Linguistics and Education最新文献_第4页

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 , Stefan Ramaekers , Graziela Dekeyser , 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

Language learning, gender and education: Understanding the agency and affordances of refugee-background women with emergent literacy 语言学习、性别与教育：了解有难民背景的妇女在新识字方面的能动性和承受能力

IF 1.6 2区文学

Linguistics and Education Pub Date : 2024-05-21 DOI: 10.1016/j.linged.2024.101309

Hanna Svensson

引用次数: 0

Decolonizing English Academic Writing education through translingual practices 通过跨语言实践实现英语学术写作教育的非殖民化

IF 1.6 2区文学

Linguistics and Education Pub Date : 2024-05-11 DOI: 10.1016/j.linged.2024.101307

Di Xie , Yachao Sun

引用次数: 0

Language teacher candidates’ representation of Türkiye's East and West: A critical discourse analysis of online discussions in a telecollaboration 语言教师候选人对土耳其东西方文化的表述：对远程协作中在线讨论的批判性话语分析

IF 1.6 2区文学

Linguistics and Education Pub Date : 2024-05-03 DOI: 10.1016/j.linged.2024.101305

Ufuk Keleş , Bedrettin Yazan , Babürhan Üzüm , Sedat Akayoğlu

{"title":"Language teacher candidates’ representation of Türkiye's East and West: A critical discourse analysis of online discussions in a telecollaboration","authors":"Ufuk Keleş , Bedrettin Yazan , Babürhan Üzüm , Sedat Akayoğlu","doi":"10.1016/j.linged.2024.101305","DOIUrl":"https://doi.org/10.1016/j.linged.2024.101305","url":null,"abstract":"<div><p>This study explores data collected from a telecollaboration project between two universities in Türkiye and the US. We draw upon the notion that how language teacher candidates from Türkiye (LTCTs) situate themselves contextually pertain to their professional learning and practices and future language teacher identity. Focusing on their telecollaboration discourse, we specifically examine these LTCTs’ construction of Türkiye's multiculturalism through an oversimplistic and stereotypical East-West binary. We analyzed the data using Fairclough's three-dimensional CDA model. We found that when discussing multiculturalism, the LTCTs socio-politically constructed framing of Türkiye's East and West has been influenced by <em>meso</em> level institutional policies and macro level nation-state ideologies. Next, our findings showed that the LTCTs avoided controversial sociopolitical issues when talking specifically about the East refraining from any connotations of separatist discourses. We suggest teachers educators foster critical analysis within teacher education programs to help understand and prepare teacher candidates for their future practice.</p></div>","PeriodicalId":47468,"journal":{"name":"Linguistics and Education","volume":"81 ","pages":"Article 101305"},"PeriodicalIF":1.6,"publicationDate":"2024-05-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140821968","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

Bargaining identity: A transnational multilingual student's fight against raciolinguistic positioning in English departments 争取身份认同：一名跨国多语种学生与英语系种族语言定位的斗争

IF 1.6 2区文学

Linguistics and Education Pub Date : 2024-05-02 DOI: 10.1016/j.linged.2024.101304

Qianqian Zhang-Wu , Allison Skerrett , Shreya Sangai

引用次数: 0

Language policy on the ground in Norwegian kindergartens 挪威幼儿园的实际语言政策

IF 1.6 2区文学

Linguistics and Education Pub Date : 2024-04-25 DOI: 10.1016/j.linged.2024.101294

Eli Bjørhusdal , Gudrun Kløve Juuhl , Jorunn Simonsen Thingnes

{"title":"Language policy on the ground in Norwegian kindergartens","authors":"Eli Bjørhusdal , Gudrun Kløve Juuhl , Jorunn Simonsen Thingnes","doi":"10.1016/j.linged.2024.101294","DOIUrl":"https://doi.org/10.1016/j.linged.2024.101294","url":null,"abstract":"<div><p>The study explores literacy conditions for preschool children acquiring <em>Nynorsk</em>, a lesser used Norwegian written language. Norway has no official language policy for the use of <em>Nynorsk</em> and <em>Bokmål</em>, the majority written language, in preschool education. By observing when and how Nynorsk, Bokmål, and other varieties are involved in activities where texts and print play a role, we examine language policy appropriation in kindergartens in a community where the children are going to have Nynorsk as first written language when they attend formal education. The study shows that the predominant literacy practices create spaces for kindergarten staff's language policy agency, but that their choices are limited – especially by textual artefacts. Teacher-made materials are often in Nynorsk, while materials from the outside are in Bokmål. The lack of official language policy results in kindergarten staff being the ones, if anyone, to ensure written language stimulation for ‘the Nynorsk children’.</p></div>","PeriodicalId":47468,"journal":{"name":"Linguistics and Education","volume":"81 ","pages":"Article 101294"},"PeriodicalIF":1.6,"publicationDate":"2024-04-25","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.sciencedirect.com/science/article/pii/S0898589824000275/pdfft?md5=16fdd6d42e16ae837771f774d687fa02&pid=1-s2.0-S0898589824000275-main.pdf","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140646863","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

