Language and Education最新文献_第8页

Sustaining linguistic heritage: an exploration of early Chinese input and biliteracy acquisition among Chinese heritage language students 维持语言遗产：早期中文输入与中国传统语言学生两文习得的探索

IF 1.9 2区文学

Language and Education Pub Date : 2023-12-07 DOI: 10.1080/09500782.2023.2288638

H. Zhang, Zhen Hu, Tuoxiong Wang, Jie Sun

引用次数: 0

Umuzigo w’inyongera: girls’ differential experiences of the double-burden of language and gender in Rwandan English medium secondary education Umuzigo w'inyongera：在卢旺达以英语为媒介的中等教育中，女孩在语言和性别双重负担下的不同体验

IF 1.9 2区文学

Language and Education Pub Date : 2023-12-06 DOI: 10.1080/09500782.2023.2288635

Lizzi O. Milligan, Aline Dorimana, Aloysie Uwizeyemariya, Alphonse Uworwabayeho, Terra Sprague, Laela Adamson, Kuchah Kuchah

引用次数: 0

Adolescents’ critical, multimodal analysis of social media self-representation 青少年对社交媒体自我表现的批判性、多模态分析

IF 1.9 2区文学

Language and Education Pub Date : 2023-11-27 DOI: 10.1080/09500782.2023.2287508

Aslaug Veum, Marthe Øidvin Burgess, Kathy A. Mills

引用次数: 0

‘Hidden in My lunch box’: Chinese American heritage language learners’ racialized and embodied identities “藏在我的饭盒里”:华裔美国传统语言学习者的种族化和具体化身份

IF 1.9 2区文学

Language and Education Pub Date : 2023-11-27 DOI: 10.1080/09500782.2023.2288633

Jialei Jiang

引用次数: 0

Can the Monkey King break through the ‘Jin-Gang-Quan’ (金剛圈)? Overcoming the multiple contradictions in EMI education 孙悟空能突破“金刚拳”吗?克服EMI教育中的多重矛盾

IF 1.9 2区文学

Language and Education Pub Date : 2023-11-21 DOI: 10.1080/09500782.2023.2284802

Angel M. Y. Lin

引用次数: 0

Stories and early literacy education in Zambia: donor-initiated projects, educational policy and teacher beliefs 赞比亚的故事和早期识字教育:捐助者发起的项目、教育政策和教师信念

2区文学

Language and Education Pub Date : 2023-10-03 DOI: 10.1080/09500782.2023.2265905

Jonas Yassin Iversen, Juliet Munden, Margaret Nambao

{"title":"Stories and early literacy education in Zambia: donor-initiated projects, educational policy and teacher beliefs","authors":"Jonas Yassin Iversen, Juliet Munden, Margaret Nambao","doi":"10.1080/09500782.2023.2265905","DOIUrl":"https://doi.org/10.1080/09500782.2023.2265905","url":null,"abstract":"Limited access to reading material written in local languages is considered a contributing factor to poor reading achievement in Sub-Saharan Africa. Several non-government projects are attempting to compensate for this by providing extensive reading material. One such project is the non-commercial, donor-initiated African Storybook. This article examines the premise on which African Storybook and similar donor-initiated projects build, namely that providing stories in local languages can significantly improve early literacy achievement. Understanding literacy as social practice, we investigate what experiences with stories inform the literacy-related beliefs of pre-service teachers in Zambia, and how these beliefs may shed light on their response to storybooks as part of early literacy education. Our data comprises a questionnaire with 26 pre-service teachers and focus group interviews with six of them. The pre-service teachers’ beliefs were found to reflect their childhood experiences with stories and the Zambian official National Literacy Framework. Our findings indicate that neither their childhood experiences nor their teacher education had prepared the pre-service teachers to use stories for extensive reading in early literacy education. These findings lead us to question whether literacy delivery is best served by initiatives that are not coordinated with both national literacy policy, curriculum and local teacher beliefs.","PeriodicalId":47474,"journal":{"name":"Language and Education","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2023-10-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135740395","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

Global CLIL: critical, ethnographic and language policy perspectives Global CLIL: Critical, Ethnographic and Language Policy Perspectives , edited by Eva Codó, Routledge, 2023, xi + 246pp., $160 (hardback), ISBN: 978-0-367-70650-0; (paperback) ISBN: 978-0-367-70651-7; $36.71 (ebook), ISBN: 978-1-003-14737-4. 《全球CLIL:批判、民族志和语言政策视角》，伊娃主编Codó，劳特利奇出版社，2023年，第11 + 246pp。， 160美元(精装本)，ISBN: 978-0-367-70650-0;(平装本)ISBN: 978-0-367-70651-7;36.71美元(电子书)，ISBN: 978-1-003-14737-4。

2区文学

Language and Education Pub Date : 2023-10-03 DOI: 10.1080/09500782.2023.2260363

Yu Sun, Jinsong Yang

引用次数: 0

Developing professional capacity for Content Language Integrated Learning (CLIL) teaching in Vietnam: tensions and responses 在越南发展内容语言综合学习(CLIL)教学的专业能力:紧张和反应

2区文学

Language and Education Pub Date : 2023-09-28 DOI: 10.1080/09500782.2023.2260374

Hoa Thi Mai Nguyen, Hang Thi Thu Nguyen, Xuesong Gao, Trang Hong Hoang, Sue Starfield

