Educational linguistics最新文献

Towards equitable multilingualism: promoting transdisciplinary, collaborative dialogue between English as a lingua franca and translingualism 实现公平的多语制：促进英语作为通用语言与跨语言之间的跨学科合作对话

Educational linguistics Pub Date : 2024-06-13 DOI: 10.1515/eduling-2023-0012

Yumi Matsumoto, Daisuke Kimura

{"title":"Towards equitable multilingualism: promoting transdisciplinary, collaborative dialogue between English as a lingua franca and translingualism","authors":"Yumi Matsumoto, Daisuke Kimura","doi":"10.1515/eduling-2023-0012","DOIUrl":"https://doi.org/10.1515/eduling-2023-0012","url":null,"abstract":"Abstract Inspired by Hult’s (2010. Theme-based research in the transdisciplinary field of educational linguistics. In Francis M. Hult (ed.), Directions and prospects for educational linguistics, 19–32. Springer) discussion of theme-based research within educational linguistics that focuses, first and foremost, on solving problems rather than adhering to disciplinary boundaries and conventions, this article calls for transdisciplinary collaboration to resolve educational problems related to monolingualism, native-speakerism, and the hegemony of colonial ideologies. More specifically, we make a case for transdisciplinary dialogue between English as a lingua franca (ELF) and translingualism. We argue that these two research fields, with their increasingly converging interests and goals as well as distinct strengths, can make a greater impact in addressing persistent educational problems through targeted collaboration, research, and (language) pedagogy based on equitable multilingualism (e.g., Ortega, Lourdes. 2019. SLA and the study of equitable multilingualism. The Modern Language Journal 103. 23–38). In this conceptual paper, we first introduce translingualism and ELF as equally legitimate multilingual theories. Next, we identify shared key tenets and orientations as well as distinctive vantage points of each approach that researchers and educators can take advantage of for collaboratively addressing problems within classrooms and beyond. Finally, we lay out a vision for how this transdisciplinary, collaborative dialogue can help realize more equitable multilingualism.","PeriodicalId":488307,"journal":{"name":"Educational linguistics","volume":"34 4","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-06-13","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141350025","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0

Co-learning about translanguaging and testing in dual language bilingual education: examining ideological and implementational spaces 共同学习双语双语教育中的翻译和测试：研究意识形态和实施空间

Educational linguistics Pub Date : 2023-12-12 DOI: 10.1515/eduling-2023-0015

Jamie L. Schissel, Nicole Dickson, Micaela Bermudez, Betsy Roman, Sandra Perez Olivares, Maria Seas Mora, Oneida Valentín

{"title":"Co-learning about translanguaging and testing in dual language bilingual education: examining ideological and implementational spaces","authors":"Jamie L. Schissel, Nicole Dickson, Micaela Bermudez, Betsy Roman, Sandra Perez Olivares, Maria Seas Mora, Oneida Valentín","doi":"10.1515/eduling-2023-0015","DOIUrl":"https://doi.org/10.1515/eduling-2023-0015","url":null,"abstract":"Abstract Tests, assessments, and evaluation instruments have long been ill-equipped to account for practices of translanguaging inherent within multilingual communities. Within the field of testing and assessment, much more emphasis has been placed on ensuring the design principles of the assessment. Countering over 100 years of deficit positioning of multilingualism in testing, recent work has emerged that values the knowledge, beliefs, and experiences of teachers. Drawing on Hornberger’s (2005) distinction between ideological and implementational spaces, this participatory action research project examines translanguaging and assessment practices during a 5-week online course for classroom language testing for four Spanish/English bilingual teachers working in dual language bilingual education programs in elementary schools in the United States. Transcripts from online synchronous (via Zoom) and asynchronous discussions and individual and paired assignments served as our key data sources. We illustrate the co-learning, co-planning, and co-shifting of translanguaging and assessment practices during this course. We argue that collaboration such as the work presented in this paper is critical for creating communities to open and expand ideological and implementational spaces for translanguaging in general and in testing specifically.","PeriodicalId":488307,"journal":{"name":"Educational linguistics","volume":"22 7","pages":""},"PeriodicalIF":0.0,"publicationDate":"2023-12-12","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"138633091","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0

University researcher-instructor partnership: Co-learning of trans/plurilingual pedagogies for critical language awareness in French L2/Lx classrooms 大学研究员-教师伙伴关系：在法语 L2/Lx 课堂上共同学习反式/复式语言教学法，提高批判性语言意识

