Linguistics and Education最新文献_第7页

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 : 2025-04-01 Epub Date: 2025-01-27 DOI: 10.1016/j.linged.2025.101393

Alexis A. López , Sultan Turkan

引用次数: 0

Corrigendum to “Creating translanguaging spaces in a Hong Kong English medium instruction mathematics classroom: A comparative analysis of classroom interactions with and without the use of iPad” [Linguistics and Education 78 (2023) 101227] “在香港英语教学数学课堂中创造跨语言空间：使用和不使用iPad的课堂互动比较分析”的勘误表[语言学与教育78 (2023)101227]

IF 1.6 2区文学

Linguistics and Education Pub Date : 2025-04-01 Epub Date: 2025-02-14 DOI: 10.1016/j.linged.2025.101400

Kevin W.H. Tai

引用次数: 0

The potential of pedagogical translanguaging in English language and in English-medium content classes 英语和英语内容课堂中教学翻译的潜力

IF 1.6 2区文学

Linguistics and Education Pub Date : 2025-04-01 Epub Date: 2025-02-20 DOI: 10.1016/j.linged.2025.101399

Jasone Cenoz , Durk Gorter

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

Navigating the emotional stickiness of belonging through scaling: A black American woman teacher's experiences in the context of teaching English abroad in Korea 通过缩放引导归属感的情感粘性：一位美国黑人女教师在韩国海外教英语的经历

IF 1.6 2区文学

Linguistics and Education Pub Date : 2025-04-01 Epub Date: 2025-02-22 DOI: 10.1016/j.linged.2025.101402

Jihea Maddamsetti , KaaVonia Hinton

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

Corrigendum to “The development of an ESL teacher's ability in constructing a virtual translanguaging space in synchronous online language tutorials” [Linguistics and Education 83 (2024) 101311] “ESL教师在同步在线语言教程中构建虚拟跨语言空间的能力发展”的勘误表[语言学与教育83 (2024)101311]

IF 1.6 2区文学

Linguistics and Education Pub Date : 2025-04-01 Epub Date: 2025-02-14 DOI: 10.1016/j.linged.2025.101401

Kevin W.H. Tai , Miaomiao Zuo

引用次数: 0

You don’t need to prove yourself: A raciolinguistic perspective on Chinese international students’ academic language anxiety and ChatGPT use 你不需要证明自己从种族语言学角度看中国留学生的学术语言焦虑和聊天软件的使用

IF 1.6 2区文学

Linguistics and Education Pub Date : 2025-04-01 Epub Date: 2025-03-01 DOI: 10.1016/j.linged.2025.101406

Kewen Zheng

{"title":"You don’t need to prove yourself: A raciolinguistic perspective on Chinese international students’ academic language anxiety and ChatGPT use","authors":"Kewen Zheng","doi":"10.1016/j.linged.2025.101406","DOIUrl":"10.1016/j.linged.2025.101406","url":null,"abstract":"<div><div>Adopting a raciolinguistic perspective, this study examines the Chinese international students’ anxiety on academic English writing under ChatGPT use and AI policing. As the baseline of language proficiency and a gatekeeper to academic achievement, academic English stands as the exclusive linguistic standard within academia. Chinese international students in the U.S. often experience different levels of anxiety in academic English writing as they are usually perceived as outsiders and linguistically deficient. In this context, AI language refining tools like ChatGPT have become a popular tool for such students to “standardize” their academic English writing. While these tools “improve” the quality of writing to some extent, they in fact exacerbate linguistic insecurity and language anxiety, because of their native-like response mode and readers’ biased policing. Through analysis of the interview data and human-AI interaction data provided by 18 Chinese international students in a U.S. graduate program, this study reveals the structural challenges faced by bilingual international students as they navigate academia in the era of ChatGPT. This paper contributes to a deeper understanding of the complexities surrounding requirement of academic English proficiency and racialized speakers’ experiences of being subjugated and engaging in self-policing in academic settings.</div></div>","PeriodicalId":47468,"journal":{"name":"Linguistics and Education","volume":"86 ","pages":"Article 101406"},"PeriodicalIF":1.6,"publicationDate":"2025-04-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143520538","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

Every subject has its own language – patterns of linguistic features of expository texts in German stem textbooks 每个学科都有自己的语言模式——德语stem教科书说明文文本的语言特征模式

IF 1.6 2区文学

Linguistics and Education Pub Date : 2025-04-01 Epub Date: 2025-03-03 DOI: 10.1016/j.linged.2025.101405

Nadine Cruz Neri , Sascha Bernholt , Hendrik Härtig

引用次数: 0