Linguistics and Education最新文献_第8页

Now you see me, now you don't: Unveiling adolescent multilingual identities through magic, storytelling, and translanguaging 时而你看见我，时而你看不见我：通过魔法、讲故事和跨语言揭示青少年的多语言身份

IF 1.6 2区文学

Linguistics and Education Pub Date : 2025-04-01 Epub Date: 2025-01-15 DOI: 10.1016/j.linged.2025.101383

Steve Daniel Przymus, Melissa Mendoza

{"title":"Now you see me, now you don't: Unveiling adolescent multilingual identities through magic, storytelling, and translanguaging","authors":"Steve Daniel Przymus, Melissa Mendoza","doi":"10.1016/j.linged.2025.101383","DOIUrl":"10.1016/j.linged.2025.101383","url":null,"abstract":"<div><div>Identity development at school is inextricably linked with both language practice and positive and/or negative school experiences. Understanding “identification as an ongoing social and political process” (<span><span>Bucholtz & Hall, 2004</span></span>, p. 376), educators must be purposeful in constructing educational possibilities that address identity. The goals of this paper are to propose and describe potential school-based activities and opportunities that bridge adolescent active bilingual learners/users of English (ABLE, <span><span>Przymus et al., 2020</span></span>) students’ interests, multilingualism, and identities in schools. Building off of previous work with interest-based communities of practice (<span><span>Przymus, 2016</span></span>; <span><span>Przymus et al., 2020</span></span>; <span><span>Canagarajah, 2007</span></span>; <span><span>Norton, 2013</span></span>) and work in oracy/literacy studies that combine translanguaging in adolescent storytelling with magic (<span><span>Przymus & Faggella-Luby, 2023</span></span>), in this paper we share the process and results of both finished and ongoing studies with adolescent, newcomer ABLE students in the U.S. and ABLE students in México, who are members of their schools’ and/or communities’ magic clubs.</div></div>","PeriodicalId":47468,"journal":{"name":"Linguistics and Education","volume":"86 ","pages":"Article 101383"},"PeriodicalIF":1.6,"publicationDate":"2025-04-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143099019","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

Equity and methodological advancements to transform academic discourse teaching and research: introduction to the special issue 转化学术话语教学与研究的公平与方法论进步：专刊导论

IF 1.6 2区文学

Linguistics and Education Pub Date : 2025-04-01 Epub Date: 2025-02-04 DOI: 10.1016/j.linged.2025.101396

Alison L. Bailey , Louise C. Wilkinson

引用次数: 0

Linguistic justice: Addressing linguistic variation of black children in teaching and learning 语言公正：解决黑人儿童在教学和学习中的语言差异

IF 1.6 2区文学

Linguistics and Education Pub Date : 2025-02-01 Epub Date: 2025-01-04 DOI: 10.1016/j.linged.2024.101382

Julie A. Washington , Iheoma U. Iruka

{"title":"Linguistic justice: Addressing linguistic variation of black children in teaching and learning","authors":"Julie A. Washington , Iheoma U. Iruka","doi":"10.1016/j.linged.2024.101382","DOIUrl":"10.1016/j.linged.2024.101382","url":null,"abstract":"<div><div>This paper underscores how the multidimensionality of racism, such as cultural, systemic, and interpersonal biases, influences the early language development and support of African American English (AAE) speakers, as well as calling attention to the linguistic capital of AAE that is often not given prestige in contrast to General American English (GAE). Using a case study of early educators in a Black-majority preschool program, this paper sheds light on early educators’ knowledge, attitudes, professional preparation and needs regarding meeting the educational needs of AAE speakers; caution is warranted due to the small sample size and single source. Nevertheless, the findings from this case study are examined through an anti-racist and anti-linguicism lens, calling for a transformative linguistic approach, translanguaging, that recognizes the injustice of requiring African American children to demonstrate linguistic flexibility by switching codes. This requires their cognitive resources to be allocated to learning the language of the classroom along with other academic and social skills without allowing them access to their full linguistic repertoires. In addition to more research regarding educators’ knowledge, attitudes, and professional preparation regarding AAE, this paper calls for transformative training and ideology shifting, coupled with structural changes, to support early educators to accept the use of dialects used by children by recognizing that each language and language variety is utilized in different spaces for specific functions.</div></div>","PeriodicalId":47468,"journal":{"name":"Linguistics and Education","volume":"85 ","pages":"Article 101382"},"PeriodicalIF":1.6,"publicationDate":"2025-02-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143138131","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 Epub Date: 2024-12-20 DOI: 10.1016/j.linged.2024.101381