Critical literacies, imagination and the affective turn: Postgraduate students’ redesigns of race and gender in South African higher education 批判性文学、想象力和情感转向：南非高等教育中研究生对种族和性别的再设计

IF 1.6 2区文学

Linguistics and Education Pub Date : 2024-04-01 DOI: 10.1016/j.linged.2024.101285

Belinda Mendelowitz (Associate Prof.) , Navan Govender

{"title":"Critical literacies, imagination and the affective turn: Postgraduate students’ redesigns of race and gender in South African higher education","authors":"Belinda Mendelowitz (Associate Prof.) , Navan Govender","doi":"10.1016/j.linged.2024.101285","DOIUrl":"https://doi.org/10.1016/j.linged.2024.101285","url":null,"abstract":"<div><p>In this paper, we build on critical literacy scholarship and the affective turn, focusing particularly on the redesign process. A close and critical textual analysis of student responses to two assignments in the postgraduate education module Language and Literacy, Theories and Practices, enables us to trace the critical-creative-affective moves that students made when required to analyse and redesign university student recruitment advertisements. Students’ analyses and redesigns illustrate 1) how identification/disidentification with issues of power across gender, race, and (de)coloniality enable them to enter ‘relations of affective solidarity’ as a complex form of empathy, 2) the nuanced negotiations of affect in doing critical literacies across reading and redesign and 3) the ways in which affect surfaces differently for each student across contrasting genres and ‘revealed spaces’ (Boler, 1999).</p></div>","PeriodicalId":47468,"journal":{"name":"Linguistics and Education","volume":"80 ","pages":"Article 101285"},"PeriodicalIF":1.6,"publicationDate":"2024-04-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.sciencedirect.com/science/article/pii/S0898589824000184/pdfft?md5=e8d0ad918896d908099475a5d8835d7d&pid=1-s2.0-S0898589824000184-main.pdf","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140345047","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

Accomplishing feedback through inscription during reading assessment interaction 在阅读评估互动中通过题词实现反馈

IF 1.6 2区文学

Linguistics and Education Pub Date : 2024-04-01 DOI: 10.1016/j.linged.2024.101282

Joseph S. Tomasine

{"title":"Accomplishing feedback through inscription during reading assessment interaction","authors":"Joseph S. Tomasine","doi":"10.1016/j.linged.2024.101282","DOIUrl":"https://doi.org/10.1016/j.linged.2024.101282","url":null,"abstract":"<div><p>This paper examines the role of writing in sequences of oral feedback during formal formative reading assessment in an elementary school classroom. Previous research indicates that writing-in-interaction is central to the interactional accomplishment of feedback. The limitations of writing-in-interaction research on feedback for the study of formal formative reading assessment lies in its preoccupation with the planned-use of written inscriptions. Without presuming that inscriptions are planned as resources for feedback, the study asks ‘what role does inscription play in the accomplishment of feedback during formal formative reading assessment interaction?’ Analyzing a single case using ethnomethodologically-inspired conversation analysis, the current study demonstrates how writing done initially to record a student's reading performance emerges later, unplanned, as resource for sequences of diagnostic and instructional interaction. The paper contributes to an understanding of inscription as a practical technology for formative assessment, and demonstrates how the formal assessment of reading performance is interactionally accomplished.</p></div>","PeriodicalId":47468,"journal":{"name":"Linguistics and Education","volume":"80 ","pages":"Article 101282"},"PeriodicalIF":1.6,"publicationDate":"2024-04-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140547292","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

Playing with identities: Negotiating coauthorship and role-playing interactions across game and metagame talk 玩弄身份：在游戏和元游戏对话中协商共同署名和角色扮演互动

IF 1.6 2区文学

Linguistics and Education Pub Date : 2024-04-01 DOI: 10.1016/j.linged.2024.101293

Alex Corbitt

引用次数: 0

Teacher contingency in the Chinese immersion classroom of young learners: A translanguaging perspective 小学生中文沉浸式课堂中的教师权变：翻译语言的视角

IF 1.6 2区文学

Linguistics and Education Pub Date : 2024-04-01 DOI: 10.1016/j.linged.2024.101292

Ying Xiong

引用次数: 0