Pub Date : 2021-07-01DOI: 10.1080/15348458.2021.1938572
Miki Shibata
This study explores the identity positions that L2 English learners/users would take in case of hypothetical miscommunications. Based on positioning theory, at the time of L2 interaction, L2 learne...
{"title":"Japanese L2 English Learners’ Positions in Miscommunication: Who Is Responsible for Failures?","authors":"Miki Shibata","doi":"10.1080/15348458.2021.1938572","DOIUrl":"https://doi.org/10.1080/15348458.2021.1938572","url":null,"abstract":"This study explores the identity positions that L2 English learners/users would take in case of hypothetical miscommunications. Based on positioning theory, at the time of L2 interaction, L2 learne...","PeriodicalId":46978,"journal":{"name":"Journal of Language Identity and Education","volume":"32 1","pages":""},"PeriodicalIF":1.7,"publicationDate":"2021-07-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"88299841","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}
Pub Date : 2021-06-18DOI: 10.1080/15348458.2020.1863807
K. Hill, Alexandra Shooshanian
ABSTRACT This study examined an in-service teacher’s enactment of code-meshing and code-switching pedagogies in a clinical summer reading clinic, as a requirement for a reading specialist program. Thus, the enactment of code-meshing pedagogies was based upon embracing the students’ use of African American English (AAE) in academic writing contexts and during the reading of texts with AAE features. The study examined code-switching pedagogies and acceptance of a third grade student’s use of AAE in informal writing contexts and translating to Standard American English (SAE) for formal writing contexts. An examination of field-notes, formal teacher and student interviews, and formal and informal writing samples revealed the student’s understanding of distinctions between formal and informal English. Furthermore, critical language awareness emerged upon offering the student the option of writing a published book in SAE or AAE. Results suggest a need for teachers to respect language features on behalf of language minority students, to make distinctions and provide a balance between formal and informal writing and speaking conventions, while embracing the use of AAE in academic writing and reading contexts.
{"title":"An In-service Teacher’s Use of Code-meshing Pedagogies: Cultivating Formal and Informal Contexts for Writing Development in a Clinical Setting","authors":"K. Hill, Alexandra Shooshanian","doi":"10.1080/15348458.2020.1863807","DOIUrl":"https://doi.org/10.1080/15348458.2020.1863807","url":null,"abstract":"ABSTRACT This study examined an in-service teacher’s enactment of code-meshing and code-switching pedagogies in a clinical summer reading clinic, as a requirement for a reading specialist program. Thus, the enactment of code-meshing pedagogies was based upon embracing the students’ use of African American English (AAE) in academic writing contexts and during the reading of texts with AAE features. The study examined code-switching pedagogies and acceptance of a third grade student’s use of AAE in informal writing contexts and translating to Standard American English (SAE) for formal writing contexts. An examination of field-notes, formal teacher and student interviews, and formal and informal writing samples revealed the student’s understanding of distinctions between formal and informal English. Furthermore, critical language awareness emerged upon offering the student the option of writing a published book in SAE or AAE. Results suggest a need for teachers to respect language features on behalf of language minority students, to make distinctions and provide a balance between formal and informal writing and speaking conventions, while embracing the use of AAE in academic writing and reading contexts.","PeriodicalId":46978,"journal":{"name":"Journal of Language Identity and Education","volume":"3 1","pages":"199 - 215"},"PeriodicalIF":1.7,"publicationDate":"2021-06-18","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"74145147","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}
Pub Date : 2021-06-14DOI: 10.1080/15348458.2021.1920415
Karolina Lendák-Kabók
ABSTRACT As borders and political systems change, members of some nations become minorities, resulting in multifaceted changes to those communities. This paper draws on Otherness and intersectionality in problematizing the interplay of gender, ethnicity, and language within Serbian academia for ethnic minority female students. I examine the narratives of ethnic-minority Hungarian female students when they explain their experience of Otherness through language in the Serbian higher-education system. Additionally, I examine the narratives of Serb majority-female academics, when they narrate about their experience with the minority students who struggle with Serbian language skills. I highlight how language becomes an element of Otherness for the ethnic minority female students, and how it has a different effect in the social sciences and humanities (SSH) compared with science, technology, engineering, and mathematics (STEM) fields. The paper raises important issues relating to research into gender and ethnic spaces of higher education systems in Central and Eastern Europe (CEE).