Fergal Bradley

引用次数: 0

“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 Epub Date: 2024-12-11 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

Reconceptualizing literacy and disrupting Whiteness: Multiliteracies autobiographies in teacher education 重新定义识字和破坏白人：教师教育中的多重识字自传

IF 1.6 2区文学

Linguistics and Education Pub Date : 2025-02-01 Epub Date: 2024-12-17 DOI: 10.1016/j.linged.2024.101378

Monica Shank Lauwo

{"title":"Reconceptualizing literacy and disrupting Whiteness: Multiliteracies autobiographies in teacher education","authors":"Monica Shank Lauwo","doi":"10.1016/j.linged.2024.101378","DOIUrl":"10.1016/j.linged.2024.101378","url":null,"abstract":"<div><div>Dominant approaches to literacy education privilege White middle-class norms, creating urgent need to reconceptualize literacy and decentre Whiteness in teacher education. This study examines the role of three-part multiliteracies autobiographies in supporting teacher candidates (TCs) to reconceptualize literacy while considering possibilities for equity-oriented antiracist pedagogy. Conducted in a literacy methods course at a Canadian university, this critical action research study employs raciolinguistics, critical antiracism, and multiliteracies as theoretical lenses to investigate: How can multiliteracies autobiographies support TCs’ reconceptualization of literacy? How can these assignments contribute to TCs’ critical orientations towards antiracism, equity, and linguistic diversity? Analysis of multimodal autobiographies and critical reflections demonstrate TCs’ reimaginations of literacy in ways that denaturalize Whiteness, growing courage to critically engage with race, and development of concrete pedagogical ideas for more equitably supporting racialized multilinguals. Implications centre on heightening critical reflexivity and explicit engagement with race and identity in antiracist teacher education.</div></div>","PeriodicalId":47468,"journal":{"name":"Linguistics and Education","volume":"85 ","pages":"Article 101378"},"PeriodicalIF":1.6,"publicationDate":"2025-02-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143138132","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

“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 Epub Date: 2024-12-04 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 Epub Date: 2024-12-09 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 Epub Date: 2024-12-12 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

Language as a distinguishing feature or common ground? A participatory study on manifestations of intergroup relations in the lived experiences of multilingual students. 语言是一个显著的特征还是共同的基础？多语学生生活经验中群体间关系表现的参与性研究。

IF 1.6 2区文学

Linguistics and Education Pub Date : 2025-01-01 Epub Date: 2024-11-29 DOI: 10.1016/j.linged.2024.101379

Flora Woltran , Susanne Schwab

{"title":"Language as a distinguishing feature or common ground? A participatory study on manifestations of intergroup relations in the lived experiences of multilingual students.","authors":"Flora Woltran , Susanne Schwab","doi":"10.1016/j.linged.2024.101379","DOIUrl":"10.1016/j.linged.2024.101379","url":null,"abstract":"<div><div>The performative nature of language renders it a tool for the continuous negotiation of social group memberships. It serves as a medium to express one's identity, ideas, values, and beliefs, and to establish and maintain interpersonal relationships. The current study employed a qualitative participatory approach to investigate the manifestations of intergroup relations in the lived language learning and speaking experiences of 25 elementary school students attending segregated language support measures in Austrian schools. To this end, student-generated photographs were utilized to stimulate individual and group interviews, with the resulting data analyzed through thematic analysis. The results show that manifestations of intergroup relations revolve around the positioning of the self and the other, constructions of social affiliations and legitimizations of inclusion and exclusion. Specifically, participants position themselves and others in school interactions along the category of language, which is based on the perceived mixing of nationality and language and is in part strongly permeated by the internalization of monolingual ideology. The findings of this study are discussed in terms of the persistent linguistic discrimination in schools, which is closely linked to the historical roots of the use of teaching for a national, monolingual-oriented education and the resulting hierarchization of languages.</div></div>","PeriodicalId":47468,"journal":{"name":"Linguistics and Education","volume":"85 ","pages":"Article 101379"},"PeriodicalIF":1.6,"publicationDate":"2025-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142743797","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