{"title":"Developing professional capacity for Content Language Integrated Learning (CLIL) teaching in Vietnam: tensions and responses","authors":"Hoa Thi Mai Nguyen, Hang Thi Thu Nguyen, Xuesong Gao, Trang Hong Hoang, Sue Starfield","doi":"10.1080/09500782.2023.2260374","DOIUrl":"https://doi.org/10.1080/09500782.2023.2260374","url":null,"abstract":"In this paper, we report on an international collaborative project designed to address the professional development needs of Vietnamese teachers for the implementation of Content and Language Integrated Learning (CLIL). We collected data on a group of CLIL Vietnamese teachers and leaders through online interviews. Drawing on Cultural-Historical Activity Theory (CHAT), the paper illuminates how CLIL teachers, as the subject of the professional learning (PL) system, utilized tools to develop their capacity for CLIL teaching against the backdrop of various sociocultural factors that regulate this learning process. The analysis helped us to identify various challenges facing CLIL teachers’ PL. These challenges arose from an absence of an effective learning system mostly related to contextual obstacles and widespread misconceptions, even among the leaders and CLIL trainers, about the nature of CLIL. This study contributes suggestions to enhance the quality of PL for CLIL teachers, which is a pressing issue for the successful implementation of CLIL in the context of Vietnam and beyond.","PeriodicalId":47474,"journal":{"name":"Language and Education","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2023-09-28","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135386639","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: 1

To survive or to thrive? Synthesizing the narrative trajectories of students’ self-regulated listening practice in an EMI transnational higher education context 生存还是繁荣?综合EMI跨国高等教育背景下学生自我调节听力练习的叙事轨迹

2区文学

Language and Education Pub Date : 2023-09-25 DOI: 10.1080/09500782.2023.2260358

Sihan Zhou, Nathan Thomas

{"title":"To survive or to thrive? Synthesizing the narrative trajectories of students’ self-regulated listening practice in an EMI transnational higher education context","authors":"Sihan Zhou, Nathan Thomas","doi":"10.1080/09500782.2023.2260358","DOIUrl":"https://doi.org/10.1080/09500782.2023.2260358","url":null,"abstract":"English-medium instruction (EMI) has burgeoned alongside two decades of L2 self-regulated learning research. In both areas, listening remains under-researched, longitudinal designs are under-employed, and in-depth studies are necessary to unpack learner development. In a context believed to initiate self-regulated learning, the current study employed a longitudinal qualitative design to explore the out-of-class, self-regulated listening practice of 34 Chinese students across their first term transitioning from Chinese-medium high schools to an EMI transnational university in China. Guided by Zimmerman’s social-cognitive model of self-regulated learning, 102 transcripts generated from interviewing students at the beginning, middle, and end of their transition term were analyzed using thematic analysis and narrative analysis. The findings are presented chronologically as a synthesis of the students’ narrative trajectories. They highlight the students’ initial enthusiasm for self-regulated listening practice to ‘survive’ EMI lectures and a watershed moment at the midterm, when many ‘dropouts’ stopped practicing as they perceived their proficiency had reached an abstract threshold. The ‘continuers’ developed sustainable practices informed by the pursuit of long-term, future-oriented goals that outreached the immediate EMI context, guided by metacognitive awareness and emotion regulation strategies. Pedagogical implications to support future cohorts of students to thrive during transition and beyond are provided.","PeriodicalId":47474,"journal":{"name":"Language and Education","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2023-09-25","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135768445","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: 1

‘Ahí fuimos jalando gente’ : transnational Latina mothers’ enactments of navigation and resistance in hyper-gentrified dual-language schools “Ahí fuimos jalando gente”:在高度士绅化的双语学校中，跨国拉丁裔母亲的导航和抵抗行为

2区文学

Language and Education Pub Date : 2023-09-23 DOI: 10.1080/09500782.2023.2261414

Grace Cornell Gonzales

{"title":"<i>‘Ahí fuimos jalando gente’</i> : transnational Latina mothers’ enactments of navigation and resistance in hyper-gentrified dual-language schools","authors":"Grace Cornell Gonzales","doi":"10.1080/09500782.2023.2261414","DOIUrl":"https://doi.org/10.1080/09500782.2023.2261414","url":null,"abstract":"AbstractThis study explores the experiences of middle-class transnational Latina mothers whose children are enrolled in gentrified dual-language programs. Drawing upon the theory of differential consciousness, I explored how these mothers’ own complex identities informed their navigation of conflicting discourses that position dual-language education on one hand as part of an anti-racist, social justice movement, and conversely as a neoliberal enrichment tool that confers a competitive social advantage for privileged children. Ultimately, this paper highlights how mothers engaged differential consciousness to shift between these ideologies strategically, centering community and working to expand access to these programs to other Spanish-speaking and transnational families. In doing so, they increased racial and linguistic diversity—but not socioeconomic diversity—in these programs. This study argues for the importance of considering multiple dimensions of parent identity in dual-language programs, and for continually acknowledging the key role social class plays in families’ experiences of and access to these programs.Keywords: Dual-language educationgentrificationideologiesmothersparent involvementtransnational Disclosure statementAuthor has no conflict of interest to report.Ethics statementThe Human Subjects Division of the University of Washington’s Institutional Review Board waived the requirement to review this study. Informed consent was obtained orally from all participants.Additional informationNotes on contributorsGrace Cornell GonzalesGrace Cornell Gonzales is a doctoral candidate at the University of Washington’s College of Education, in Language, Literacy, and Culture. Her research focuses on equity and family engagement in dual-language bilingual programs, as well as multilingual literacy pedagogies.","PeriodicalId":47474,"journal":{"name":"Language and Education","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2023-09-23","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135959464","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