{"title":"A Gender Perspective on Language, Ethnicity, and Otherness in the Serbian Higher Education System","authors":"Karolina Lendák-Kabók","doi":"10.1080/15348458.2021.1920415","DOIUrl":"https://doi.org/10.1080/15348458.2021.1920415","url":null,"abstract":"ABSTRACT As borders and political systems change, members of some nations become minorities, resulting in multifaceted changes to those communities. This paper draws on Otherness and intersectionality in problematizing the interplay of gender, ethnicity, and language within Serbian academia for ethnic minority female students. I examine the narratives of ethnic-minority Hungarian female students when they explain their experience of Otherness through language in the Serbian higher-education system. Additionally, I examine the narratives of Serb majority-female academics, when they narrate about their experience with the minority students who struggle with Serbian language skills. I highlight how language becomes an element of Otherness for the ethnic minority female students, and how it has a different effect in the social sciences and humanities (SSH) compared with science, technology, engineering, and mathematics (STEM) fields. The paper raises important issues relating to research into gender and ethnic spaces of higher education systems in Central and Eastern Europe (CEE).","PeriodicalId":46978,"journal":{"name":"Journal of Language Identity and Education","volume":"22 1","pages":"1-15"},"PeriodicalIF":1.7,"publicationDate":"2021-06-14","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"81816621","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}
Pub Date : 2021-05-04DOI: 10.1080/15348458.2021.1930805
Manjiang Duan, Xiaomin Dong
{"title":"Bilingual Learners and Social Equity: Critical Approaches to Systemic Functional Linguistics, by Harmon, R. (Ed.).","authors":"Manjiang Duan, Xiaomin Dong","doi":"10.1080/15348458.2021.1930805","DOIUrl":"https://doi.org/10.1080/15348458.2021.1930805","url":null,"abstract":"","PeriodicalId":46978,"journal":{"name":"Journal of Language Identity and Education","volume":"15 1","pages":"221 - 223"},"PeriodicalIF":1.7,"publicationDate":"2021-05-04","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"81471012","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}
Pub Date : 2021-05-04DOI: 10.1080/15348458.2021.1893173
K. Viesca, Tricia Gray
ABSTRACT As we have researched in schools and reflected on our own teaching, we have come to recognize the lie and our untruthfulness that permeates many of our cultural scripts (Gutierrez et al., 1995) and practices as teachers. It is within these cultural scripts and practices that inequity is perpetuated and humanizing learning evaded. Thus, what we term evasion pedagogies, serve to sustain the status quo and are powerful tools to maintain oppressive projects like white supremacy, heteronormativity, gender binaries, patriarchy, ableism, classism, and linguicism. In this piece, we examine the notion of evasion pedagogies as a powerful lie in practice that needs to be disrupted in teaching and learning across grade levels and contexts. Then, we draw on decades of research to illustrate how existing scholarship offers meaningful opportunities to disrupt evasion pedagogies by focusing on humanization.
