Pub Date : 2023-12-20DOI: 10.1515/eduling-2023-0007
J. Chandras
Abstract This article analyzes American high school students hedging incorrect responses to teacher-initiated questions in IRE (Initiation-Response-Evaluation) format using conditional language and hypotheticals in ways that facilitate an affiliative stance between students and their teacher. Scholarship on hedging details its use to approximate responses as a shield against doubt and criticism or as collaborative communication, whereas stance is a grammatically encompassed expression of attitudes related to the content of a message. This study brings together theories of stance, hedging, and conditional language use to outline how errors can be a student-initiated pedagogical tool to deepen explanations and engagement. To broaden understanding of the form and function of both incorrect answers and hedging as a structure expanding traditional IRE turntaking for managing classroom discourse, this article outlines seven examples total where students hedge what they know to be incorrect answers drawn from recordings made in forty, fifty-minute high school level Latin lessons over the 2019–2020 academic year. This study presents a model and impacts of students creatively reconfiguring evaluative responses along with their teacher during instruction through hedging incorrect information in conditional, and sometimes hypothetical, formats.
{"title":"Hypothetical mistakes: hedging wrong answers with conditional language in initiation-response-evaluation (IRE) sequences in an American high school classroom","authors":"J. Chandras","doi":"10.1515/eduling-2023-0007","DOIUrl":"https://doi.org/10.1515/eduling-2023-0007","url":null,"abstract":"Abstract This article analyzes American high school students hedging incorrect responses to teacher-initiated questions in IRE (Initiation-Response-Evaluation) format using conditional language and hypotheticals in ways that facilitate an affiliative stance between students and their teacher. Scholarship on hedging details its use to approximate responses as a shield against doubt and criticism or as collaborative communication, whereas stance is a grammatically encompassed expression of attitudes related to the content of a message. This study brings together theories of stance, hedging, and conditional language use to outline how errors can be a student-initiated pedagogical tool to deepen explanations and engagement. To broaden understanding of the form and function of both incorrect answers and hedging as a structure expanding traditional IRE turntaking for managing classroom discourse, this article outlines seven examples total where students hedge what they know to be incorrect answers drawn from recordings made in forty, fifty-minute high school level Latin lessons over the 2019–2020 academic year. This study presents a model and impacts of students creatively reconfiguring evaluative responses along with their teacher during instruction through hedging incorrect information in conditional, and sometimes hypothetical, formats.","PeriodicalId":153620,"journal":{"name":"Educational Linguistics","volume":"111 8","pages":""},"PeriodicalIF":0.0,"publicationDate":"2023-12-20","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"138954054","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}
Pub Date : 2023-11-24DOI: 10.1515/eduling-2023-0004
Ying Yan, Yongyan Zheng
{"title":"Theoretical and applied perspectives on teaching foreign languages in multilingual settings: pedagogical Implications","authors":"Ying Yan, Yongyan Zheng","doi":"10.1515/eduling-2023-0004","DOIUrl":"https://doi.org/10.1515/eduling-2023-0004","url":null,"abstract":"","PeriodicalId":153620,"journal":{"name":"Educational Linguistics","volume":"133 ","pages":""},"PeriodicalIF":0.0,"publicationDate":"2023-11-24","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139241429","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}
Pub Date : 2023-11-14DOI: 10.1515/eduling-2023-0005
Patrick Edward Marlow, Wendy Whitehead Martelle, Joan Parker Webster, Kelly Kealy
Abstract In Alaska, as elsewhere in the United States, standardized American English is privileged over both local varieties of English and Indigenous languages. This privileged position is maintained, in part, through a deficit model of language acquisition and a model of school success which locates the source of underachievement among K-12 students within the child rather than within the broader sociopolitical context of school and schooling. Using a critical participatory action research approach, this article examines a single graduate course for K-12 teachers intended to address ideologies of linguistic deficit and demonstrate that the varieties of English spoken by adults and children in Southwest Alaska are systematic and rule-governed. Data are analyzed in terms of trajectories of learning, focusing on three distinct points within this trajectory: Pre-course questionnaire, Mid-point questionnaire and post-course artifacts (e.g., final projects for the master’s degree). Through the lens of discourse analysis (Gee, James Paul. 2010. An introduction to discourse analysis: Theory and method , 3rd edn. New York, NY: Routledge), we illustrate and discuss the tensions inherent in shifting discourse models as the teachers contend with course content that challenges broadly accepted explanations for school underachievement.
