceptions and also bears pedagogical implications.</div></div>","PeriodicalId":47468,"journal":{"name":"Linguistics and Education","volume":"85 ","pages":"Article 101377"},"PeriodicalIF":1.6,"publicationDate":"2025-02-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143138133","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 language teachers’ collaborative management of the shared video-mediated interactional space for pedagogical task design 职前语言教师对教学任务设计中共享视频交互空间的协同管理

IF 1.6 2区文学

Linguistics and Education Pub Date : 2025-01-30 DOI: 10.1016/j.linged.2025.101394

Ufuk Balaman

{"title":"Pre-service language teachers’ collaborative management of the shared video-mediated interactional space for pedagogical task design","authors":"Ufuk Balaman","doi":"10.1016/j.linged.2025.101394","DOIUrl":"10.1016/j.linged.2025.101394","url":null,"abstract":"<div><div>Digital literacy practices in multimodal interactional spaces, including video-mediated settings, are largely being recognized as a rich domain of research inquiry in pre-service language teacher education. This study presents findings from a telecollaborative partnership project in which small groups of pre-service language teachers collaboratively design, receive feedback for, implement, and reflect on telecollaborative tasks in and through video-mediated interactions. Using multimodal conversation analysis as the research methodology, the study describes on a micro-longitudinal basis how the collaborative design processes on an online task design tool, the DigiTask web app, create opportunities for pre-service teachers’ exploration of the technological affordances of video-mediated interaction while also interactionally managing the complex pedagogical, social interactional, and digital literacy practices in situ. More specifically, this study shows how pre-service teachers’ collaborative design-relevant actions facilitate the emergence of a digital literacy practice (i.e., shared control of a shared screen). Following the emergence of the practice, the teacher educator introduces the data-led evidence for the emergent practice in a large group video-mediated teacher education classroom, thus multiplying the practice within the larger scope of the project. The findings bring new insights into pre-service language teacher education and video-mediated interactions.</div></div>","PeriodicalId":47468,"journal":{"name":"Linguistics and Education","volume":"86 ","pages":"Article 101394"},"PeriodicalIF":1.6,"publicationDate":"2025-01-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143099018","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-informed beliefs and practices of Spanish-English middle school bilingual teachers upon completion of an online professional development 西班牙-英语中学双语教师在完成在线专业发展后的跨语言信息信念和实践

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 在野外？评估英语/ESL教科书中对话开始和结束的真实性

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 研究多语言学习者如何通过跨语言参与数字科学建模评估

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 通过跨国语言景观实现多种语言：MultiDiv经验

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