Educational linguistics Pub Date : 2023-12-12 DOI: 10.1515/eduling-2023-0018

S. Lau, Sarah Théberge, Caroline Dault

{"title":"University researcher-instructor partnership: Co-learning of trans/plurilingual pedagogies for critical language awareness in French L2/Lx classrooms","authors":"S. Lau, Sarah Théberge, Caroline Dault","doi":"10.1515/eduling-2023-0018","DOIUrl":"https://doi.org/10.1515/eduling-2023-0018","url":null,"abstract":"Abstract Drawing on trans/plurilingual approaches, this paper describes a collaborative action research project between an education researcher and two university instructors of French as a second or other language (L2/Lx) in Quebec, Canada to explore holistic and dynamic ways of L2/Lx education for critical language and cultural awareness. Valuing research as praxis, we examine our three-year interdisciplinary collaboration processes, describing how our various research expertise and theoretical orientations as well as our language learning and professional experiences shaped and facilitated our research partnership. Through vignettes from our professional learning community, we each articulate in our own voice the co-learning processes with one another and with students. Using the lenses of co-stance, co-designs, and co-shifts (Tian and Shepard-Carey 2020. (Re)imagining the future of translanguaging pedagogies in TESOL through teacher–researcher collaboration. Tesol Quarterly 54(4). 1131–1143), we captured moments of our emerging nuanced understanding of what and how trans/plurilingual practices supported more in-depth French learning and critical language awareness. As we translanguaged using a mix of English, French, and other languages, we also found ourselves constantly re/trans-languaging our disciplinary expertise and theoretical framings to negotiate our co-stances and practices. Through these transknowledging processes (Heugh 2021. Southern multilingualisms, translanguaging and transknowledging in inclusive and sustainable education. In Philip Harding-Esch & Hywel Coleman (eds.), Language and the sustainable development goals: Selected proceedings of the 12th Language and Development Conference, 37–47. Dakar, Senegal: British Council), we engaged in translingual reflexivity and expanded each other’s fields of vision, supporting more critical reflections and careful listening for transformative change.","PeriodicalId":488307,"journal":{"name":"Educational linguistics","volume":"28 10","pages":""},"PeriodicalIF":0.0,"publicationDate":"2023-12-12","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"138633195","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0

Managing the change of prescriptivism in Hungary: adopting the models of change management to L1 education 管理匈牙利规定主义的变革：将变革管理模式应用于初等教育

Educational linguistics Pub Date : 2023-12-12 DOI: 10.1515/eduling-2022-0019

Andrea Parapatics

引用次数: 0

Reimagining educational linguistics: a post-competence perspective 重新认识教育语言学：后能力视角

Educational linguistics Pub Date : 2023-12-12 DOI: 10.1515/eduling-2023-0009

Jason Anderson

{"title":"Reimagining educational linguistics: a post-competence perspective","authors":"Jason Anderson","doi":"10.1515/eduling-2023-0009","DOIUrl":"https://doi.org/10.1515/eduling-2023-0009","url":null,"abstract":"Abstract Drawing on Bernstein’s sociology of education, this article offers a critical discussion of the origins, assumptions and values of educational linguistics since its foundation in the 1970s. It argues that the sociohistorical context in which the field emerged led to its areas of focus and mission being based on a number of problematic assumptions originating in a primarily Anglophone, Chomskyan theory of language and learning; assumptions that have led to it promoting a strong ‘competence model’ (Bernstein’s term) of education ever since, thereby exacerbating the disconnect between applied linguist and language teacher communities. After identifying important changes in language learning contexts and characteristics worldwide since the 1970s, the article presents a framework for reimagining educational linguistics that looks beyond competence to also recognise the validity of both literacy and pluralist orientations to education and the need for systems, institutions, programs and teachers to move flexibly or choose eclectically along a continuum between these. It discusses the implications of this reimagined vision, including for understandings of relationships in the classroom, notions of authenticity in texts and communities, language modality, curricular outcomes, assessment and language repertoires. A reimagined research agenda is also offered that it is hoped will support attempts to make educational linguistics relevant to the widest possible range of practitioner communities worldwide.","PeriodicalId":488307,"journal":{"name":"Educational linguistics","volume":"30 11","pages":""},"PeriodicalIF":0.0,"publicationDate":"2023-12-12","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"138633127","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0

CACTI: Co-developing awareness of bi/multilingual classroom practices with a professional development survey instrument CACTI：利用专业发展调查工具共同提高对双语/多语课堂实践的认识