在阿拉斯加，和美国其他地方一样，标准化的美国英语比当地的英语和土著语言都更有优势。这种特权地位得以维持，部分是通过语言习得的缺陷模型和学校成功的模型来实现的，这种模型将K-12学生成绩不佳的根源定位在孩子身上，而不是在学校和学校教育的更广泛的社会政治背景下。本文采用关键的参与式行动研究方法，考察了一门针对K-12教师的研究生课程，该课程旨在解决语言缺陷的意识形态问题，并证明阿拉斯加西南部成人和儿童所说的英语多样性是系统的和有规则的。根据学习轨迹对数据进行分析，重点关注该轨迹中的三个不同点:课前问卷、中点问卷和课后工件(例如，硕士学位的最终项目)。通过语篇分析的视角(Gee, James Paul. 2010)。语篇分析导论:理论与方法，第三版。纽约，纽约:劳特利奇)，我们说明并讨论了在教师与挑战广泛接受的对学校成绩不佳的解释的课程内容相抗衡时，不断变化的话语模式所固有的紧张关系。
{"title":"It isn’t sloppy language: exploring the discourse of Village English","authors":"Patrick Edward Marlow, Wendy Whitehead Martelle, Joan Parker Webster, Kelly Kealy","doi":"10.1515/eduling-2023-0005","DOIUrl":"https://doi.org/10.1515/eduling-2023-0005","url":null,"abstract":"Abstract In Alaska, as elsewhere in the United States, standardized American English is privileged over both local varieties of English and Indigenous languages. This privileged position is maintained, in part, through a deficit model of language acquisition and a model of school success which locates the source of underachievement among K-12 students within the child rather than within the broader sociopolitical context of school and schooling. Using a critical participatory action research approach, this article examines a single graduate course for K-12 teachers intended to address ideologies of linguistic deficit and demonstrate that the varieties of English spoken by adults and children in Southwest Alaska are systematic and rule-governed. Data are analyzed in terms of trajectories of learning, focusing on three distinct points within this trajectory: Pre-course questionnaire, Mid-point questionnaire and post-course artifacts (e.g., final projects for the master’s degree). Through the lens of discourse analysis (Gee, James Paul. 2010. An introduction to discourse analysis: Theory and method , 3rd edn. New York, NY: Routledge), we illustrate and discuss the tensions inherent in shifting discourse models as the teachers contend with course content that challenges broadly accepted explanations for school underachievement.","PeriodicalId":153620,"journal":{"name":"Educational Linguistics","volume":"6 12","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-11-14","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"136229442","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}
Pub Date : 2023-10-20DOI: 10.1515/eduling-2022-0017
Narangerel Vanchinkhuu, Yousun Shin
Abstract The study was to investigate the academic adjustment of international students studying in South Korea under the Global Korea Scholarship Program. Previous research has shown that academic adjustment is linked to the achievement and satisfaction of international students at higher education institutions. Two research questions shaped the current study: (1) examining the correlations between the variables included in the study and (2) identifying the significant variables that contributed to international students’ academic adjustment. The Multicultural Personality Survey and Academic Adjustment Survey were utilized as the primary instruments and were administered online over one and a half months. A total of 100 participants from diverse demographic backgrounds were involved in the data collection. Correlational analysis and regression analysis were employed to answer the two research questions. The results of the correlational analysis revealed that there were higher correlations observed between multicultural personality and GPA, preferred language and multicultural personality, as well as multicultural personality and the Academic Adjustment Survey. Additionally, the regression analysis indicated that Korean language proficiency and preferred language proficiency emerged as significant variables that impacted international students’ academic adjustment. The results provided further insights into the factors contributing to academic adjustment among international students in South Korea.
