Linguistics and Education最新文献_第6页

Teachers’ use of sign-supported speech in interaction with multilingual children in Swedish preschools 瑞典学前班教师与多语儿童互动时手语支持言语的使用

IF 1.6 2区文学

Linguistics and Education Pub Date : 2025-06-01 Epub Date: 2025-03-10 DOI: 10.1016/j.linged.2025.101398

Karolina Larsson , Polly Björk-Willén , Katarina Haraldsson , Kristina Hansson

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Translanguaging and trans-semiotizing in English-medium classrooms: Upholding university’s policies or constructing knowledge? 英语课堂中的跨语言与跨符号化：维护大学政策还是建构知识？

IF 1.6 2区文学

Linguistics and Education Pub Date : 2025-06-01 Epub Date: 2025-05-07 DOI: 10.1016/j.linged.2025.101424

Mohammad Mosiur Rahman , Guangwei Hu

{"title":"Translanguaging and trans-semiotizing in English-medium classrooms: Upholding university’s policies or constructing knowledge?","authors":"Mohammad Mosiur Rahman , Guangwei Hu","doi":"10.1016/j.linged.2025.101424","DOIUrl":"10.1016/j.linged.2025.101424","url":null,"abstract":"<div><div>Universities worldwide adopt English-medium instruction (EMI) due to the global role and status of English. However, policies advocating for EMI often overlook the importance of other languages, semiotic resources, and modalities in communication. Such oversight underscores the necessity of examining the adoption and implementation processes of both English and other languages. Building on an expanded language policy framework as well as translanguaging and trans-semiotizing perspectives, we investigated the language ideologies and classroom language practices of educators and students as micro-level responses to a private Bangladeshi university's English-only policy. To gain an in-depth understanding of the phenomenon, we employed a case study design and gathered data from various sources, including semi-structured interviews, classroom observations, and stimulated recall interviews. A thematic analysis of the data revealed that both educators and students held favorable beliefs about English, the adoption of EMI, and translanguaging in classroom teaching. In their language practices, translanguaging and trans-semiotizing were an integral part of instruction for various epistemological and pedagogical reasons, and EMI was used mostly in written discourse. Thus, EMI was more of an ideological manifestation and involved languages other than English. In this light, there is a need for a policy shift from an English-only to a bi/multilingual focus in Bangladeshi higher education.</div></div>","PeriodicalId":47468,"journal":{"name":"Linguistics and Education","volume":"87 ","pages":"Article 101424"},"PeriodicalIF":1.6,"publicationDate":"2025-06-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143912893","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

Healthy candy canes and magic ramen: Do concept maps show knowledge, language and cultural connections? 健康拐杖糖和神奇拉面：概念图能显示知识、语言和文化联系吗？

IF 1.6 2区文学

Linguistics and Education Pub Date : 2025-06-01 Epub Date: 2025-04-29 DOI: 10.1016/j.linged.2025.101423

Barbara Ettenauer , Cory Buxton , Jingtian Yu , Yanming Di

引用次数: 0

Metaphorical conceptualizations of knowledge in Swedish and Finnish primary school curricula 瑞典和芬兰小学课程中知识的隐喻概念化

IF 1.6 2区文学

Linguistics and Education Pub Date : 2025-06-01 Epub Date: 2025-05-06 DOI: 10.1016/j.linged.2025.101421

Annika Hillbom , Marja Nenonen , Esa Penttilä

引用次数: 0

Motivating rural EFL students in multimodal teaching 在多模式教学中激励农村英语学生

IF 1.6 2区文学

Linguistics and Education Pub Date : 2025-06-01 Epub Date: 2025-04-30 DOI: 10.1016/j.linged.2025.101425

Yueh-Hung Tseng

引用次数: 0

Presence of spanish in a hispanic-serving institution on the southwestern US border: Towards better serving underrepresented students 在美国西南边境为西班牙裔服务的机构中西班牙语的存在：为代表性不足的学生提供更好的服务

IF 1.6 2区文学

Linguistics and Education Pub Date : 2025-06-01 Epub Date: 2025-03-14 DOI: 10.1016/j.linged.2025.101408

Rosalva Alamillo

{"title":"Presence of spanish in a hispanic-serving institution on the southwestern US border: Towards better serving underrepresented students","authors":"Rosalva Alamillo","doi":"10.1016/j.linged.2025.101408","DOIUrl":"10.1016/j.linged.2025.101408","url":null,"abstract":"<div><div>This research explores the presence of Spanish in a Hispanic-Serving Institution (HSI) in Southern California. Latinxs who are potentially Spanish speakers make up 34.6 % of the HSI's undergraduate enrollment. Three dimensions of space were analyzed: 1) the political dimension through institutional language policies; 2) the spatial dimension through linguistic landscape methodologies; and 3) the experiential dimension by collecting students’ perceptions about Spanish use on their university. Outcomes showed that the HSI positioned itself politically as appreciating linguistic diversity; however, outcomes revealed little Spanish in campus signage. Likewise, most students wanted to see more Spanish in their campus. The absence of Spanish in the educational space perpetuates the invisibility of Spanish speakers, underrepresents their identities, and reinforces the hegemony of English. The author recommends three approaches to better serve historically underrepresented students attending HSIs: the exploration of HSIs’ schoolscapes, the adoption of the critical pedagogy of place, and movement towards decolonization of HSIs.</div></div>","PeriodicalId":47468,"journal":{"name":"Linguistics and Education","volume":"87 ","pages":"Article 101408"},"PeriodicalIF":1.6,"publicationDate":"2025-06-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143628567","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

