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Prompting learners to use target language forms: Elicitation practices in one-on-one instructional sessions 提示学习者使用目标语言形式：一对一教学中的诱导实践
IF 1.6 2区 文学
Linguistics and Education Pub Date : 2024-04-01 DOI: 10.1016/j.linged.2024.101288
Yoshiyuki Hara
{"title":"Prompting learners to use target language forms: Elicitation practices in one-on-one instructional sessions","authors":"Yoshiyuki Hara","doi":"10.1016/j.linged.2024.101288","DOIUrl":"https://doi.org/10.1016/j.linged.2024.101288","url":null,"abstract":"<div><p>This paper explores instructor elicitation practices used in mandatory one-on-one instructional sessions to prompt learners of Japanese to incorporate specific linguistic items in their responses. Specifically, the study is based on a corpus of 15 h of video-recorded interactions in a study abroad program in Japan. Drawing on multimodal conversation analysis, the study investigates: (1) how instructors design and sequentially place elicitations to prompt learners to use a specific target language form while engaging in meaning-focused activities; and (2) how these elicitation designs and placements affect the accomplishment of the intended pedagogical goal. The findings contribute to the understanding of elicitation practices for specific pedagogical purposes and yield empirically based insights that can inform interactional decisions.</p></div>","PeriodicalId":47468,"journal":{"name":"Linguistics and Education","volume":"80 ","pages":"Article 101288"},"PeriodicalIF":1.6,"publicationDate":"2024-04-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140339802","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
Resolving asymmetry of access in peer interactions during digital tasks in EFL classrooms 解决英语语言课堂数字任务期间同伴互动中的访问不对称问题
IF 1.6 2区 文学
Linguistics and Education Pub Date : 2024-03-28 DOI: 10.1016/j.linged.2024.101287
Minttu Vänttinen
{"title":"Resolving asymmetry of access in peer interactions during digital tasks in EFL classrooms","authors":"Minttu Vänttinen","doi":"10.1016/j.linged.2024.101287","DOIUrl":"https://doi.org/10.1016/j.linged.2024.101287","url":null,"abstract":"<div><p>In face-to-face classrooms, when mutual visual and/or aural access to a digital device is needed but lacking during digital tasks, participants display an orientation to asymmetric access and resolve the issue through multimodal resources. This study examines the trajectory of negotiating access to digital devices held or handled by a coparticipant in peer classroom interactions. The data are audio-video recordings from English as a Foreign Language (EFL) classrooms, where individual and collaborative learning tasks are performed on or with digital devices. The findings show that pupils seek access to devices mainly through embodiment, such as body shifts, and rearranging material resources, and display a preference for not touching a device held by another pupil. Overall, the negotiation process reflects different types of situated roles and authority. The study contributes to an understanding of peer interaction around digital devices and offers important pedagogical implications for the implementation of technology in classrooms.</p></div>","PeriodicalId":47468,"journal":{"name":"Linguistics and Education","volume":"80 ","pages":"Article 101287"},"PeriodicalIF":1.6,"publicationDate":"2024-03-28","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.sciencedirect.com/science/article/pii/S0898589824000202/pdfft?md5=fec047327e7ec30a6ad4ef9e6541b84a&pid=1-s2.0-S0898589824000202-main.pdf","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140309487","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
Constructing the 'New Worker-Self': Discursive Strategies in 'English Works!' Program brochures within the Pakistani Education System 构建 "新工人自我"：英语有用！"计划宣传册中的话语策略巴基斯坦教育系统中的课程手册
IF 1.6 2区 文学
Linguistics and Education Pub Date : 2024-03-22 DOI: 10.1016/j.linged.2024.101289
Rukhsana Ali , Rauha Salam-Salmaoui
{"title":"Constructing the 'New Worker-Self': Discursive Strategies in 'English Works!' Program brochures within the Pakistani Education System","authors":"Rukhsana Ali ,&nbsp;Rauha Salam-Salmaoui","doi":"10.1016/j.linged.2024.101289","DOIUrl":"https://doi.org/10.1016/j.linged.2024.101289","url":null,"abstract":"<div><p>In the context of globalization, the emergence of the \"new worker-self\" archetype has gained attention, with English proficiency playing a crucial role in Pakistan's socio-economic landscape. This study examines the 'English Works!' program brochures using Foucauldian theory to understand the construction of the \"new worker-self\" narrative and its alignment with global discourses. Through discursive strategies like student testimonials and skills emphasis, the brochures promote individual agency and market-oriented skills. However, this focus on skills may overlook structural inequalities and broader educational goals, emphasizing the need for a holistic approach to education. The study contributes to understanding the interplay of neoliberal ideologies, skills acquisition, and subjectivities in the global labor market.</p></div>","PeriodicalId":47468,"journal":{"name":"Linguistics and Education","volume":"80 ","pages":"Article 101289"},"PeriodicalIF":1.6,"publicationDate":"2024-03-22","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.sciencedirect.com/science/article/pii/S0898589824000226/pdfft?md5=288bf81a973ca297efac0c8265deda58&pid=1-s2.0-S0898589824000226-main.pdf","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140191453","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
