Linguistics and Education最新文献_第6页

The gender representation of women and men in the occupational areas of STEM and care work in German textbooks 德国教科书中科技、工程、数学和护理工作职业领域的男女性别比例

IF 1.6 2区文学

Linguistics and Education Pub Date : 2024-02-29 DOI: 10.1016/j.linged.2024.101284

Bernhard Fruehwirth, Michael Heilemann, Heidrun Stoeger

{"title":"The gender representation of women and men in the occupational areas of STEM and care work in German textbooks","authors":"Bernhard Fruehwirth, Michael Heilemann, Heidrun Stoeger","doi":"10.1016/j.linged.2024.101284","DOIUrl":"https://doi.org/10.1016/j.linged.2024.101284","url":null,"abstract":"<div><p>Science, technology, engineering, and mathematics (STEM) occupations and care work occupations are highly segregated by gender. School textbooks play an essential socializing role in determining which occupations are perceived as typically male or female. Existing research on the gender representation of STEM and care work occupations in textbooks is limited in scope. Therefore, we used quantitative text analyses in a large sample of 202 current German textbooks to examine the gender representation of STEM and care work occupations. We used collocation analysis to explore the nature of the occupational representations, focusing on agency and communion. Men were portrayed significantly more frequently than women in STEM and care work occupations. Adjectives of agency and communion occurred rarely in the collocations. Further research is required to test our findings in other cultures and to take a more differentiated look into the use of agency and communion in textbooks.</p></div>","PeriodicalId":47468,"journal":{"name":"Linguistics and Education","volume":"80 ","pages":"Article 101284"},"PeriodicalIF":1.6,"publicationDate":"2024-02-29","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.sciencedirect.com/science/article/pii/S0898589824000172/pdfft?md5=7f62a17d8c746e8a8510e73a659201b3&pid=1-s2.0-S0898589824000172-main.pdf","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140000200","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 literacy in an indigenous elementary EFL classroom 原住民小学 EFL 课堂中的批判性读写能力

IF 1.6 2区文学

Linguistics and Education Pub Date : 2024-02-27 DOI: 10.1016/j.linged.2023.101234

Yueh-Hung Tseng

引用次数: 0

Teachers’ management of students’ incorrect answers in oral examinations 教师如何处理学生在口试中的错误答案

IF 1.6 2区文学

Linguistics and Education Pub Date : 2024-02-26 DOI: 10.1016/j.linged.2023.101266

Maria Njølstad Vonen

{"title":"Teachers’ management of students’ incorrect answers in oral examinations","authors":"Maria Njølstad Vonen","doi":"10.1016/j.linged.2023.101266","DOIUrl":"https://doi.org/10.1016/j.linged.2023.101266","url":null,"abstract":"<div><p>During oral examinations, students sometimes fail to provide correct answers, which creates a challenge for examiners regarding how to respond. We know much about teacher feedback in classrooms from decades of research on IRE and IRF sequences. However, less is known about feedback in oral examination contexts. This study seeks to identify how teachers, as examiners, manage incorrect answers during oral exams in Norwegian secondary schools and how their responses affect student opportunities to display knowledge. A conversation analysis of 21 incorrect answers revealed that, in 16 cases, teachers explicitly classified answers as incorrect by using <em>other-corrections</em> or <em>other-initiations of correction</em>. In four cases, teachers implicitly classified answers as incorrect using an <em>embedded</em> initiation of correction. The analysis further shows that other-initiations of correction create interactional spaces for students to attempt self-correction. However, teachers’ other-corrections reduce students’ opportunities to display knowledge. These findings have implications for developing oral examination policies and training materials.</p></div>","PeriodicalId":47468,"journal":{"name":"Linguistics and Education","volume":"80 ","pages":"Article 101266"},"PeriodicalIF":1.6,"publicationDate":"2024-02-26","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139975638","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

Offering an olive branch: a study of dissenting rater's practices for resolving placement discrepancies 抛出橄榄枝：关于持不同意见的测评员解决安置差异的做法的研究

IF 1.6 2区文学

Linguistics and Education Pub Date : 2024-02-19 DOI: 10.1016/j.linged.2024.101271

Sangki Kim , Eunseok Ro

{"title":"Offering an olive branch: a study of dissenting rater's practices for resolving placement discrepancies","authors":"Sangki Kim , Eunseok Ro","doi":"10.1016/j.linged.2024.101271","DOIUrl":"https://doi.org/10.1016/j.linged.2024.101271","url":null,"abstract":"<div><p>Assessment of student writing by human raters often involves discrepancies, necessitating discussions for resolution. This study explores this process within a US university's English for Academic Purposes program, focusing on the exit practices of dissenting raters - strategies used to conclude disagreements. Utilizing multimodal conversation analysis, the study reveals that dissenting raters typically employ two exit practices: acknowledging personal bias and deferring to the opinions of co-present raters. While acknowledging bias effectively ends disagreements, deferring to others can be perceived as challenging equal participation, thus introducing complexity into the resolution process. The study also highlights how social concerns regarding professional credibility and reputation influence raters’ resolution strategies. The findings offer valuable insights into the interactional complexities of academic placement meetings, underscoring the importance of understanding exit practices in these contexts. They also demonstrate the potential of a conversation analysis approach for uncovering unexplored facets of rater interactions.</p></div>","PeriodicalId":47468,"journal":{"name":"Linguistics and Education","volume":"80 ","pages":"Article 101271"},"PeriodicalIF":1.6,"publicationDate":"2024-02-19","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139907962","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