Translingual approach in assessing academic writing for emerging multilingual writers in EMI higher education 评估EMI高等教育中新兴多语言作家学术写作的翻译方法

IF 1.6 2区文学

Linguistics and Education Pub Date : 2025-06-01 Epub Date: 2025-03-05 DOI: 10.1016/j.linged.2025.101403

Daniel H. Chang , Qinghua Chen , Angel Mei Yi Lin

{"title":"Translingual approach in assessing academic writing for emerging multilingual writers in EMI higher education","authors":"Daniel H. Chang , Qinghua Chen , Angel Mei Yi Lin","doi":"10.1016/j.linged.2025.101403","DOIUrl":"10.1016/j.linged.2025.101403","url":null,"abstract":"<div><div>Drawing from the first author's teaching experience in a first-year disciplinary writing course and observations, this article develops a theory to address the limitations of standardized language tests in assessing multilingual writers’ skills. These tests emphasize formulaic tasks that do not align with the complexities of university writing activities, such as reflection, or argumentation. The first author's observation of 25 first-year writers engaging with institutional writing support services reveal that academic writing is a complex process, rarely captured by standardized tests. We propose the Reflective Writing Space (RWS) model, a paradigm-shifting framework that reconceptualizes writing assessment through three interconnected dimensions: content & context, skill development, and language use and proficiency. This model advocates for a more inclusive and interactive approach that actively engages students, tutors, and instructors in teaching writing. We conclude with practical recommendations for implementing the RWS framework to better support multilingual writers’ academic writing development.</div></div>","PeriodicalId":47468,"journal":{"name":"Linguistics and Education","volume":"87 ","pages":"Article 101403"},"PeriodicalIF":1.6,"publicationDate":"2025-06-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143548579","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

Toward equitable classrooms: Translanguaging for adolescent emergent multilinguals 走向公平的课堂：青少年新兴多语言的翻译

IF 1.6 2区文学

Linguistics and Education Pub Date : 2025-04-01 Epub Date: 2025-02-27 DOI: 10.1016/j.linged.2025.101404

Huseyin Uysal , Zhongfeng Tian

引用次数: 0

De-centering the anthropocentric worldview in language textbooks: A posthumanist call for discursive reparations for sustainable ELT 语言教科书中人类中心主义世界观的去中心化：后人文主义对可持续英语教学话语补偿的呼吁

IF 1.6 2区文学

Linguistics and Education Pub Date : 2025-04-01 Epub Date: 2025-02-13 DOI: 10.1016/j.linged.2025.101397

Waqar Ali Shah , Qammar-un-nisa Jatoi , Ume Rabab Shah

{"title":"De-centering the anthropocentric worldview in language textbooks: A posthumanist call for discursive reparations for sustainable ELT","authors":"Waqar Ali Shah , Qammar-un-nisa Jatoi , Ume Rabab Shah","doi":"10.1016/j.linged.2025.101397","DOIUrl":"10.1016/j.linged.2025.101397","url":null,"abstract":"<div><div>Our ecosystem has suffered severe material and epistemic damages as a consequence of contemporary neoliberal forces and Eurocentric onto-epistemologies in the Anthropocene era. These epistemic damages are also visible in how ELT textbooks are designed in local contexts. Informed by posthumanism and Southern epistemology, the present study analyzes the discursive/semiotic representation of nature, environment and human-nature relations in English language textbooks in Sindh province of Pakistan – highly affected climate region in South Asia. The study used Eco-CLA and multimodality as theoretical frameworks. The findings suggest that the English textbooks fail to incorporate localized sustainable thinking as well as lack references to marginalized communities affected by deteriorating ecological conditions in Pakistan. Instead, the textbooks tend to normalize the unsustainable stories connecting learning to the physical world in an anthropocentric, aestheticized, and neoliberal consumerist manner, while disregarding nonhuman entities as sentient entities. In light of our findings, we call for posthumanist discursive reparations informed by Southern epistemologies in order to rethink the writing of textbooks in ecologically affected global regions, including Sindh – the authors’ geo-epistemic context. This requires shifting away from anthropocentric disembodied conception of world to an embodied world characterized by nonduality, co-existence, entanglement and harmony.</div></div>","PeriodicalId":47468,"journal":{"name":"Linguistics and Education","volume":"86 ","pages":"Article 101397"},"PeriodicalIF":1.6,"publicationDate":"2025-04-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143394597","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

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 : 2025-04-01 Epub 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":"2025-04-01","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