{"title":"Disrupting Evasion Pedagogies","authors":"K. Viesca, Tricia Gray","doi":"10.1080/15348458.2021.1893173","DOIUrl":"https://doi.org/10.1080/15348458.2021.1893173","url":null,"abstract":"ABSTRACT As we have researched in schools and reflected on our own teaching, we have come to recognize the lie and our untruthfulness that permeates many of our cultural scripts (Gutierrez et al., 1995) and practices as teachers. It is within these cultural scripts and practices that inequity is perpetuated and humanizing learning evaded. Thus, what we term evasion pedagogies, serve to sustain the status quo and are powerful tools to maintain oppressive projects like white supremacy, heteronormativity, gender binaries, patriarchy, ableism, classism, and linguicism. In this piece, we examine the notion of evasion pedagogies as a powerful lie in practice that needs to be disrupted in teaching and learning across grade levels and contexts. Then, we draw on decades of research to illustrate how existing scholarship offers meaningful opportunities to disrupt evasion pedagogies by focusing on humanization.","PeriodicalId":46978,"journal":{"name":"Journal of Language Identity and Education","volume":"13 1","pages":"213 - 220"},"PeriodicalIF":1.7,"publicationDate":"2021-05-04","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"75185500","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}
Pub Date : 2021-04-09DOI: 10.1080/15348458.2021.1901586
Auxiliadora Sales, Anna Marzà, Gloria Torralba
ABSTRACT The premise of the present paper is that an intercultural approach to multilingualism in schools generates inclusion and a construction of cultural and linguistic identity that respects the diversity of society and classrooms. Students, teachers, and families participated in an action research project conducted in four schools with the presence of varied home languages. One of the objectives of the project is to foster intercultural education by introducing home languages in the school through identity texts. The process was documented through questionnaires, interviews with families and educators, and classroom observations. Results show that the texts and the curricular activities designed around them have provided spaces for the recognition and valuation of diversity. The self-esteem of alloglot students has improved and the collaborative relationship between school and families has increased. Conclusions point at the potential of multilingualism as a way to enrich the curriculum and to promote equality from diversity in the school context.
{"title":"“Daddy, Can You Speak Our Language?” Multilingual and Intercultural Awareness through Identity Texts","authors":"Auxiliadora Sales, Anna Marzà, Gloria Torralba","doi":"10.1080/15348458.2021.1901586","DOIUrl":"https://doi.org/10.1080/15348458.2021.1901586","url":null,"abstract":"ABSTRACT The premise of the present paper is that an intercultural approach to multilingualism in schools generates inclusion and a construction of cultural and linguistic identity that respects the diversity of society and classrooms. Students, teachers, and families participated in an action research project conducted in four schools with the presence of varied home languages. One of the objectives of the project is to foster intercultural education by introducing home languages in the school through identity texts. The process was documented through questionnaires, interviews with families and educators, and classroom observations. Results show that the texts and the curricular activities designed around them have provided spaces for the recognition and valuation of diversity. The self-esteem of alloglot students has improved and the collaborative relationship between school and families has increased. Conclusions point at the potential of multilingualism as a way to enrich the curriculum and to promote equality from diversity in the school context.","PeriodicalId":46978,"journal":{"name":"Journal of Language Identity and Education","volume":"35 1","pages":"1-17"},"PeriodicalIF":1.7,"publicationDate":"2021-04-09","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"74510730","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}
Pub Date : 2021-04-06DOI: 10.1080/15348458.2021.1893174
Hyejeong Ahn, Naya Choi, J. Kiaer
ABSTRACT This study investigates what characteristics are considered important for a hypothetical multilingual person to be perceived as a “native” speaker of English. The data was collected from 521 participants from the United Kingdom, Singapore and South Korea, responding to a survey comprised of 30 questions with opportunities for qualitative comments. Several empirical statistical methods of analysis were employed to compare the data of three groups. The results indicated that expertise in the English language via education, self-perceived native speaker competence and a home language were the three most significant factors while ethnicity and nationality were the least important considerations for participants when perceiving multilingual speakers as “native” speakers of English. In this study, the stereotypically portrayed characteristics of “native speakers of English” as “innate,” “fixed” and “monolingual” were not significant. These findings can contribute to discussions about “native speakerism” and what constitutes a “native” speaker, which has no sign of abating.
