Pub Date : 2023-10-08DOI: 10.1080/07908318.2023.2265407
Alexandre Cavalcante, Antoinette Gagné, Emmanuelle Le Pichon-Vorstman
ABSTRACTIn this paper, we report on data from 40 middle and secondary school mathematics teachers and teacher candidates as they begin to articulate the intersection of language-friendly pedagogy, mathematics teaching, and a multilingual technological tool by way of a two-hour introductory workshop. We use an Anthropological Theory of the Didactic which recognises that mathematics instruction and language instruction are done differently under distinct institutional conditions (curriculum, culture, language, etc.) to analyse our data. Our findings suggest that teachers’ beliefs and perspectives regarding their multilingual students guide their choices about how to use a powerful digital multilingual platform to either remediate what they perceive as deficits in their students or leverage the assets of multilingual learners.KEYWORDS: Language-friendly pedagogymathematics teacher perceptionslearning platformpraxeologymultilingual learnersSTEM AcknowledgementsWe want to acknowledge the contributions of Dania Wattar, a member of the ESCAPE Projects research team, in the co-creation and delivery of the workshop described in this article.Disclosure statementNo potential conflict of interest was reported by the author(s).Additional informationFundingThis research was financed by the Social Sciences and Humanities Research Council of Canada.
{"title":"Mathematical benefits of a language-friendly pedagogical tool: a praxeological analysis of teachers’ perceptions and practices","authors":"Alexandre Cavalcante, Antoinette Gagné, Emmanuelle Le Pichon-Vorstman","doi":"10.1080/07908318.2023.2265407","DOIUrl":"https://doi.org/10.1080/07908318.2023.2265407","url":null,"abstract":"ABSTRACTIn this paper, we report on data from 40 middle and secondary school mathematics teachers and teacher candidates as they begin to articulate the intersection of language-friendly pedagogy, mathematics teaching, and a multilingual technological tool by way of a two-hour introductory workshop. We use an Anthropological Theory of the Didactic which recognises that mathematics instruction and language instruction are done differently under distinct institutional conditions (curriculum, culture, language, etc.) to analyse our data. Our findings suggest that teachers’ beliefs and perspectives regarding their multilingual students guide their choices about how to use a powerful digital multilingual platform to either remediate what they perceive as deficits in their students or leverage the assets of multilingual learners.KEYWORDS: Language-friendly pedagogymathematics teacher perceptionslearning platformpraxeologymultilingual learnersSTEM AcknowledgementsWe want to acknowledge the contributions of Dania Wattar, a member of the ESCAPE Projects research team, in the co-creation and delivery of the workshop described in this article.Disclosure statementNo potential conflict of interest was reported by the author(s).Additional informationFundingThis research was financed by the Social Sciences and Humanities Research Council of Canada.","PeriodicalId":17945,"journal":{"name":"Language, Culture and Curriculum","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2023-10-08","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135251710","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":1,"RegionCategory":"文学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-10-05DOI: 10.1080/07908318.2023.2258156
Jenni Alisaari, Leena Maria Heikkola, Raisa Harju-Autti
We examined Finnish pre-service primary school teachers’ understandings of the role of language(s) in learning mathematics and how these understandings developed during a period of teaching practice. We also examined how the participants experienced the usefulness of the ready-made multilingual digital material Binogi and how the teaching practice period influenced their thoughts on multilingual pedagogies. Our results indicate that the teacher training period increased awareness of linguistic challenges and of the importance of students’ L1s in learning. However, some participants’ views reflected monolingual ideologies, especially regarding the conditional use of L1s. Regarding linguistic support, the participants reported using visual supports and explaining vocabulary and structures. Although many participants perceived Binogi as beneficial and motivating, less than half used it. Some participants emphasised that the practice period reinforced their understanding of the importance of multilingual pedagogies. It is important to critically reflect on the language policies and practices of Finnish teacher education and support the dialogue between research and practice regarding a shared understanding of valuing linguistic diversity in teacher education.