Educational linguistics Pub Date : 2023-12-08 DOI: 10.1515/eduling-2023-0019

Anna Mendoza, Jiaen Ou, Shakina Rajendram, Andrew Coombs

{"title":"CACTI: Co-developing awareness of bi/multilingual classroom practices with a professional development survey instrument","authors":"Anna Mendoza, Jiaen Ou, Shakina Rajendram, Andrew Coombs","doi":"10.1515/eduling-2023-0019","DOIUrl":"https://doi.org/10.1515/eduling-2023-0019","url":null,"abstract":"Abstract This paper introduces an instrument, the Classroom Approaches to CLIL and Translanguaging Inventory (CACTI), to help primary and secondary teachers and academic researchers collaboratively develop awareness of bi/multilingual practices when academic subjects are taught in English. While teachers can develop explicit awareness of their language policies and practices, and of critical gaps that require action toward more equitable and productive learning spaces, researchers can learn what different bi/multilingual practices mean to teachers, and what concerns are salient for teachers regarding these practices. The practices may include (1) teaching for knowledge transfer across languages, (2) cultivating linguistic analysis skills, (3) raising critical awareness of the value placed on different languages in society, (4) developing bi/multilingualism and bi/multiliteracies, and (5) involving ALL students’ languages in the social and academic life of the class, even if they are not the official medium of instruction. Besides explaining what brought us to develop the CACTI, we illustrate two ways it can be used for collaborative reflection, one with pre-service teachers and one with in-service teachers. For each application, we discuss how our understanding was challenged by teachers, and what insights we offer for teachers on theirs.","PeriodicalId":488307,"journal":{"name":"Educational linguistics","volume":"84 6","pages":""},"PeriodicalIF":0.0,"publicationDate":"2023-12-08","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"138586706","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0

Language assessment in EMI: unravelling the implicit-explicit dichotomy EMI 中的语言评估：揭示隐性与显性的二分法

Educational linguistics Pub Date : 2023-12-06 DOI: 10.1515/eduling-2023-0011

Michela Gronchi

{"title":"Language assessment in EMI: unravelling the implicit-explicit dichotomy","authors":"Michela Gronchi","doi":"10.1515/eduling-2023-0011","DOIUrl":"https://doi.org/10.1515/eduling-2023-0011","url":null,"abstract":"Abstract English Medium Instruction (EMI) is a content-focused approach in which language learning seems to have been sidelined. However, there appear to be some inconsistencies between EMI language objectives and actual practices that are reflected in the assessment phase. The literature has revealed that an implicit-explicit dichotomy is being used to explain the role of language in EMI; here explicit refers to the declared language outcomes as opposed to implicit, meaning implied but not stated. In this study, the description of a Linguistics course taught through the medium of English, the final assignment and its evaluative rubric are critically examined. The overall aim is to discuss discrepancies between language objectives and language assessment and identify a theoretical framework that could explain the implicit-explicit dichotomy in EMI. The present study raises the possibility that the discrepancies between language objectives and assessment criteria could be described in terms of teacher practices and beliefs that diverge from the declared language policy. Findings further indicate that the implicit-explicit dichotomy depends on academic literacies constructs, which have implications for the students’ development of linguistic tacit knowledge, which is learnt experientially but cannot be easily codified.","PeriodicalId":488307,"journal":{"name":"Educational linguistics","volume":"60 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2023-12-06","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"138595560","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0

Co-learning, co-planning, and co-shifting to build critical (trans)language(ing) awareness: case studies from the field 共同学习、共同规划和共同转变，培养批判性（跨）语言（ing）意识：实地案例研究

Educational linguistics Pub Date : 2023-12-06 DOI: 10.1515/eduling-2023-0014

R. Pontier, Zhongfeng Tian

引用次数: 0

Teacher–researcher collaborative development of critical (trans)languaging awareness through leveraging linguistic strengths 教师与研究人员通过发挥语言优势，合作培养批判性（跨）语言意识

Educational linguistics Pub Date : 2023-12-06 DOI: 10.1515/eduling-2023-0016

R. Pontier

{"title":"Teacher–researcher collaborative development of critical (trans)languaging awareness through leveraging linguistic strengths","authors":"R. Pontier","doi":"10.1515/eduling-2023-0016","DOIUrl":"https://doi.org/10.1515/eduling-2023-0016","url":null,"abstract":"Abstract This study explores the collaborative process that two Korean–English and one Spanish–English bilingual Early Head Start family childcare educators, two instructional coaches, and the author engaged in as they co-created intentional bilingual pedagogical approaches to support young emergent bilinguals and co-develop critical (trans)languaging awareness. Data included participant and non-participant observations; field notes; debriefing sessions between the teachers and the author, and instructional coaches and the author; informal interviews with teachers; and two Saturday meet-ups with all participants and the author. Data were analyzed using thematic analysis to identify salient themes in the creation and implementation of practices and pedagogies that leveraged both teachers’ and children’s languaging practices as we deepened our critical language awareness. The design-based collaborative approach that involved co-learning, co-planning, and co-shifting supported our focus on critical language use, trial of different (trans)languaging practices that transgressed English hegemony, and decision-making around how to best leverage everyone’s linguistic strengths in support of children’s developing bilingualism.","PeriodicalId":488307,"journal":{"name":"Educational linguistics","volume":"46 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2023-12-06","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"138597625","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0