{"title":"Multilingual “Native” Speakers of the English Language: The Perceptions of University Students from the United Kingdom, Singapore and South Korea","authors":"Hyejeong Ahn, Naya Choi, J. Kiaer","doi":"10.1080/15348458.2021.1893174","DOIUrl":"https://doi.org/10.1080/15348458.2021.1893174","url":null,"abstract":"ABSTRACT This study investigates what characteristics are considered important for a hypothetical multilingual person to be perceived as a “native” speaker of English. The data was collected from 521 participants from the United Kingdom, Singapore and South Korea, responding to a survey comprised of 30 questions with opportunities for qualitative comments. Several empirical statistical methods of analysis were employed to compare the data of three groups. The results indicated that expertise in the English language via education, self-perceived native speaker competence and a home language were the three most significant factors while ethnicity and nationality were the least important considerations for participants when perceiving multilingual speakers as “native” speakers of English. In this study, the stereotypically portrayed characteristics of “native speakers of English” as “innate,” “fixed” and “monolingual” were not significant. These findings can contribute to discussions about “native speakerism” and what constitutes a “native” speaker, which has no sign of abating.","PeriodicalId":46978,"journal":{"name":"Journal of Language Identity and Education","volume":"2 1","pages":"463 - 477"},"PeriodicalIF":1.7,"publicationDate":"2021-04-06","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"79896000","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}
Pub Date : 2021-04-06DOI: 10.1080/15348458.2021.1896969
S. Lau, M. Botelho, M. Liaw
ABSTRACT In this secondary research study, we investigate the text/identity/curriculum work enacted in a primary university-school project with third-grade children in Québec who were engaged in inquiry into children’s rights through bilingual text production. Drawing on sociocultural perspectives of language and identity as well as translanguaging, we examined both the product and the process of identity text production. Analysing classroom interactions and children’s bilingual production using discourse analysis, the findings show how teachers’ cross-curricular efforts in creating translanguaging spaces and shifts with students’ emerging bilingualism and critical understanding of children’s rights issues provided spaces for identity and knowledge re/construction, effectuating new curricular opportunities, inquiries, and language/literacy learning. This process-oriented view of identity text production points to the mutually constitutive nature of identity/text/curriculum work, inviting a dynamic, non-linear understanding of text production, and calling for reflexive attention to power relations in classroom interactions for greater possibilities for meaningful identity and knowledge making.
{"title":"Text Production as Process: Negotiating Multiliterate Learning & Identities","authors":"S. Lau, M. Botelho, M. Liaw","doi":"10.1080/15348458.2021.1896969","DOIUrl":"https://doi.org/10.1080/15348458.2021.1896969","url":null,"abstract":"ABSTRACT In this secondary research study, we investigate the text/identity/curriculum work enacted in a primary university-school project with third-grade children in Québec who were engaged in inquiry into children’s rights through bilingual text production. Drawing on sociocultural perspectives of language and identity as well as translanguaging, we examined both the product and the process of identity text production. Analysing classroom interactions and children’s bilingual production using discourse analysis, the findings show how teachers’ cross-curricular efforts in creating translanguaging spaces and shifts with students’ emerging bilingualism and critical understanding of children’s rights issues provided spaces for identity and knowledge re/construction, effectuating new curricular opportunities, inquiries, and language/literacy learning. This process-oriented view of identity text production points to the mutually constitutive nature of identity/text/curriculum work, inviting a dynamic, non-linear understanding of text production, and calling for reflexive attention to power relations in classroom interactions for greater possibilities for meaningful identity and knowledge making.","PeriodicalId":46978,"journal":{"name":"Journal of Language Identity and Education","volume":"6 1","pages":"1-17"},"PeriodicalIF":1.7,"publicationDate":"2021-04-06","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"80484924","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}
Pub Date : 2021-04-06DOI: 10.1080/15348458.2021.1874383
Ashley R. Moore
ABSTRACT Despite a growing body of knowledge regarding the relevance of queer people and their lives to language education, we still know little about the power of classrooms, institutions, and larger macro structural forces to shape—and be shaped by—the identity experiences of queer L2 learners. This article presents a comparative analysis of the identity dilemmas and decisions of two queer learners as they studied Japanese in their home countries (the United States and Romania) and Japan. The findings show that the participants had learned to view their queer identities as incompatible with the compulsory cisgenders and heterosexuality reproduced in the social setting of the L2 classroom. My analysis underscores the crucial role that institutional policies and practices have on the well-being of queer students. The comparative analysis also highlights the objective/subjective duality of macro social structures and how they come to mean in the lives of learners.