{"title":"Finnish pre-service teachers’ understandings of the role of language(s) in learning mathematics","authors":"Jenni Alisaari, Leena Maria Heikkola, Raisa Harju-Autti","doi":"10.1080/07908318.2023.2258156","DOIUrl":"https://doi.org/10.1080/07908318.2023.2258156","url":null,"abstract":"We examined Finnish pre-service primary school teachers’ understandings of the role of language(s) in learning mathematics and how these understandings developed during a period of teaching practice. We also examined how the participants experienced the usefulness of the ready-made multilingual digital material Binogi and how the teaching practice period influenced their thoughts on multilingual pedagogies. Our results indicate that the teacher training period increased awareness of linguistic challenges and of the importance of students’ L1s in learning. However, some participants’ views reflected monolingual ideologies, especially regarding the conditional use of L1s. Regarding linguistic support, the participants reported using visual supports and explaining vocabulary and structures. Although many participants perceived Binogi as beneficial and motivating, less than half used it. Some participants emphasised that the practice period reinforced their understanding of the importance of multilingual pedagogies. It is important to critically reflect on the language policies and practices of Finnish teacher education and support the dialogue between research and practice regarding a shared understanding of valuing linguistic diversity in teacher education.","PeriodicalId":17945,"journal":{"name":"Language, Culture and Curriculum","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2023-10-05","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135483416","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":1,"RegionCategory":"文学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-08-24DOI: 10.1080/07908318.2023.2251519
Mustafa Akıncıoğlu
{"title":"Rethinking of EMI in higher education: a critical view on its scope, definition and quality","authors":"Mustafa Akıncıoğlu","doi":"10.1080/07908318.2023.2251519","DOIUrl":"https://doi.org/10.1080/07908318.2023.2251519","url":null,"abstract":"","PeriodicalId":17945,"journal":{"name":"Language, Culture and Curriculum","volume":null,"pages":null},"PeriodicalIF":3.5,"publicationDate":"2023-08-24","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"44664285","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":1,"RegionCategory":"文学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-08-18DOI: 10.1080/07908318.2023.2245832
Michelle Bedeker, Assylzhan Ospanbek, Marius Simons, Akerke Yessenbekova, Manas Zhalgaspaev
{"title":"‘I can easily switch to the Kazakh language, also to the Russian language’: reimagining Kazakhstani CLIL implementation as a third space","authors":"Michelle Bedeker, Assylzhan Ospanbek, Marius Simons, Akerke Yessenbekova, Manas Zhalgaspaev","doi":"10.1080/07908318.2023.2245832","DOIUrl":"https://doi.org/10.1080/07908318.2023.2245832","url":null,"abstract":"","PeriodicalId":17945,"journal":{"name":"Language, Culture and Curriculum","volume":null,"pages":null},"PeriodicalIF":3.5,"publicationDate":"2023-08-18","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"47725437","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":1,"RegionCategory":"文学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-08-03DOI: 10.1080/07908318.2023.2242912
Munassir Alhamami, Abdulrahman Almosa
ABSTRACT Learning Arabic as a second language (ASL) in Arabic-speaking countries is yet to be investigated thoroughly. The present study examines 61 ASL learners from 25 countries in seven Saudi universities using a quantitative and qualitative questionnaire, with Ajzen's theory of planned behaviour used as a theoretical framework to elicit and analyze the participants' intentions, attitudes, motivations, and challenges. The findings of the quantitative items show that learners hold significant and positive intentions, attitudes, and subjective-norm and perceived-behavioural-control beliefs regarding learning Arabic. These findings show the usefulness of using social psychology to elicit and understand ASL learners' beliefs and predict their intentions to learn Arabic by adapting valid and published questionnaire items. The qualitative results show that religious factors are what motivate ASL learning in Saudi universities. For example, Arabic is the language of sacred texts, the language of the Prophet Muhammad, and the language of Heaven. The most-reported challenges are the instructors' use of local dialects and inadequate training in teaching ASL. When designing curricula, policymakers should consider social factors such as religion, literature, history, and students' backgrounds. It is also recommended that language researchers use theories from other related disciplines to understand fully the perspectives of ASL learners.
{"title":"Learning Arabic as a second language in Saudi universities: Ajzen’s theory and religious motivations","authors":"Munassir Alhamami, Abdulrahman Almosa","doi":"10.1080/07908318.2023.2242912","DOIUrl":"https://doi.org/10.1080/07908318.2023.2242912","url":null,"abstract":"ABSTRACT Learning Arabic as a second language (ASL) in Arabic-speaking countries is yet to be investigated thoroughly. The present study examines 61 ASL learners from 25 countries in seven Saudi universities using a quantitative and qualitative questionnaire, with Ajzen's theory of planned behaviour used as a theoretical framework to elicit and analyze the participants' intentions, attitudes, motivations, and challenges. The findings of the quantitative items show that learners hold significant and positive intentions, attitudes, and subjective-norm and perceived-behavioural-control beliefs regarding learning Arabic. These findings show the usefulness of using social psychology to elicit and understand ASL learners' beliefs and predict their intentions to learn Arabic by adapting valid and published questionnaire items. The qualitative results show that religious factors are what motivate ASL learning in Saudi universities. For example, Arabic is the language of sacred texts, the language of the Prophet Muhammad, and the language of Heaven. The most-reported challenges are the instructors' use of local dialects and inadequate training in teaching ASL. When designing curricula, policymakers should consider social factors such as religion, literature, history, and students' backgrounds. It is also recommended that language researchers use theories from other related disciplines to understand fully the perspectives of ASL learners.","PeriodicalId":17945,"journal":{"name":"Language, Culture and Curriculum","volume":null,"pages":null},"PeriodicalIF":3.5,"publicationDate":"2023-08-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"47523796","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":1,"RegionCategory":"文学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-07-25DOI: 10.1080/07908318.2023.2240348