Student writing in higher education: From texts to practices to textual practices 高等教育中的学生写作：从文本到实践再到文本实践
IF 1.6 2区 文学
Linguistics and Education Pub Date : 2024-03-11 DOI: 10.1016/j.linged.2023.101247
Gustav Lymer , Oskar Lindwall , Christian Greiffenhagen
{"title":"Student writing in higher education: From texts to practices to textual practices","authors":"Gustav Lymer ,&nbsp;Oskar Lindwall ,&nbsp;Christian Greiffenhagen","doi":"10.1016/j.linged.2023.101247","DOIUrl":"https://doi.org/10.1016/j.linged.2023.101247","url":null,"abstract":"<div><p>In this article, recordings of academic supervision interactions are examined to inform a discussion of how ‘texts’ and ‘practices’ have been conceptualized in Academic Literacies (AL) research. AL perspectives have contributed to a shift in focus, from texts as linguistic objects to the practices in which texts are embedded. With a starting point in ethnomethodology and conversation analysis, we demonstrate the relevance of <em>proximal textual practices</em> as an intermediary between texts and the more abstract dimensions of practice targeted by AL, such as ideology, power, and institutional processes. Thereby we extend initiatives in AL to highlight direct interaction between learners and tutors as central to academic literacies pedagogy, and demonstrate the potential of detailed conversation analytic and ethnomethodological analysis for shedding light on the practices within which texts are embedded in the learning and teaching of academic writing.</p></div>","PeriodicalId":47468,"journal":{"name":"Linguistics and Education","volume":"80 ","pages":"Article 101247"},"PeriodicalIF":1.6,"publicationDate":"2024-03-11","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.sciencedirect.com/science/article/pii/S0898589823001067/pdfft?md5=d0aea60d156a52be939de46336722657&pid=1-s2.0-S0898589823001067-main.pdf","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140103621","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
Orientations to teaching in reflective talk: Tracking co-teaching pre-service teachers’ reflections longitudinally 反思性谈话中的教学取向：纵向追踪共同教学职前教师的反思
IF 1.6 2区 文学
Linguistics and Education Pub Date : 2024-03-04 DOI: 10.1016/j.linged.2024.101283
Emir Ertunç Havadar
{"title":"Orientations to teaching in reflective talk: Tracking co-teaching pre-service teachers’ reflections longitudinally","authors":"Emir Ertunç Havadar","doi":"10.1016/j.linged.2024.101283","DOIUrl":"https://doi.org/10.1016/j.linged.2024.101283","url":null,"abstract":"<div><p>Teachers operationalize various strategies to deal with lack of student participation in classroom interaction. Using longitudinal conversation analysis, this study examines three pre-service teachers’ orientations to their co-teaching in their reflections. I describe how the co-teaching pre-service teachers problematize the lack of student participation and attempt to resolve it. For this purpose, they orient to a turn allocation strategy, individual nomination, to elicit responses to their unanswered questions. I focus on the emergence and routinization of this strategy in five weeks in their reflections. The co-teachers’ use of <em>we</em> language in reflection sessions established the strategy as a shared practice. On the other hand, they used first-person plural and second-person singular pronouns when divergences occurred among group members. The findings suggest reflective sessions that PSTs engage in are integral to their professional development. The findings bring insights into the understanding of collaborative decision-making in reflective talk sessions.</p></div>","PeriodicalId":47468,"journal":{"name":"Linguistics and Education","volume":"80 ","pages":"Article 101283"},"PeriodicalIF":1.6,"publicationDate":"2024-03-04","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140031437","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
Different as deficient: Challenging the language of difference in constructions of Marshallese and other minoritized students 差异即缺陷：在马绍尔和其他少数民族学生的构建中挑战差异语言
IF 1.6 2区 文学
Linguistics and Education Pub Date : 2024-02-29 DOI: 10.1016/j.linged.2024.101268
Elise Berman