{"title":"“[It] Changed Everything”: The Effect of Shifting Social Structures on Queer L2 Learners’ Identity Management","authors":"Ashley R. Moore","doi":"10.1080/15348458.2021.1874383","DOIUrl":"https://doi.org/10.1080/15348458.2021.1874383","url":null,"abstract":"ABSTRACT Despite a growing body of knowledge regarding the relevance of queer people and their lives to language education, we still know little about the power of classrooms, institutions, and larger macro structural forces to shape—and be shaped by—the identity experiences of queer L2 learners. This article presents a comparative analysis of the identity dilemmas and decisions of two queer learners as they studied Japanese in their home countries (the United States and Romania) and Japan. The findings show that the participants had learned to view their queer identities as incompatible with the compulsory cisgenders and heterosexuality reproduced in the social setting of the L2 classroom. My analysis underscores the crucial role that institutional policies and practices have on the well-being of queer students. The comparative analysis also highlights the objective/subjective duality of macro social structures and how they come to mean in the lives of learners.","PeriodicalId":46978,"journal":{"name":"Journal of Language Identity and Education","volume":"59 1","pages":"262 - 278"},"PeriodicalIF":1.7,"publicationDate":"2021-04-06","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"79017472","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}
Pub Date : 2021-03-16DOI: 10.1080/15348458.2021.1878360
Jennifer S Beal, J. Trussell, Dawn Walton
ABSTRACT There are over 135,000 deaf/hard of hearing students enrolled in postsecondary institutions in the U.S. However, deaf students who use sign language may not be aware of their sign language skills, resulting in accommodations that do not provide full access to postsecondary course content and reduced degree completion rates compared to their typically hearing peers. We documented the receptive and expressive ASL skills and self-ratings of 59 incoming deaf college students. Then we developed and implemented a five-week high-dosage ASL intervention with a cohort of 14 students using a pretest-posttest design. About half of the cohort improved across ASL assessments after the intervention, although group mean score changes were not statistically significant. Students accurately self-rated their receptive and expressive sign language skills based on their assessment performance. We present suggestions and implications for ASL instruction at the postsecondary level to promote college readiness.
{"title":"Incoming Deaf College Students’ Sign Language Skills: Self-awareness and Intervention","authors":"Jennifer S Beal, J. Trussell, Dawn Walton","doi":"10.1080/15348458.2021.1878360","DOIUrl":"https://doi.org/10.1080/15348458.2021.1878360","url":null,"abstract":"ABSTRACT There are over 135,000 deaf/hard of hearing students enrolled in postsecondary institutions in the U.S. However, deaf students who use sign language may not be aware of their sign language skills, resulting in accommodations that do not provide full access to postsecondary course content and reduced degree completion rates compared to their typically hearing peers. We documented the receptive and expressive ASL skills and self-ratings of 59 incoming deaf college students. Then we developed and implemented a five-week high-dosage ASL intervention with a cohort of 14 students using a pretest-posttest design. About half of the cohort improved across ASL assessments after the intervention, although group mean score changes were not statistically significant. Students accurately self-rated their receptive and expressive sign language skills based on their assessment performance. We present suggestions and implications for ASL instruction at the postsecondary level to promote college readiness.","PeriodicalId":46978,"journal":{"name":"Journal of Language Identity and Education","volume":"80 1","pages":"415 - 428"},"PeriodicalIF":1.7,"publicationDate":"2021-03-16","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"91104931","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}
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