Yandan Zhu, Citing Li
ABSTRACT Guided by the system-focused perspective (Beltman, 2020. Understanding and examining teacher resilience from multiple perspectives. In C. F. Mansfield (Ed.), Cultivating teacher resilience. Springer. https://doi.org/10.1007/978-981-15-5963-1_2) and the transdiciplinary framework (DFG, 2016. A transdisciplinary framework for SLA in a multilingual world. The Modern Language Journal, 100(S1), 19–47. https://doi.org/10.1111/modl.12301), this study adopted a qualitative phenomenological approach to explore how two Chinese language teachers in an EMI transnational university developed their collective resilience when navigating challenges through resources across micro-meso-macro levels of contexts. Multiple data sources were collected from government and institutional policy documents, in-depth semi-structured interviews and written reflections over four months and were analysed through phenomenological analysis and content analysis. The findings revealed the salient role of the multi-layered contexts in teachers’ resilience-building processes, which motivated them to achieve the synergistic development of individuals and the institution through collaborative efforts. This study particularly pointed to the importance of conceptualising the contextual features as agentive in shaping collective resilience. We thus propose a multi-layered model for understanding the complex interactions of language teachers’ collective resilience within this specific context of a transnational university, in which the three levels of contexts may be engaged in constant interactions to achieve a conceptual equilibrium. The study concludes with implications in regards to expanding our current understanding of the ways in which language teachers need to be supported throughout their resilience-building process and professional development in the long run.
{"title":"Exploring language teachers’ collective resilience: experiences of Chinese language teachers in a transnational university in China","authors":"Yandan Zhu, Citing Li","doi":"10.1080/07908318.2023.2240348","DOIUrl":"https://doi.org/10.1080/07908318.2023.2240348","url":null,"abstract":"ABSTRACT Guided by the system-focused perspective (Beltman, 2020. Understanding and examining teacher resilience from multiple perspectives. In C. F. Mansfield (Ed.), Cultivating teacher resilience. Springer. https://doi.org/10.1007/978-981-15-5963-1_2) and the transdiciplinary framework (DFG, 2016. A transdisciplinary framework for SLA in a multilingual world. The Modern Language Journal, 100(S1), 19–47. https://doi.org/10.1111/modl.12301), this study adopted a qualitative phenomenological approach to explore how two Chinese language teachers in an EMI transnational university developed their collective resilience when navigating challenges through resources across micro-meso-macro levels of contexts. Multiple data sources were collected from government and institutional policy documents, in-depth semi-structured interviews and written reflections over four months and were analysed through phenomenological analysis and content analysis. The findings revealed the salient role of the multi-layered contexts in teachers’ resilience-building processes, which motivated them to achieve the synergistic development of individuals and the institution through collaborative efforts. This study particularly pointed to the importance of conceptualising the contextual features as agentive in shaping collective resilience. We thus propose a multi-layered model for understanding the complex interactions of language teachers’ collective resilience within this specific context of a transnational university, in which the three levels of contexts may be engaged in constant interactions to achieve a conceptual equilibrium. The study concludes with implications in regards to expanding our current understanding of the ways in which language teachers need to be supported throughout their resilience-building process and professional development in the long run.","PeriodicalId":17945,"journal":{"name":"Language, Culture and Curriculum","volume":null,"pages":null},"PeriodicalIF":3.5,"publicationDate":"2023-07-25","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"41425469","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":1,"RegionCategory":"文学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-07-23DOI: 10.1080/07908318.2023.2239848
Hongzhi Yang, Y. Gong
ABSTRACT Preservice teachers’ (PSTs) epistemic agency during their practicum experiences is not yet fully understood. In this study, we collected data in the form of in-depth interviews, reflective journals, and lesson plans from two Chinese language PSTs, and examined their epistemic agency during their practicums in Macau from a cultural-historical activity theory perspective. First, this study offers an analytical model that revealed the dynamics of epistemic agency development during PSTs’ practicums. Second, the analysis showed how PSTs’ social situations and prior learning experience recursively shaped their epistemic agency. The study raises important implications for teacher education, highlighting the importance of supporting PSTs’ epistemic agency by providing epistemic resources.