Displays of co-constructed content knowledge using translanguaging in breakout and main sessions of online EMI classrooms 在在线 EMI 课堂的分组讨论和主讲环节中使用翻译语言展示共同构建的内容知识

IF 1.6 2区文学

Linguistics and Education Pub Date : 2024-02-17 DOI: 10.1016/j.linged.2024.101275

Merve Bozbıyık , Ufuk Balaman , Hale Işık-Güler

{"title":"Displays of co-constructed content knowledge using translanguaging in breakout and main sessions of online EMI classrooms","authors":"Merve Bozbıyık , Ufuk Balaman , Hale Işık-Güler","doi":"10.1016/j.linged.2024.101275","DOIUrl":"https://doi.org/10.1016/j.linged.2024.101275","url":null,"abstract":"<div><p>There is a growing research interest in the dynamics of English Medium Instruction (EMI) university classroom interactions in non-Anglophone contexts. In the present study, we track the procedural unfolding of content knowledge co-construction across multiple online activities in an online EMI university classroom. Using Multimodal Conversation Analysis to examine the screen recordings of an undergraduate course on Educational Sciences at a state EMI university in Türkiye, we show how translanguaging plays a central role in enabling the participants’ displays of content knowledge by deploying multilingual (English, Turkish, the focal EMI university jargon) and multimodal (i.e., coordinating verbal and multimodal materials on the screen) resources across four phases of the online class, namely (i) lecturer talk, (ii) pre-task, (iii) task engagement in breakout rooms, and (iv) sharing outputs in the main room. The study brings implications for higher education EMI classroom interactions by describing the multilingual, multifaceted, multimodal, and sequential organization of screen-recorded online environments.</p></div>","PeriodicalId":47468,"journal":{"name":"Linguistics and Education","volume":"80 ","pages":"Article 101275"},"PeriodicalIF":1.6,"publicationDate":"2024-02-17","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139898571","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

Multidimensional comparison of Chinese-English interpreting outputs from human and machine: Implications for interpreting education in the machine-translation age 人机汉英口译产出的多维比较：机器翻译时代对口译教育的影响

IF 1.6 2区文学

Linguistics and Education Pub Date : 2024-02-15 DOI: 10.1016/j.linged.2024.101273

Yiguang Liu, Junying Liang

{"title":"Multidimensional comparison of Chinese-English interpreting outputs from human and machine: Implications for interpreting education in the machine-translation age","authors":"Yiguang Liu, Junying Liang","doi":"10.1016/j.linged.2024.101273","DOIUrl":"https://doi.org/10.1016/j.linged.2024.101273","url":null,"abstract":"<div><p>Interpreting (i.e., oral translation) is facing challenges due to the prevalence of machine translation, and one urgent question for interpreting educators is what knowledge and skills should be taught in the machine-translation age. Focusing on this issue, the present corpus-based study systematically quantified the differences between interpreting outputs from expert interpreters and two machine translation systems. Using text analysis tools, significant differences in multidimensional linguistic features including lexical, syntactic, and cohesive ones were shown between humans and machines but not between two artificial systems. Finer-grained statistical analyses indicated that human-machine differences in certain indices deviated in varied interpreting modes. Our data collectively revealed the strengths of human interpreters in audience-oriented communicative mediation but limitations in cognitive resources. By relating the findings to interpreting competence, the current research provides important implications for empowering students in adaptively resorting to human strengths and/or embracing machine translation technologies.</p></div>","PeriodicalId":47468,"journal":{"name":"Linguistics and Education","volume":"80 ","pages":"Article 101273"},"PeriodicalIF":1.6,"publicationDate":"2024-02-15","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.sciencedirect.com/science/article/pii/S0898589824000068/pdfft?md5=20158efe1bc7bb08df3a132abc28f70d&pid=1-s2.0-S0898589824000068-main.pdf","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139744147","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

Contextual elaborations and shifts when adult L2 learners present and discuss workplace-related vocabulary 成人后语学习者介绍和讨论工作场所相关词汇时的语境阐释和转换

IF 1.6 2区文学

Linguistics and Education Pub Date : 2024-02-08 DOI: 10.1016/j.linged.2024.101272