{"title":"Academic adjustment of international students studying in South Korea: the Global Korea Scholarship program perspective","authors":"Narangerel Vanchinkhuu, Yousun Shin","doi":"10.1515/eduling-2022-0017","DOIUrl":"https://doi.org/10.1515/eduling-2022-0017","url":null,"abstract":"Abstract The study was to investigate the academic adjustment of international students studying in South Korea under the Global Korea Scholarship Program. Previous research has shown that academic adjustment is linked to the achievement and satisfaction of international students at higher education institutions. Two research questions shaped the current study: (1) examining the correlations between the variables included in the study and (2) identifying the significant variables that contributed to international students’ academic adjustment. The Multicultural Personality Survey and Academic Adjustment Survey were utilized as the primary instruments and were administered online over one and a half months. A total of 100 participants from diverse demographic backgrounds were involved in the data collection. Correlational analysis and regression analysis were employed to answer the two research questions. The results of the correlational analysis revealed that there were higher correlations observed between multicultural personality and GPA, preferred language and multicultural personality, as well as multicultural personality and the Academic Adjustment Survey. Additionally, the regression analysis indicated that Korean language proficiency and preferred language proficiency emerged as significant variables that impacted international students’ academic adjustment. The results provided further insights into the factors contributing to academic adjustment among international students in South Korea.","PeriodicalId":153620,"journal":{"name":"Educational Linguistics","volume":"38 3","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-10-20","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135567483","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}
Pub Date : 2023-09-15DOI: 10.1515/eduling-2023-0002
Gilbert Dizon
Abstract In this conceptual article, the author introduces decolonization as an alternative to social justice frameworks. As stakeholders in second language (L2) teaching, the author stresses decolonization as a means for L2 researchers to work against colonial practices in educational research, which negatively impact historically disenfranchised communities. Specifically, Patel’s (Patel, Leigh. 2016. Decolonizing educational research: From ownership to answerability . New York: Routledge) answerability framework is introduced as a practical method to support decolonization in L2 research. The article is made up of four main sections. The first section explains the concept of settler colonialism and highlights how it is ingrained in educational research. In the second section, the author defines decolonization and distinguishes it from the more popular social justice movement. In the third section, the author summarizes four computer-assisted language learning (CALL) papers which were featured in a recent special issue on the topic of social justice. The author then provides a critical analysis of the reviewed studies from a decolonial perspective in the fourth and final section, while also suggesting ways in which researchers and educators can re-orient their work towards decolonization.
{"title":"Answerability in computer-assisted language learning: a critical examination of social justice research from a decolonial perspective","authors":"Gilbert Dizon","doi":"10.1515/eduling-2023-0002","DOIUrl":"https://doi.org/10.1515/eduling-2023-0002","url":null,"abstract":"Abstract In this conceptual article, the author introduces decolonization as an alternative to social justice frameworks. As stakeholders in second language (L2) teaching, the author stresses decolonization as a means for L2 researchers to work against colonial practices in educational research, which negatively impact historically disenfranchised communities. Specifically, Patel’s (Patel, Leigh. 2016. Decolonizing educational research: From ownership to answerability . New York: Routledge) answerability framework is introduced as a practical method to support decolonization in L2 research. The article is made up of four main sections. The first section explains the concept of settler colonialism and highlights how it is ingrained in educational research. In the second section, the author defines decolonization and distinguishes it from the more popular social justice movement. In the third section, the author summarizes four computer-assisted language learning (CALL) papers which were featured in a recent special issue on the topic of social justice. The author then provides a critical analysis of the reviewed studies from a decolonial perspective in the fourth and final section, while also suggesting ways in which researchers and educators can re-orient their work towards decolonization.","PeriodicalId":153620,"journal":{"name":"Educational Linguistics","volume":"6 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-09-15","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135353911","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}
Pub Date : 2023-08-24DOI: 10.1515/eduling-2023-0008
Tasha Austin
Abstract Black youth as ‘struggling students’ is a persistent narrative in the contemporary U.S. psyche, both preceded by and markedly displayed through the 1983 report, A Nation at Risk, which reflected coded language encouraging a return to the pre-Civil Rights United States. This framing positioned Black students as culprits for the ills of U.S. schooling – a continuation of a history of educational policy that discursively enforces the need to defend society against ‘subhuman’ populations. Placing the 1983 policy report in conversation with Zwiers’ Building Academic Language: Meeting Common Core Standards Across Disciplines (2013) via raciolinguistic genealogy, I problematize the ways in which texts like these reinforce discourses of Black cultures and languages as subhuman, deviant threats to U.S. society.