{"title":"Different as deficient: Challenging the language of difference in constructions of Marshallese and other minoritized students","authors":"Elise Berman","doi":"10.1016/j.linged.2024.101268","DOIUrl":"https://doi.org/10.1016/j.linged.2024.101268","url":null,"abstract":"<div><p>This paper presents a discourse analysis of the role the label “different” plays in mitigating or constructing deficit discourses of Asian-Pacific Islander students in a school in the U.S. Some scholars argue that discourses of linguistic difference play a positive role in countering deficit ideologies (e.g., Paris &amp; Ball 2009). Others disagree, claiming that discourses of difference index deficiency (e.g., Gorski, 2016). To address this debate, I analyze a discussion with a U.S. educator and the language we used to talk about her first- and second-generation Marshallese immigrant students. Both of us were trying to speak positively about both the students and Marshallese culture. Nonetheless, “different” inadvertently functioned as an index of deficiency and had the effect of racializing Marshallese students. This analysis illuminates some of the negative impacts a focus on “difference” can have and challenges academics to reconsider the role “different” plays in their research and advocacy.</p></div>","PeriodicalId":47468,"journal":{"name":"Linguistics and Education","volume":"80 ","pages":"Article 101268"},"PeriodicalIF":1.6,"publicationDate":"2024-02-29","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139993454","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
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
{"title":"Critical literacy in an indigenous elementary EFL classroom","authors":"Yueh-Hung Tseng","doi":"10.1016/j.linged.2023.101234","DOIUrl":"https://doi.org/10.1016/j.linged.2023.101234","url":null,"abstract":"<div><p>The purpose of this study was to examine what happens when indigenous students, in a Grade 6 class in rural Taiwan, critically examine EFL textbooks. Without a critical reading of textbook content, indigenous students are unable to examine unfavorable mainstream position. However, there are few English as a Foreign Language (EFL) studies on a critical literacy approach involving indigenous students. Data collected include observations and transcripts of critical literacy teaching, participants’ artifacts, responses to questionnaires, interviews, and the researcher's reflection journal. The findings show that critical literacy classes can empower indigenous students by providing alternative ways for them to view the world and lead them to discern norms and “silenced voices” in EFL textbooks, and to “cross borders” by noticing and addressing sociopolitical power, thereby repositioning their own identities. The study extends the knowledge in knowing how critical literacy work for indigenous group and gives suggestions to EFL teachers.</p></div>","PeriodicalId":47468,"journal":{"name":"Linguistics and Education","volume":"80 ","pages":"Article 101234"},"PeriodicalIF":1.6,"publicationDate":"2024-02-27","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139975637","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
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
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
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
{"title":"On authentic questions in academic writing tutorials: Epistemic authority and the co-construction of knowledge","authors":"Eva Ogiermann,&nbsp;Ursula Wingate","doi":"10.1016/j.linged.2023.101256","DOIUrl":"https://doi.org/10.1016/j.linged.2023.101256","url":null,"abstract":"<div><p>The present paper examines dialogic interaction in educational contexts by problematising the role of authentic questions advocated by proponents of dialogic pedagogy. We begin by reviewing research on questions in teacher-fronted discourse, while critically assessing the types of knowledge these questions target and their potential to result in dialogic interaction. We then move to the context of academic writing tutorials, which differ significantly with respect to the knowledge the participants bring to the conversation, and where authentic questions have received relatively little attention. We analyse tutor questions and their sequential unfolding in tutorials where the tutors have the relevant subject-specific knowledge and where they do not – and where authentic questions prevail. The framework of epistemics, as developed in conversation analysis, allows us to establish the extent to which these questions result in the co-construction of new understandings of the assignment topic.</p></div>","PeriodicalId":47468,"journal":{"name":"Linguistics and Education","volume":"79 ","pages":"Article 101256"},"PeriodicalIF":1.6,"publicationDate":"2024-01-19","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139504146","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
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