Robert Walldén

{"title":"Contextual elaborations and shifts when adult L2 learners present and discuss workplace-related vocabulary","authors":"Robert Walldén","doi":"10.1016/j.linged.2024.101272","DOIUrl":"https://doi.org/10.1016/j.linged.2024.101272","url":null,"abstract":"<div><p>This study aims to contribute knowledge about how the meanings of words selected by students based on workplace experiences (placements) in basic adult L2 education were negotiated in classroom discourse. The study, conducted in the context of Swedish for Immigrants (SFI), drew inspiration from practice-based and ethnographic methodology. It focuses on a vocabulary assignment connected to students’ placements at preschools and a hotel. The analysis was based on transcribed audio recordings and underpinned by the theoretical perspective of knowledge-building interaction. As a theoretical contribution to the field, the study develops the concepts of contextual elaboration and shifts. The findings show that some students successfully used placement experiences to contextualize their chosen words, while others found it challenging to contextualize abstract words. In the follow-up discussions, the teacher, and the students collaboratively and multi-contextually expanded on word meanings by exploring different collocations and contexts of use.</p></div>","PeriodicalId":47468,"journal":{"name":"Linguistics and Education","volume":"80 ","pages":"Article 101272"},"PeriodicalIF":1.6,"publicationDate":"2024-02-08","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.sciencedirect.com/science/article/pii/S0898589824000056/pdfft?md5=ad7ec35bf2f06200c6d537afa1ec0cfd&pid=1-s2.0-S0898589824000056-main.pdf","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139709878","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

How refugee background writers develop English proficiency: Focused coding results of a constructivist grounded theory study 难民背景作家如何提高英语水平：建构主义基础理论研究的集中编码结果

IF 1.6 2区文学

Linguistics and Education Pub Date : 2024-02-02 DOI: 10.1016/j.linged.2024.101270

Miriam Moore

{"title":"How refugee background writers develop English proficiency: Focused coding results of a constructivist grounded theory study","authors":"Miriam Moore","doi":"10.1016/j.linged.2024.101270","DOIUrl":"https://doi.org/10.1016/j.linged.2024.101270","url":null,"abstract":"<div><p>Using a sociolinguistic approach to examine writing practices within a refugee family, this study highlights features of second language learning during resettlement. It examines what defines the process of L2 development for refugee background writers learning to write in English and their writing process over time. After only a few months in the U.S., prominent features of their writing included: <em>modeling</em> —imitating and copying; <em>capturing speech</em>—writing to learn pronunciation and writing based on speech; <em>capturing meaning</em>—getting the general idea; <em>adjusting</em>—adapting language to circumstances; <em>sociolinguistic bridging</em>—using first language writing knowledge to develop second language writing skills; <em>sense-making</em>— reasoning through steps for a deeper understanding<em>; pursuing fluency</em>— showing a vested interest in learning English by proactively practicing skills. These findings favor writing instruction with scaffolded challenging content over traditional genre instruction. However, such instruction should leverage a range of skills from both languages.</p></div>","PeriodicalId":47468,"journal":{"name":"Linguistics and Education","volume":"80 ","pages":"Article 101270"},"PeriodicalIF":1.6,"publicationDate":"2024-02-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139675995","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

Medical professionals as reflective practitioners: On the language awareness of L2-speaking doctors 作为反思者的医学专业人员：讲第二语言的医生的语言意识

IF 1.6 2区文学

Linguistics and Education Pub Date : 2024-02-01 DOI: 10.1016/j.linged.2024.101269

Taina Pitkänen, Johanna Vaattovaara

{"title":"Medical professionals as reflective practitioners: On the language awareness of L2-speaking doctors","authors":"Taina Pitkänen, Johanna Vaattovaara","doi":"10.1016/j.linged.2024.101269","DOIUrl":"10.1016/j.linged.2024.101269","url":null,"abstract":"<div><p>This study investigates language proficiency from the perceptual perspective of L2 medical doctors in the Finnish context. Informed by the principles of Exploratory Practice, the research data were collected in an inclusive co-investigation during a preparatory course for the legalisation examinations of medical doctors qualified outside the EU. The participants were engaged to co-investigate their approaches to language and particularly the linguistic challenges they face in their professional encounters. Based on the thematic analysis of reflective diaries and focus group interviews of 27 medical doctors, the article examines how they as L2-speakers of Finnish approach language and talk about and deal with the linguistic challenges they identify as part of their daily work. The findings suggest that including inclusive perceptual approaches to language education for professional purposes contributes to the language awareness and professional identity of L2-speakers.</p></div>","PeriodicalId":47468,"journal":{"name":"Linguistics and Education","volume":"79 ","pages":"Article 101269"},"PeriodicalIF":1.6,"publicationDate":"2024-02-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.sciencedirect.com/science/article/pii/S0898589824000020/pdfft?md5=0c7335d30cebd822e7932322d07ca948&pid=1-s2.0-S0898589824000020-main.pdf","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139645022","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

On authentic questions in academic writing tutorials: Epistemic authority and the co-construction of knowledge 关于学术写作辅导中的真实问题：认识论权威与知识的共同建构

IF 1.6 2区文学

Linguistics and Education Pub Date : 2024-01-19 DOI: 10.1016/j.linged.2023.101256

Eva Ogiermann, Ursula Wingate

引用次数: 0