{"title":"Limited capital: a genealogy of culturelessness in (language) teacher education","authors":"Tasha Austin","doi":"10.1515/eduling-2023-0008","DOIUrl":"https://doi.org/10.1515/eduling-2023-0008","url":null,"abstract":"Abstract Black youth as ‘struggling students’ is a persistent narrative in the contemporary U.S. psyche, both preceded by and markedly displayed through the 1983 report, A Nation at Risk, which reflected coded language encouraging a return to the pre-Civil Rights United States. This framing positioned Black students as culprits for the ills of U.S. schooling – a continuation of a history of educational policy that discursively enforces the need to defend society against ‘subhuman’ populations. Placing the 1983 policy report in conversation with Zwiers’ Building Academic Language: Meeting Common Core Standards Across Disciplines (2013) via raciolinguistic genealogy, I problematize the ways in which texts like these reinforce discourses of Black cultures and languages as subhuman, deviant threats to U.S. society.","PeriodicalId":153620,"journal":{"name":"Educational Linguistics","volume":"35 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-08-24","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"131033110","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}
Pub Date : 2023-07-20DOI: 10.1515/eduling-2023-0003
Mike Mena
Abstract Over three decades ago, Gloria Anzaldúa identified ideologies of linguistic standardization as an oppressive force in the Rio Grande Valley of south Texas as well as the local university. Such ideologies were used to delegitimize Chicanos via “linguistic terrorism,” or, routine forms of psychological and physical punishment meant to enforce idealized white, middle-class, monolingual social norms. However, times have changed. To account for more recent conditions, I qualify contemporary manifestations as soft linguistic terrorism, which relies more so on incentivization (reward as opposed to punishment) and ideological recruitment (enforcement based on the appearance of consent), yet continue to reproduce the near identical racializing ideologies Anzaldúa identified decades ago. Using a linguistic anthropological approach to discourse analysis, this article focuses on ethnographic interviews with students and faculty to illustrate how forms of linguistic terrorism have been rearticulated via raciolinguistic ideologies in the same region and at the same university that inspired Anzaldúa’s formulation of linguistic terrorism in the 1980s.