{"title":"Preservice teachers’ epistemic agency during practicums: case studies from Macau","authors":"Hongzhi Yang, Y. Gong","doi":"10.1080/07908318.2023.2239848","DOIUrl":"https://doi.org/10.1080/07908318.2023.2239848","url":null,"abstract":"ABSTRACT Preservice teachers’ (PSTs) epistemic agency during their practicum experiences is not yet fully understood. In this study, we collected data in the form of in-depth interviews, reflective journals, and lesson plans from two Chinese language PSTs, and examined their epistemic agency during their practicums in Macau from a cultural-historical activity theory perspective. First, this study offers an analytical model that revealed the dynamics of epistemic agency development during PSTs’ practicums. Second, the analysis showed how PSTs’ social situations and prior learning experience recursively shaped their epistemic agency. The study raises important implications for teacher education, highlighting the importance of supporting PSTs’ epistemic agency by providing epistemic resources.","PeriodicalId":17945,"journal":{"name":"Language, Culture and Curriculum","volume":null,"pages":null},"PeriodicalIF":3.5,"publicationDate":"2023-07-23","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"41842490","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":1,"RegionCategory":"文学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-07-09DOI: 10.1080/07908318.2023.2232391
Ann Dashwood, Jeong-Bae Son, Sang-Soon Park
ABSTRACT This article explores the roles of local volunteers in developing social connectedness among culturally and linguistically diverse (CALD) parents seeking to gain English language and cultural confidence in a regional community in Queensland, Australia. Interview data from a case study of nine non-specialist tutor volunteers identified characteristics of their interactions with the CALD parents during informal language learning sessions. This case study analyses characteristics of the types of interactions reported by the volunteers teaching English and Australian Culture to a group of CALD adults. The nine interviewees had not completed formal TESOL qualifications at the time they engaged in the informal language learning sessions. Their reported perceptions highlight the range of ways in which social connectedness emerged during contextualised dialogic sessions in a regional community English learning setting. The study found that the volunteers’ common interest in advancing a sense of parents’ social connectedness accompanied an increased confidence using English in the safe learning space that the volunteers created. The results of the study advocate an outcomes-based dialogic approach to support the expressed social connectedness needs of newcomers into a regional community.
{"title":"Social connectedness in a community-based language and culture programme: voices of volunteer tutors","authors":"Ann Dashwood, Jeong-Bae Son, Sang-Soon Park","doi":"10.1080/07908318.2023.2232391","DOIUrl":"https://doi.org/10.1080/07908318.2023.2232391","url":null,"abstract":"ABSTRACT This article explores the roles of local volunteers in developing social connectedness among culturally and linguistically diverse (CALD) parents seeking to gain English language and cultural confidence in a regional community in Queensland, Australia. Interview data from a case study of nine non-specialist tutor volunteers identified characteristics of their interactions with the CALD parents during informal language learning sessions. This case study analyses characteristics of the types of interactions reported by the volunteers teaching English and Australian Culture to a group of CALD adults. The nine interviewees had not completed formal TESOL qualifications at the time they engaged in the informal language learning sessions. Their reported perceptions highlight the range of ways in which social connectedness emerged during contextualised dialogic sessions in a regional community English learning setting. The study found that the volunteers’ common interest in advancing a sense of parents’ social connectedness accompanied an increased confidence using English in the safe learning space that the volunteers created. The results of the study advocate an outcomes-based dialogic approach to support the expressed social connectedness needs of newcomers into a regional community.","PeriodicalId":17945,"journal":{"name":"Language, Culture and Curriculum","volume":null,"pages":null},"PeriodicalIF":3.5,"publicationDate":"2023-07-09","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"47377852","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":1,"RegionCategory":"文学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-07-06DOI: 10.1080/07908318.2023.2232389
S. Melo-Pfeifer
{"title":"Crossing linguistic and disciplinary boundaries? Linguistic practices in STEM/S.T.E.M. classrooms, or how a multilingual habit does not make a multilingual monk","authors":"S. Melo-Pfeifer","doi":"10.1080/07908318.2023.2232389","DOIUrl":"https://doi.org/10.1080/07908318.2023.2232389","url":null,"abstract":"","PeriodicalId":17945,"journal":{"name":"Language, Culture and Curriculum","volume":null,"pages":null},"PeriodicalIF":3.5,"publicationDate":"2023-07-06","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"49383680","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":1,"RegionCategory":"文学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-06-08DOI: 10.1080/07908318.2023.2221895
Emmanuelle Le Pichon, Dania Wattar, Mai Naji, Hyunha Rosalia Cha, Ye Jia, Kanza Tariq
{"title":"Towards linguistically and culturally responsive curricula: the potential of reciprocal knowledge in STEM education","authors":"Emmanuelle Le Pichon, Dania Wattar, Mai Naji, Hyunha Rosalia Cha, Ye Jia, Kanza Tariq","doi":"10.1080/07908318.2023.2221895","DOIUrl":"https://doi.org/10.1080/07908318.2023.2221895","url":null,"abstract":"","PeriodicalId":17945,"journal":{"name":"Language, Culture and Curriculum","volume":null,"pages":null},"PeriodicalIF":3.5,"publicationDate":"2023-06-08","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"44146084","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":1,"RegionCategory":"文学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
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