{"title":"Soft linguistic terrorism: 21st century re-articulations","authors":"Mike Mena","doi":"10.1515/eduling-2023-0003","DOIUrl":"https://doi.org/10.1515/eduling-2023-0003","url":null,"abstract":"Abstract Over three decades ago, Gloria Anzaldúa identified ideologies of linguistic standardization as an oppressive force in the Rio Grande Valley of south Texas as well as the local university. Such ideologies were used to delegitimize Chicanos via “linguistic terrorism,” or, routine forms of psychological and physical punishment meant to enforce idealized white, middle-class, monolingual social norms. However, times have changed. To account for more recent conditions, I qualify contemporary manifestations as soft linguistic terrorism, which relies more so on incentivization (reward as opposed to punishment) and ideological recruitment (enforcement based on the appearance of consent), yet continue to reproduce the near identical racializing ideologies Anzaldúa identified decades ago. Using a linguistic anthropological approach to discourse analysis, this article focuses on ethnographic interviews with students and faculty to illustrate how forms of linguistic terrorism have been rearticulated via raciolinguistic ideologies in the same region and at the same university that inspired Anzaldúa’s formulation of linguistic terrorism in the 1980s.","PeriodicalId":153620,"journal":{"name":"Educational Linguistics","volume":"14 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-07-20","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"123573201","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}
Pub Date : 2023-05-11DOI: 10.1007/978-3-030-87124-6
P. Hu, Qiao Zhou
{"title":"Activating Linguistic and Cultural Diversity in the Language Classroom","authors":"P. Hu, Qiao Zhou","doi":"10.1007/978-3-030-87124-6","DOIUrl":"https://doi.org/10.1007/978-3-030-87124-6","url":null,"abstract":"","PeriodicalId":153620,"journal":{"name":"Educational Linguistics","volume":"1 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-05-11","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"129972607","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}
Pub Date : 2023-04-05DOI: 10.1515/eduling-2022-0015
S. Lau, Caroline Dault, Sarah Théberge
Abstract This paper reports an interview study with Chinese international students in an Anglophone university in Quebec, Canada, exploring their use of language and cross-language learning strategies to support their learning of French Lx (third language and beyond). Drawing on plurilingualism, Dynamic Model of Multilingualism, and language learning strategies, this article examines how Chinese learners made dynamic, creative, and, at times, unexpected links among Chinese and other additional languages and mobilized previous learning and professional experience to strategically enhance their French language learning. As a logographic language, Chinese is typologically distant from Latin-based languages. The focal participants, however, generated multilingual, multidirectional, and multimodal connections among the languages they knew. Their agentic assemblage of communicative repertoires for language learning contests the abyssal thinking behind the deficit-oriented label of “allophones” (those whose mother tongue is neither French nor English) that is used widely in the country. The study urges teachers and researchers to rethink language pedagogies that respond to and take full advantage of these student-directed strategies for better learning. Particularly, the paper argues for greater attention to students of non-alphabetic language backgrounds to recognize and co-learn with them about these self-initiated plurilingual strategies in order to build on their metalinguistic resources and create equitable classroom spaces for more effective teaching and learning.
{"title":"Plurilingual Chinese learners of French Lx: agentic assembling of semiotic resources for learning","authors":"S. Lau, Caroline Dault, Sarah Théberge","doi":"10.1515/eduling-2022-0015","DOIUrl":"https://doi.org/10.1515/eduling-2022-0015","url":null,"abstract":"Abstract This paper reports an interview study with Chinese international students in an Anglophone university in Quebec, Canada, exploring their use of language and cross-language learning strategies to support their learning of French Lx (third language and beyond). Drawing on plurilingualism, Dynamic Model of Multilingualism, and language learning strategies, this article examines how Chinese learners made dynamic, creative, and, at times, unexpected links among Chinese and other additional languages and mobilized previous learning and professional experience to strategically enhance their French language learning. As a logographic language, Chinese is typologically distant from Latin-based languages. The focal participants, however, generated multilingual, multidirectional, and multimodal connections among the languages they knew. Their agentic assemblage of communicative repertoires for language learning contests the abyssal thinking behind the deficit-oriented label of “allophones” (those whose mother tongue is neither French nor English) that is used widely in the country. The study urges teachers and researchers to rethink language pedagogies that respond to and take full advantage of these student-directed strategies for better learning. Particularly, the paper argues for greater attention to students of non-alphabetic language backgrounds to recognize and co-learn with them about these self-initiated plurilingual strategies in order to build on their metalinguistic resources and create equitable classroom spaces for more effective teaching and learning.","PeriodicalId":153620,"journal":{"name":"Educational Linguistics","volume":"27 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-04-05","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"122317053","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}
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